Assessment Overview
Each unit assessment has three parts, which together measure the following claims:
● Students read and comprehend a range of complex texts independently.
● Students write effectively when using and/or analyzing sources.
Culminating Writing Task
Students write a multiparagraph
essay in response to the prompt:
Select three events that led to the
United States acquiring the
Louisiana Territory. Describe each
event, including explaining what led
to the event and the results of the
event.
● Task directions
● Exemplar student response
● Writing rubric
Cold-Read Task
Students read “Vikings & European
Explorers: Ferdinand Magellan.”
Then students answer a
combination of questions.
● Assessment and answer sheet
● Answer Key
Extension Task
Students write a narrative from
Seaman’s point of view based on an
entry from ​
How We Crossed the
West: The Adventures of Lewis and
Clark​
.
● Narrative writing rubric
Grade 3: Louisiana Purchase
Culminating Writing Task Exemplar Student Response
The Louisiana Territory was purchased in 1803 by Robert Livingston and James Monroe from France for $15
million. Three main events led to the Louisiana Purchase. They were American settlers needing the Port of New
Orleans, President Thomas Jefferson wanting to increase the size of the United States, and Napoleon needing money
to fund his war with Great Britain.
First, American settlers needed to use the Port of New Orleans to ship their goods to the East and send
lumber and furs to Europe. At first, Americans could use the port because of a treaty called the Treaty of Lorenzo.
But as more people moved west, the Spanish changed their minds and made Americans pay a tax to use the port.
Then, in October 1802, the Spanish decided the Americans could not use the warehouses at all and the Americans
became angry. The Louisiana Purchase would guarantee Americans could use the Port of New Orleans.
Also, Thomas Jefferson became President of the United States in 1801. Thomas Jefferson wanted to grow the
size of the United States and also did not want France to own land in America. He sent his friend Robert Livingston to
France to negotiate a purchase of the Port of New Orleans. After months of no progress, Thomas Jefferson sent
James Monroe to help Robert Livingston in France and try to buy the Port of New Orleans and the Floridas. Together,
they negotiated the purchase of the Port of New Orleans and the rest of the Louisiana Territory.
Finally, Napoleon was constantly almost at war with Great Britain because he wanted to build an empire for
France. He needed money to fund these wars but his settlement at St. Domingue disappeared after the slaves
revolted. Napoleon agreed to sell Louisiana because he needed the money.
The Louisiana Purchase in 1803 doubled the size of the United States and allowed American settlers the use of
the Port of New Orleans again.
Grade 3: Louisiana Purchase
Culminating Writing Task Rubric
Reading and
Understandin
g Text
Writing about
Text
Language
Conventions
3
2
1
0
● Shows ​
full
comprehension ​
of
ideas both explicit
and inferential
indicated by
grade-level reading
standards
● Accurate ​
reasoning
is demonstrated
through ​
ample
textual evidence
● Shows
comprehension ​
of
ideas indicated by
grade-level reading
standards
● Mostly accurate
reasoning is
demonstrated
through ​
adequate
textual evidence
● Shows​
limited
comprehension ​
of
ideas indicated by
grade-level reading
standards
● Minimally accurate
reasoning is
demonstrated
through ​
minimal
textual evidence
● Shows ​
no
comprehension ​
of
ideas indicated by
grade-level reading
standards
● Inaccurate or no
reasoning is
demonstrated with
little or no ​
textual
evidence
● Addresses the
● Addresses the
prompt and ​
clearly
prompt and states
introduces and
an opinion or topic
states an opinion or ● Response is
topic
organized and has
● Response is
some ​
development
organized and
with reasons, facts ,
developed with
definitions,or details
reasons, facts,
● Words and phrases
definitions, or
links ideas and
details
demonstrate
● Words and phrases
awareness of
link ideas and
purpose
consistently
demonstrate
awareness of
purpose
● Addresses the
prompt and has an
introduction
● Response has
minimal
organization and
development
● Response has
limited ​
coherence
and/or cohesion
● Words and phrases
demonstrate
limited​
awareness
of purpose
● Does not address
the prompt
● Response ​
lacks
organization and is
undeveloped
● Words and phrases
demonstrate ​
no
awareness of
purpose
● Full command ​
of
conventions
indicated by
grade-level
standards
● Few minor errors
do not interfere
with meaning
● Limited command
of conventions
indicated by
grade-level
standards
● Errors​
often
interfere with
meaning
● No command ​
of
conventions
indicated by
grade-level
standards
● Frequent and
varied errors
interfere with
meaning
● Some command ​
of
conventions
indicated by
grade-level
standards
● May have​
errors
​
that occasionally
interfere with
meaning
Grade 3: Louisiana Purchase
Grade 3: Louisiana Purchase
Cold-Read Task Answer Key
1.
__C___ Part A
__B___ Part B
2.
__A___ Part A
__D___ Part B
3.
__D___ Part A
__C___ Part B
4.
__B___ Part A
__B___ Part B
5.
__A___ Part A
__B___ Part B
6.
__D___ Part A
__D___ Part B
7.
__C___ Part A
__D___ Part B
8.
__B___ Part A
__B___ Part B
Grade 3: Louisiana Purchase
9.
__B___ Part A
__C___ Part B
10.
__B___ Part A
__C___ Part B
The explorers who traveled with Lewis and Clark faced many challenges along the way. The journey
took a long time, the winter was harsh, and without Native American help they probably would not have
survived.
11.
First, the journey took a long time. According to “American Explorers,” the explorers traveled only a few
miles each day. The speaker in “Traveling With Lewis and Clark” even said that he would have stayed home
if he had known how hard it would be to travel this way.
Next, the winter was harsh for the explorers. They could not travel because the river was icy. In
“Traveling with Lewis and Clark” the author says that their hands were too cold to paddle. Even though they
had brought food, they had to hunt for food and they slept in camps along the river.
Finally, the Native Americans helped the explorers find food and make camps. The text “American
Explorers” says that a Native American named Sacagawea became a guide for Lewis and Clark. Without her
help, they might not have survived the journey.
Although Lewis and Clark’s journey through the Louisiana Territory was difficult, they were able to
accomplish their goals of exploring the Territory’s wildlife and creating maps for future settlers.
Grade 3: Louisiana Purchase
Extension Task Exemplar Student Response
When we arrived on the shore, the frightened Indians were happy to see Sacagawea because she
helped them understand that my men were friendly.
“Hello, welcome to our home,” one of the women said to Sacagawea.
“Thank you,” she replied. “Do you have somewhere we could stay? We need a lodge for tonight.”
As the men settled into the lodges, I roamed around the camp. Sniff sniff. I can smell it - fish. My
stomach rumbles as I head toward the fire.
“Seaman!” I jump with a start as Meriweather Lewis yells for me. Some of the Indian children are
pointing at me and laughing. I wander over to Lewis and he grabs a handful of my fur and begins to rub me.
The children join him. Even though I love the attention, and the good petting, I can only think of the fish I smell
cooking on the fire. Lewis continues to tell the children about me saving my men from the buffalo coming into
our camp. Finally, we join the others at the fire. I sit. I am patiently waiting to try the fish. The men are
calling to each other about how delicious the fish is. My mouth starts to drool as I wait for my bite. Finally,
York notices my patients and tosses me a bite. Salmon trout, the mean call it. It is every bit as delicious as
they said.
After more fish and watching John Ordway and William Clark add to their journals about the day’s
discoveries it is finally time for bed.
“HONK!”
“What was that?” I wondered. I stood up and turned a few circles before settling back down to sleep.
“HONK!”
I stood again, this time waiting and listening. After another moment of silence, I nestled into my bed
once more.
“HONK! HONK!”
“I stood up with my fur on end, growling at the night air.
“Settle, boy.” I hear Lewis say. “It’s only the swans and geese.”
“With that horrid noise, I will never sleep,” I think.
I laid in bed listening to the geese and swans honk all night. “Maybe tomorrow we will get to watch
the seals play in the water some more.” I began to dream of watching the seals bark at each other and dance
through the waves. I tasted the fish in my memory once more as I drifted off to sleep.
Grade 3: Louisiana Purchase
Extension Task Narrative Writing Rubric
Construct
Measured
Written
Expression
Language
Conventions
3
2
1
0
● Clearly ​
establishes
a situation and
introduces a
narrator and/or
characters
● Effectively
organizes and
develops an event
sequence with
narrative elements1
and sense of
closure
● Uses grade-level
language, including
temporal words to
signal event order
● Full command ​
of
the conventions
indicated by
grade-level
standards
● Few minor errors
do not interfere
with meaning
● Establishes a
situation and
introduces a
narrator and/or
characters
● Organizes and
develops a ​
mostly
coherent​
event
sequence with
some ​
narrative
elements and
sense of closure
● Uses grade-level
language and
sensory details
● Establishes a
situation,
narrator, and/or
characters
● Organizes and
minimally
develops an event
sequence with
few ​
narrative
elements
● Uses ​
some
grade-level
language and
sensory details
● Introduces a
narrator and/or
characters
● Lacks ​
an
organized and
developed event
sequence
● Language is
below grade level
● Some command
of the
conventions
indicated by
grade-level
standards
● May have​
errors
​
that occasionally
interfere with
meaning
● Limited command ● No command ​
of
of the
the conventions
conventions
indicated by
indicated by
grade-level
grade-level
standards
standards
● Frequent and
● Errors​
often
varied errors
interfere with
interfere with
meaning
meaning
1
Narrative elements include dialogue and description of actions, thoughts, and feelings to develop events and show how characters
respond to situations.
Grade 3: Louisiana Purchase