Exemplar Papers Grade 5
Goal II of the Basic Education Act:
“Students will know and apply concepts and principles of mathematics;
social, physical, and life sciences; civics and history; geography; arts; and health fitness.”
CBAs
Office of Superintendent of Public Instruction
All exemplar papers presented herein are taken from student responses to this assessment. All papers are
provided for training purposes only. No endorsement of any particular issue or position is either given or
implied.
Copyright © 2005 by Washington Office of the Superintendent of Public Instruction. All rights reserved.
Educational institutions within the State of Washington have permission to reproduce this document. All other
individuals wishing to reproduce this document must contact OSPI.
Table of Contents
Letter from Greg Hall, Assistant Superintendent, Assessment and Research,
and Caleb Perkins, Program Supervisor, Social Studies . . . . . . . . . . . . . . . . . .2
Grade 5 Social Studies Dig Deep: Analyze Artifacts (2005) . . . . . . . . . . . . . . . . . . . .3
Directions to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Scoring Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Student Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Artifact Analysis Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Written Document Analysis Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Directions for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Suggested Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Exemplar Papers with Annotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Purpose of Exemplar Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Exemplar Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Welcome to the Social Studies Classroom-Based Assessment Model (CBAs) training
and implementation booklet. These models are a part of the Classroom-Based Assessment
program of the Office of Superintendent of Public Instruction (OSPI).
Classroom-based assessments have the unique power to engage students in meaningful work
that is authentic to engaged, informed citizenship. We have included one of the Elementary
classroom-based assessment models for social studies in this packet. It is entitled “Dig Deep:
Analyze Artifacts” and it is designed to assess student understanding of key social studies
skills and concepts. There are also other elementary CBA models available on our website
that assess skills and knowledge related to history, geography, civics, and economics (to see
them go to http://www.k12.wa.us/CurriculumInstruct/SocStudies/CBAs.aspx).
The social studies assessment models were developed at the benchmark levels of grades
5, 8, and 10/11 (high school) for each social studies area (civics, history, geography, economics)
by the Social Studies Assessment Leadership Team (SSALT) from April to May 2004.
These models were piloted across Washington State in rural, suburban, and urban districts,
in all nine Educational Service Districts from October to November 2004. The student
samples generated from this pilot went through Range Finding with the SSALT during
February 2005. Student samples were selected for the Exemplar Set from over 3,500 student
samples from across the state.
The purpose for presenting these student CBA samples is two-fold. The CBA samples do
the following:
1. Inform teachers immediately if students know and are able to do what is
expected of them to demonstrate their understanding at the benchmark
levels of our Social Studies Essential Academic Learning
Requirements/Standards (EALRs);
2. Model high quality classroom-based assessments by including:
a. clear Directions for Administration for teachers and students;
b. rubrics for scoring;
c. directions for training in districts and schools;
d. support materials;
e. information on how to train students to score; and
f. exemplars as samples for future development in classrooms and districts.
In order to assist you in your efforts in understanding and using these items, please do not
hesitate to access our website at http://www.k12.wa.us/CurriculumInstruct/SocStudies.
Sincerely,
Greg Hall
Assistant Superintendent,
Assessment and Research
Caleb Perkins
Program Supervisor, Social Studies
[email protected]
Grade 5
Social Studies
Dig Deep: Analyze Artifacts (2005)
Required Task
Required Task
To be an effective citizen, you need to know how
to use evidence from different sources. Using
artifacts and primary sources as evidence, you will
write a historical account of a time period you have
been studying in your classroom.
Directions to Students
In an essay or presentation, you will:
• Use evidence from artifacts and/or primary sources
to develop a historical account of a time period.
You will also:
• Identify events from the time period on a timeline
related to the artifacts and/or primary sources.
format
The historical account may take any of a variety of forms, e.g., essay, letter from
or to a historical character, journal entries, newspaper article, etc.
4
Required Task
–History–
Teachers may use their district
preferred Writing Rubric to
score this written account
History EALR
1.2.1
Describe and compare
patterns of life over time in
Washington State, U.S.,
and World History.
Group personal, local, state,
and national events in terms
of past, present, and future,
and place events in proper
sequence on a timeline.
Social Studies
Inquiry and
Information
Skills 1.1.1f
Apply information – create a
product that demonstrates
understanding of information
and responds to central
questions; present product to
a meaningful audience.
3 Proficient
2 Partial
1 Minimal
Historical account is a
reasonable description of
the time period that is
accurately and wellsupported by references to
at least 3 specific artifacts
and/or primary sources.
There is clear evidence
that the student examined
the artifacts and/or
primary sources
referenced.
Historical account is a
reasonable description of
the time period that is
accurately and wellsupported by references to
at least 2 specific artifacts
and/or primary sources.
There is clear evidence
that the student examined
the artifacts and/or
primary sources
referenced.
Historical account is a
reasonable description of
the time period that is
accurately and wellsupported by references to
at least 1 specific artifact
or primary source. There
is clear evidence that the
student examined the
artifacts and/or primary
sources referenced.
Historical account was
attempted and describes
artifacts or presents ideas
about how people lived
during this time period.
Few or no connections are
given between the artifacts
and people’s lives OR the
connections are mainly
based on mere
speculation.
Timeline of events includes
5–6 events related to the
central theme/guiding
question. Events on the
timeline are all accurate
and sequenced in order.
The timeline includes at
least one reference to
specific artifacts and/or
primary sources.
Timeline of events includes
3–4 events related to the
central theme/guiding
question. Events on the
timeline are mostly
accurate and sequenced in
order. The timeline
includes at least one
reference to specific
artifacts and/or
primary sources.
Timeline of events includes
2 events related to the
central theme/guiding
question. Events on the
timeline are mostly
accurate and sequenced in
order.
Timeline of events was
attempted with several
inaccuracies or sequence
problems OR with only
one event related to the
central theme/guiding
question.
Draws clear, well-reasoned
conclusion(s) that is
directly supported by inferences or analysis drawn
from 3 specific
artifacts and/or
primary sources.
Draws clear, well-reasoned
conclusion(s) that is
directly supported by inferences or analysis drawn
from 2 specific
artifacts and/or primary
sources.
Makes accurate inferences
from artifacts or primary
sources without tying
them to a conclusion.
OR
Draws clear, well-reasoned
conclusion(s) that is
directly supported by inferences or analysis drawn
from 1 specific
artifact or primary source.
Draws a conclusion
without direct support from
analysis or inferences from
artifacts and/or primary
sources.
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Required Task
History EALR
1.1.1a
4 Excellent
Support Materials – Teachers
Scoring Notes
Support Materials – Teachers
• To be credited for referencing a primary source or artifact, a response should
paraphrase, quote, or thoroughly describe the source or artifact. This quoting,
paraphrasing, or describing should provide evidence that indicates the student
has examined this source or artifact (or a reproduction or photo of this
source/artifact).
6
Support Materials – Students
Use this checklist to guide your work.
Make sure you complete each task on the checklist.
Researching and analyzing the time period or event
❐
❐
I examined at least three artifacts, documents, or maps from the time period or
event in class.
I used the analysis worksheets to record information about the artifacts.
We discussed the relationship between the artifacts and the time period in class.
The information from the artifacts helped my class learn what it was like to live
in that time.
Getting Ready to Write
❐
❐
❐
With the help of my teacher, I chose a guiding question to direct my writing.
I gathered my information together and organized my thinking.
I created a timeline that showed connections between the artifacts and the
major events of the time period.
Writing
❐
I used evidence from artifacts and/or primary sources to develop a historical
account of a time period.
❐
I identified events from the time period on a timeline related to the artifacts
and/or primary sources.
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Support Materials – Students
❐
❐
❐
I learned about a historical time period or event in class.
Support Materials – Students
W
O
R
K
S
H
E
E
T
1) Type of Artifact
Describe the material from which it was made: bone, pottery, metal, wood,
stone, leather, glass, paper, cardboard, cotton, wood, plastic, or other material.
____________________________________________________________________________________
____________________________________________________________________________________
2) Special Qualities of the Artifact
Describe how it looks and feels: shape, color,
texture, size, weight, movable parts, anything printed, stamped, or written on it.
____________________________________________________________________________________
Support Materials – Students
____________________________________________________________________________________
3) Uses of the Artifact
A. What might it have been used for? ____________________________________________________
____________________________________________________________________________________
B. Who might have used it ? ____________________________________________________________
____________________________________________________________________________________
C. Where might it have been used ? ____________________________________________________
____________________________________________________________________________________
D. When might it have been used ? ______________________________________________________
____________________________________________________________________________________
4) What the Artifact Tells Us
A. What does it tell us about the technology of the time in which it was made and used ? ________
____________________________________________________________________________________
B. What does it tell us about the life and times of the people who made it and used it ? __________
____________________________________________________________________________________
C. Describe a similar item from today. ____________________________________________________
____________________________________________________________________________________
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.
Page URL: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/artifact.html
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Support Materials – Students
A N A L Y S I S
W O R K S H E E T
1) Type of Document
__ Newspaper
__ Letter
__ Patent
(Check One)
__ Memorandum
__ Map
__ Telegram
__ Press Release
__ Report
__ Advertisement
2) Unique Physical Qualities of the Document
__ Interesting Letterhead
__ Handwritten
__ Typed
__ Seals
__ Congressional Record
__ Census Report
__ Other
(Check All That Apply)
__ Notations
__ “RECEIVED” Stamp
__ Other
3) Date(s) of Document:
____________________________________________________________________________________
____________________________________________________________________________________
Job/Position:
________________________________________________________________
5) Audience:
____________________________________________________________________________________
6) Document Analysis
(There are many possible ways to answer A–E.)
A. List three things the author said that you think are important. ________________________________
____________________________________________________________________________________
____________________________________________________________________________________
B. Why do you think this document was written? ____________________________________________
____________________________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the document.
____________________________________________________________________________________
____________________________________________________________________________________
D. List two things the document tells you about life during the time period. ______________________
____________________________________________________________________________________
____________________________________________________________________________________
E. Write a question to the author that is left unanswered by the document. ______________________
____________________________________________________________________________________
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.
Page URL: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html
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Support Materials – Students
4) Author or Creator of the Document:
Support Materials
DIRECTIONS FOR TEACHERS
Students will demonstrate, through a written historical account,
their understanding of a time period or historical event using
background knowledge and interpretation of a variety of artifacts.
Elaboration of the Components
Student Performance Steps
• Built background knowledge
necessary for completing the
assessment on:
Support Materials
✓ The time period
✓ Primary and Secondary
sources
✓ Analysis of documents and
artifacts
✓ Constructing a timeline
Teacher Instructional Steps
• Collect background information from a variety of sources (e.g., textbook, Internet, videos,
articles, newspapers, etc.). This may be with student help. Background information should
include key social, economic, political, and geographic issues.
• Select and teach activities designed to introduce student to analyzing primary and
secondary sources.
• Select and teach activities designed to introduce student to artifacts and how they help us
construct historical interpretations using the Dig Deep Analysis Worksheets (or similar tools).
This is an introduction in how to analyze artifacts. Different artifacts should be used for the
final assessment. See Resource List for possible sources.
• Practice constructing a timeline using events from students’ own life (or related to another
curriculum area). They should practice with different events from those used for assessment.
• Review the purpose of the assessment performance. The purpose of this assessment is to
assess student’s ability to think like a historian. Explain the relationship of this assessment to
History EALR 1.1.1a (Timeline), History EALR 1.2.1 (Historical Time Periods), Inquiry and
Information Skills 1.1.1d (Evaluate Information), and Inquiry and Information Skills 1.1.1f
(Applying Information).
• Review vocabulary related to the assessment.
• Review the New Reading GLEs 1.3.1, 1.3.2, 1.4.3, 2.1.3, 2.1.4, 2.1.6, 2.1.7, 2.2.1,
2.2.2, 2.2.4, 2.3.1, 2.3.2, 2.4.1–2.4.7, 3.1.1, 3.2.2, 4.2.1. See OSPI website for further
details: http://www.k12.wa.us/ealrs/GradeLevelSearch.aspx.
Student Performance Steps
• Examined artifacts in class.
• Recorded information on
Analysis Worksheets.
• Discussed the relationship
between the artifacts and the
time period in class.
• Learned what it was like to
live in that time period.
Researching and Analyzing the Time Period or Event
• Collect artifacts relating to the chosen time period or event.
• Give students time to analyze artifacts about the historical time period or event using the
Dig Deep Worksheets to aid their analysis. They should be able to do this independently.
• Lead a class discussion to help students draw broader conclusions from the
artifacts. For example, what does this artifact say about the technology of a culture,
and what does that mean for the development of that culture?
• Reinforce student inferences of life in that time.
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Support Materials
DIRECTIONS FOR TEACHERS
Continued
Student Performance Steps
Getting Ready to Write
• Chose a Guiding Question.
• Support students in selecting a Guiding Question based on the Washington State Social
Studies Frameworks. These can be found on the OSPI website.
• Gathered information and
organized thinking.
• Help students gather information from discussion, artifact analysis, and other activities that
built background knowledge. Students may organize the information in a way that makes
sense (e.g., outline, note cards, graphic organizer, etc.). If your district has an approved
format, it may be used.
Student Performance Steps
Writing and Revising the Assessment
FOR THE FOLLOWING SECTION, COLLECT YOUR STUDENTS’ WORK AND RETURN IT TO OSPI.
• Identified events from the time
period on a timeline related to
the artifacts and/or primary
sources.
• Give students the materials to prepare an accurate timeline of events that clearly shows the
relationship of the artifacts within an historical context. This should be done independently.
The timeline should be completed in an appropriate format. This may include pictures, but
must include text and dates.
• Review the appropriate Writing EALRs and supporting documents at
http://www.k12.wa.us/CurriculumInstruct/Writing.
• Guide students in selecting an appropriate format for the account.
• Guide students in the process (including revision) of writing a historical account that
accurately depicts the historical time period or event based on the artifacts. Students should
write and revise with no teacher assistance. However, you may remind them of the steps of
the writing process and provide them with dictionaries and thesauruses.
• Have students write their final drafts in the student response booklets provided.
• Have students complete their final drafts of their timeline in class and return these sheets to
OSPI with the student response booklets.
P O S S I B L E
• Created a presentation and
display to share work
with people outside of the
classroom.
E X T E N S I O N
A C T I V I T I E S
• Organize a cultural fair where students can display and present projects about the artifacts
they analyzed.
• Have students present to the public. For example, a member of the Washington State
Historical Society, state legislators, media, local service organization like Kiwanis, etc.
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Support Materials
• Used evidence from artifacts
and/or primary sources to develop
a historical account of a
time period.
Support Materials
Print Resources
• Newspaper archives
Web Resources
Support Materials
• National Archives and Records Administration
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/artifact.html
Human Resources
• Local museums such as MOHAI, the Burke, the WA State History Museum, etc.
(Many museums have kits that come with artifacts and supporting activities.)
• Historians or historical societies
Personal Resources
•
•
•
•
•
•
Interviews
Diaries
Journals
Photos
Maps
Immigration documents/passports
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Support Materials
• Westward Expansion and Native Americans
• “54/40 or Fight”
• Civil Rights
• Colonization
• Founding of the Nation
• Enslavement of African Peoples
• Native American Culture
• Local and Community History
• School History
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Support Materials
• Revolutionary War