O f f i c e o f S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n

CBAs

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.”

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 orimplied.

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 otherindividuals 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) trainingand implementation booklet. These models are a part of the Classroom-Based Assessmentprogram of the Office of Superintendent of Public Instruction (OSPI).

Classroom-based assessments have the unique power to engage students in meaningful workthat is authentic to engaged, informed citizenship. We have included one of the Elementaryclassroom-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 studiesskills and concepts. There are also other elementary CBA models available on our websitethat assess skills and knowledge related to history, geography, civics, and economics (to seethem go to http://www.k12.wa.us/CurriculumInstruct/SocStudies/CBAs.aspx).

The social studies assessment models were developed at the benchmark levels of grades5, 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 duringFebruary 2005. Student samples were selected for the Exemplar Set from over 3,500 studentsamples from across the state.

The purpose for presenting these student CBA samples is two-fold. The CBA samples dothe following:

1. Inform teachers immediately if students know and are able to do what isexpected of them to demonstrate their understanding at the benchmarklevels of our Social Studies Essential Academic LearningRequirements/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; andf. 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 nothesitate to access our website at http://www.k12.wa.us/CurriculumInstruct/SocStudies.

Sincerely,

Greg Hall Caleb PerkinsAssistant Superintendent, Program Supervisor, Social StudiesAssessment and Research CPerkins@ospi.wednet.edu

Grade 5

Social Studies

Dig Deep: Analyze Artifacts (2005)

The historical account may take any of a variety of forms, e.g., essay, letter fromor to a historical character, journal entries, newspaper article, etc.

format

Directions to Students

To be an effective citizen, you need to know howto use evidence from different sources. Using artifacts and primary sources as evidence, you willwrite a historical account of a time period you havebeen studying in your classroom.

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.

Requ

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Task

Required Task

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–History–

Required TaskRequired Task

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Teachers may use their districtpreferred Writing Rubric toscore this written account

History EALR1.2.1

Describe and comparepatterns of life over time in

Washington State, U.S.,and World History.

History EALR1.1.1a

Group personal, local, state,and national events in termsof past, present, and future,and place events in proper

sequence on a timeline.

Social StudiesInquiry andInformationSkills 1.1.1f

Apply information – create aproduct that demonstrates

understanding of informationand responds to central

questions; present product toa meaningful audience.

4 Excellent 3 Proficient 2 Partial 1 MinimalHistorical account is areasonable description ofthe time period that isaccurately and well- supported by references toat least 3 specific artifactsand/or primary sources.There is clear evidencethat the student examinedthe artifacts and/orprimary sourcesreferenced.

Historical account is areasonable description ofthe time period that isaccurately and well-supported by references toat least 2 specific artifactsand/or primary sources.There is clear evidencethat the student examinedthe artifacts and/orprimary sourcesreferenced.

Historical account is areasonable description ofthe time period that isaccurately and well-supported by references toat least 1 specific artifactor primary source. Thereis clear evidence that thestudent examined theartifacts and/or primarysources referenced.

Historical account wasattempted and describesartifacts or presents ideasabout how people livedduring this time period.Few or no connections aregiven between the artifactsand people’s lives OR theconnections are mainlybased on mere speculation.

Timeline of events includes5–6 events related to thecentral theme/guidingquestion. Events on thetimeline are all accurateand sequenced in order.The timeline includes atleast one reference tospecific artifacts and/orprimary sources.

Timeline of events includes3–4 events related to thecentral theme/guidingquestion. Events on thetimeline are mostlyaccurate and sequenced inorder. The timelineincludes at least onereference to specificartifacts and/or primary sources.

Timeline of events includes2 events related to thecentral theme/guidingquestion. Events on thetimeline are mostlyaccurate and sequenced inorder.

Timeline of events wasattempted with severalinaccuracies or sequenceproblems OR with onlyone event related to thecentral theme/guidingquestion.

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Draws clear, well-reasonedconclusion(s) that is directly supported by infer-ences or analysis drawnfrom 3 specific artifacts and/or primary sources.

Draws clear, well-reasonedconclusion(s) that is directly supported by infer-ences or analysis drawnfrom 2 specific artifacts and/or primarysources.

Makes accurate inferencesfrom artifacts or primarysources without tying them to a conclusion.ORDraws clear, well-reasonedconclusion(s) that is directly supported by infer-ences or analysis drawnfrom 1 specific artifact or primary source.

Draws a conclusion without direct support fromanalysis or inferences fromartifacts and/or primarysources.

Scoring Notes

• 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 studenthas examined this source or artifact (or a reproduction or photo of thissource/artifact).

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each

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Support Materials – Teachers

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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 learned about a historical time period or event in class.❐ 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 historicalaccount 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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W O R K S H E E T1) 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.

____________________________________________________________________________________

____________________________________________________________________________________

3) Uses of the ArtifactA. 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 UsA. 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. ____________________________________________________

____________________________________________________________________________________

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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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A N A L Y S I S W O R K S H E E T1) Type of Document (Check One)

2) Unique Physical Qualities of the Document (Check All That Apply)

3) Date(s) of Document:____________________________________________________________________________________

4) Author or Creator of the 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. ______________________

____________________________________________________________________________________

__ Newspaper__ Letter__ Patent

__ Memorandum__ Map__ Telegram

__ Press Release__ Report__ Advertisement

__ Congressional Record__ Census Report__ Other

__ Interesting Letterhead__ Handwritten

__ Typed__ Seals

__ Notations__ “RECEIVED” Stamp

__ Other

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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DIRECTIONS FOR TEACHERSStudents will demonstrate, through a written historical account,

their understanding of a time period or historical event usingbackground knowledge and interpretation of a variety of artifacts.

Elaboration of the Components

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 shouldinclude key social, economic, political, and geographic issues.

• Select and teach activities designed to introduce student to analyzing primary andsecondary sources.

• Select and teach activities designed to introduce student to artifacts and how they help usconstruct 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 thefinal assessment. See Resource List for possible sources.

• Practice constructing a timeline using events from students’ own life (or related to anothercurriculum 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 toassess student’s ability to think like a historian. Explain the relationship of this assessment toHistory EALR 1.1.1a (Timeline), History EALR 1.2.1 (Historical Time Periods), Inquiry andInformation 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 furtherdetails: http://www.k12.wa.us/ealrs/GradeLevelSearch.aspx.

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 theDig 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 theartifacts. 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.

Student Performance Steps

• Built background knowledgenecessary for completing theassessment on:

✓ The time period

✓ Primary and Secondary sources

✓ Analysis of documents and artifacts

✓ Constructing a timeline

Student Performance Steps• Examined artifacts in class.

• Recorded information onAnalysis Worksheets.

• Discussed the relationshipbetween the artifacts and thetime period in class.

• Learned what it was like tolive in that time period.

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Support MaterialsSupport M

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DIRECTIONS FOR TEACHERSContinued

Getting Ready to Write

• Support students in selecting a Guiding Question based on the Washington State SocialStudies Frameworks. These can be found on the OSPI website.

• Help students gather information from discussion, artifact analysis, and other activities thatbuilt background knowledge. Students may organize the information in a way that makessense (e.g., outline, note cards, graphic organizer, etc.). If your district has an approved format, it may be used.

Writing and Revising the Assessment

• Give students the materials to prepare an accurate timeline of events that clearly shows therelationship 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, butmust include text and dates.

• Review the appropriate Writing EALRs and supporting documents athttp://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 shouldwrite and revise with no teacher assistance. However, you may remind them of the steps ofthe 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.

• Organize a cultural fair where students can display and present projects about the artifactsthey analyzed.

• Have students present to the public. For example, a member of the Washington StateHistorical Society, state legislators, media, local service organization like Kiwanis, etc.

Student Performance Steps

• Chose a Guiding Question.

• Gathered information and organized thinking.

Student Performance Steps

• Used evidence from artifactsand/or primary sources to developa historical account of atime period.

• Identified events from the time period on a timeline related tothe artifacts and/or primarysources.

• Created a presentation anddisplay to share workwith people outside of the classroom.

FOR THE FOLLOWING SECTION, COLLECT YOUR STUDENTS’ WORK AND RETURN IT TO OSPI.

P O S S I B L E E X T E N S I O N A C T I V I T I E S

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Print Resources• Newspaper archives

Web Resources• 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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• Westward Expansion and Native Americans

• “54/40 or Fight”

• Civil Rights

• Colonization

• Revolutionary War

• Founding of the Nation

• Enslavement of African Peoples

• Native American Culture

• Local and Community History

• School History

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