Preserve a place
20–25 minutes · paper or discussion
I can use details to support an explanation.
Materials: paper, pencil, and the evidence cards below.
Look closely
Available tokens: 18
| Preserve a place | Cost in tokens |
|---|---|
| Repair museum | 10 |
| Record oral histories | 8 |
| New information sign | 5 |
Invented practice scenario — not a historical record.
Your challenge
- Recall · 2 minutes: Say one thing you already know about this kind of evidence.
- Model · 4 minutes: Identify a visible detail. Explain how an observation differs from an inference.
- Investigate · 6 minutes: Work with a partner on the first two challenges. Point back to the evidence.
- Connect · 6 minutes: Each partner explains a different card or part of the display. Teach it to your partner, then connect the details.
- Respond · 4 minutes: Make your own claim, evidence, and explanation. Add a limit or a next question.
- Revise · 3 minutes: Exchange feedback about one detail. Improve your response and explain what changed.
Point, draw, or say one idea. Show the detail that helped you.
Explain your idea using two details. Use because to connect your evidence.
Make a claim, connect two details to it, and identify an unanswered question.
Qualify a claim with evidence. Consider another explanation or perspective, and state a limitation.
Your challenge
- You have the displayed tokens. Which options can you afford individually? Check the costs.
- Choose two options if your budget allows. Compare what you gain and what you leave out.
- Which choice best serves a need? Explain who benefits and one possible tradeoff.
- Your budget drops by two tokens. Revise your choice and explain what changed.
- Recommend a choice. Show its cost, one reason, and a fair reply to a different choice.
I think ___. My evidence is ___. It supports my idea because ___.
Write or draw your response here.
Teacher notes & alignment
Look for an accurate detail, a clear connection, and a limit when the task asks for one. Ask students to revise after specific feedback.
Add the selected costs and compare the sum with available tokens. Several choices can be justified. Look for an identified need, a tradeoff, and a response to a different priority.
Repair museum: 10 ≤ 18 · Record oral histories: 8 ≤ 18 · New information sign: 5 ≤ 18
Repair museum + Record oral histories: 10 + 8 = 18 · Repair museum + New information sign: 10 + 5 = 15 · Record oral histories + New information sign: 8 + 5 = 13
Read aloud, enlarge the evidence, rehearse in a home language, and offer pointing or drawing when it preserves the content goal. Assess the selected English language domain separately.
Representative skill connections: Grade 2, Grade 4, Grade 8, and U.S. History Since 1877. Match the exact grade and course before teaching.
- K–2 · §113.13(c)(17)(B)
- Grades 3–5 · §113.15(c)(22)(B)
- Grades 6–8 · §113.20(c)(31)(B)
- Grades 9–12 · §113.41(d)(31)(B)
Current ELPS: K–3 uses §120.20; Grades 4–12 use §120.21. Grade 3 keeps the K–3 codes even in the 3–5 band.
ELPS §120.20(d)(2)(E), (4)(F) · §120.21(d)(2)(E), (4)(F)
Describe and explain with a partner; write with supporting details when writing is the target.
These are selected skill connections, not a complete course curriculum. Practice scenarios rehearse the skill; historical investigations need authentic, course-appropriate sources.
Standards checked September 30, 2026