Overview

Lesson Procedure

70-70 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction25 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up10 minutes

   Warm-Up Prompt

   "Write down one thing you noticed this week, in any class or outside school, that made you ask why. Then write the question two ways: one you could answer in a single class period, and one that would take three weeks."

   Take three or four examples and ask the class which version of each is which. Name the idea: a research question that comes from the student's own noticing is a self-generated question, and WHST.9-10.7 expects students to research questions like these as well as assigned ones. Then introduce Tomás, an invented tenth grader, and read his first research log entry. A stampeder was anyone who joined the rush to the Klondike gold fields in 1897 and 1898. Students mark the sentence where his short-project question comes from.

   1Monday, Day 1. Our U.S. History textbook has a photograph from 1898 of a long line of people climbing a snowy mountain pass in single file, each one bent under a heavy pack. The caption says they were on their way to the Klondike gold fields in Canada's Yukon. My first question was: What was the Klondike Gold Rush, and what happened to everyone who went? Mr. Albescu said that question could fill a shelf of books.

   2Monday, later. I met with Ms. Duarte, the school librarian. She asked what in the photograph actually made me curious. I said the packs. Why would anyone carry that much up a mountain? She said that was a question I could answer in one class period, and it could be my short project before the three-week project starts.

   3Short project question: What did the Canadian government require each stampeder to bring into the Yukon, and why?

   4Tuesday, Day 2. Ms. Duarte found me Golden Alaska, a guidebook by Ernest Ingersoll printed in 1897, only months after the first ships carrying Klondike gold reached the United States (Source 1). Its first pages are advertisements: one company runs steamers "between Seattle and Ft. Get There," and another sells shares in a mining company at $1.00 each. I also found the page "Ton of Goods" on the website of Klondike Gold Rush National Historical Park, run by the National Park Service (Source 2). Plan for tomorrow: compare what the 1897 guidebook expected with what the park's historians say happened.

2. Direct Instruction25 minutes

   Show Diagram 1. A short project answers one focused question in a class period or two, often with two or three sources. A sustained project runs for weeks, uses more sources and usually changes its question along the way. The standard expects both, and a short project often feeds a sustained one. Read Source 1, the 1897 guidebook, then Tomás's short project.

   1Provisions.—There was a report that Canadian mounted police would guard the passes during the latter part of the summer of 1897 and refuse admission to anyone who did not bring a year's provisions with him. This has been estimated as weighing 1,800 pounds. Whether this is true or not, it is certain that no one should go into the Yukon country without taking a large supply of food, and taking it from his starting-point. Whatever is the most condensed and nutritious is the cheapest, and this should be collected with great care. There is well-grounded fear that famine may overtake all the camps there before the opening of navigation in the spring. Newspapers on August 2nd reported agents of the Alaska Commercial Company as saying:

   2"We shall refuse to take passengers at all in our next steamer. We could sell every berth at the price we have been asking—$250, as against $120 last spring—but we shall not sell one. We shall fill up with provisions, and I have no doubt the Pacific Coast Company will do the same. We are afraid. Those who are mad to get to the diggings will probably be able to get transportation by chartering tramp steamers, and there is a serious risk that there will not be food enough for them at Juneau or on the Yukon. After the season closes it will be next to impossible to get supplies into the Yukon country, and a large proportion of the gold seekers may starve to death. That would be an ominous beginning for the new camp. Alaska is not like California or Australia or South Africa. It produces nothing. When the supplies from outside are exhausted, famine must follow—to what degree no one can tell."

   1Wednesday, Day 3. Short project, one class period.

   2What Source 1 said in 1897: Ingersoll reports only "a report" that the Canadian mounted police would refuse to let in "anyone who did not bring a year's provisions with him." He gives an estimate that the food would weigh 1,800 pounds, adds "Whether this is true or not," and warns that "famine may overtake all the camps there before the opening of navigation in the spring." He also quotes agents of a shipping company: "When the supplies from outside are exhausted, famine must follow."

   3What Source 2 says: "To prevent mass starvation in the remote and inaccessible Yukon Territory, the Canadian government required every stampeder bring a year's supply of goods before crossing the border." The government counted three pounds of food per day for a whole year, so the food alone weighed at least 1,095 pounds. Clothes and equipment could double the load, which is why it came to be called a "ton of goods." The North-West Mounted Police enforced the amount, and between February and June of 1898 they also collected $174,000 in customs duties on goods bought in the United States.

   4The numbers do not match: 1,800 pounds of food in Source 1, at least 1,095 in Source 2. I will use Source 2's number, because it gives the rule behind it, and mention Source 1's figure as an early guess.

   5My answer: The Canadian government required each stampeder to bring a year's supply of goods, food plus clothes and equipment, about a ton in all, so that thousands of newcomers would not starve in a territory that supplies could hardly reach.

   6A new question: If every stampeder had to move a ton of goods over the mountains, how did they do it?

   Read Source 3, Hamlin Garland's account, and Tomás's log for Weeks 2 and 3. Students track each version of the question in the margin. Then show Tomás's synthesis grid and his final section, and work through the examples.

   1Thus far the journey had been easy and simple, but immediately after leaving White Pass we entered upon an exceedingly stony road, filled with sharp rock which had been blasted from the railway above us. Upon reaching the end of the wagon road, and entering upon the trail, we came upon the Way of Death. The waters reeked with carrion. The breeze was the breath of carrion, and all nature was made indecent and disgusting by the presence of carcasses. Within the distance of fifteen miles we passed more than two thousand dead horses. It was a cruel land, a land filled with the record of men's merciless greed. Nature herself was cold, majestic, and grand. The trail rough, hard, and rocky. The horses labored hard under their heavy burdens, though the floor they trod was always firm.

   [...]

   2Down there in the gully, on the sullen drift of snow, the winter trail could still be seen like an unclean ribbon and here, where the shrivelled hides of horses lay thick, wound the summer pathway. Up yonder summit, lock-stepped like a file of convicts, with tongues protruding and breath roaring from their distended throats, thousands of men had climbed with killing burdens on their backs, mad to reach the great inland river and the gold belt. Like the men of the Long Trail, they, too, had no time to find the gold under their feet.

   3It was terrible to see how on every slippery ledge the ranks of horses had broken like waves to fall in heaps like rows of seaweed, tumbled, contorted, and grinning. Their dried skins had taken on the color of the soil, so that I sometimes set foot upon them without realizing what they were. Many of them had saddles on and nearly all had lead-ropes. Some of them had even been tied to trees and left to starve.

   4In all this could be read the merciless greed and impracticability of these goldseekers. Men who had never driven a horse in their lives, and had no idea what an animal could do, or what he required to eat, loaded their outfits upon some poor patient beast and drove him without feed until, weakened and insecure of foot, he slipped and fell on some one of these cruel ledges of flinty rock.

   1Week 2, Monday. Sustained project question, version 1: Why did people join the Klondike Gold Rush, what happened to them on the trail, and did any of them get rich? Mr. Albescu wrote in the margin: "Three projects. Pick one."

   2Version 2: What made the trails from Skagway and Dyea so hard for stampeders to cross? I chose these two trails because both of my sources so far describe the trip from the Alaska coast, and because Source 2 says the three-pounds-a-day rule was set for "each person going to Dawson from Skagway or Dyea."

   3Week 2, Thursday. Read Source 3, Hamlin Garland's account of his trip over the White Pass trail in 1898, published in 1899. I expected a story about people. Most of it is about horses: "more than two thousand dead horses" in fifteen miles. Garland blames owners who "had never driven a horse in their lives." He also writes that "the winter trail could still be seen," so he crossed after the biggest crowds and is describing what they left behind.

   4Version 3: What made the trails from Skagway and Dyea so hard for stampeders and their pack animals to cross? The horses are not a new topic. Many stampeders tried to move their ton of goods with horses, so what happened to the horses is part of the answer.

   5Week 3, Tuesday. Synthesis grid finished (below). Ms. Duarte asked what I still cannot answer. I cannot say how many people turned back. None of my three sources counts them, so my final section will not guess a number.

   Table 3. Tomás's synthesis grid (Week 3): which source supports each part of his answer

   Part of the answer	Source 1: Ingersoll, 1897	Source 2: park historians	Source 3: Garland, 1899
   Why a year of supplies was needed	Fear of famine before spring; food must come from outside	The rule was meant to prevent mass starvation	Not covered
   How heavy the load was	Early estimate: 1,800 pounds of food	At least 1,095 pounds of food; about a ton with gear	Horses "under their heavy burdens"
   What the trail did to animals	Not covered	Not covered	More than two thousand dead horses in fifteen miles
   Inexperience	Not covered	"Few of them had any idea"	Owners who "had never driven a horse"

   1The trails from Skagway and Dyea were hard to cross for two connected reasons: what each stampeder had to carry, and what carrying it did to people and animals who had never done such work. The first reason was the load. To prevent mass starvation in the Yukon, the Canadian government required every stampeder to bring a year's supply of goods, counted as at least three pounds of food a day plus clothes and equipment, about a ton in all (Source 2). A guidebook printed in 1897 had already guessed that a year's food alone would weigh 1,800 pounds, and it warned that famine might reach the camps before spring (Source 1). The guidebook's figure was an early estimate, but both sources agree on why the load was needed: the Yukon could not feed thousands of newcomers.

   2The second reason was the trail itself. A ton of goods had to go over the pass on people's backs or on animals. Hamlin Garland, who crossed the White Pass trail in 1898, passed "more than two thousand dead horses" in fifteen miles and blamed owners who had "no idea what an animal could do" (Source 3). The park's historians make a similar point about the stampeders themselves: "few of them had any idea what they were getting themselves into" (Source 2).

   3Together, the sources show that the rule meant to keep stampeders from starving in the Yukon also made the trail harder to cross, and that inexperience made it deadly for pack animals. My sources describe the hardship, but none of them counts how many people turned back. That number is the next question for this project.

   • Short project: checking a number against the rule behind it

     Source 2 says the government counted three pounds of food per day for a year, and that clothes and equipment could double the load. Tomás wants to know whether "a ton of goods" is a fair name for that load.

     Result: 3 pounds a day for 365 days is 1,095 pounds of food. Doubled, that is 2,190 pounds, close to a ton (2,000 pounds). The nickname fits the rule, so Tomás can use "about a ton" in his answer and explain where it comes from.

   • Sustained project: narrowing a question that holds three projects

     Version 1 (Text 5, paragraph 1) asks why people joined the rush, what happened on the trail, and whether anyone got rich.

     Result: Each part needs its own sources: reasons for leaving home, accounts of the trail, and records of the gold fields. Tomás keeps the part his short project had led to, the trail, and limits it to two trails, which makes version 2 a question three weeks can answer.

   • Sustained project: broadening when a source changes the picture

     Tomás expected Source 3 to describe people. Most of the passage describes dead and abandoned horses.

     Result: Version 3 adds "and their pack animals." The added words do not start a new topic: they widen the same question so that the answer can include how the goods were moved and what that cost.

   • Synthesis: a sentence that needs two sources to be true

     Text 6, paragraph 3: "the rule meant to keep stampeders from starving in the Yukon also made the trail harder to cross."

     Result: The rule and its purpose come from Source 2; the harder crossing comes from Source 3, where horses labor under heavy burdens and die in the thousands. Neither source says this sentence alone. Synthesis is a claim built from two sources, not two summaries placed side by side.

3. Guided Practice15 minutes

   Move to the science context, where research solves a problem. Wren, an invented biology student, starts from a cafeteria complaint: fruit flies around the tray return and the recycling bins. Read her first log entry and Table 1. Pairs predict which bait will catch the most flies before they look at the numbers.

   1Day 1. Since school started in September, small flies have been circling the tray-return window and the two recycling bins in our cafeteria. Mr. Pham, the cafeteria manager, says his staff swats them every lunch and they are back the next day. Dr. Oyelaran, my biology teacher, identified them from my photo as fruit flies and said I could make this my research project. My first question was: How do you get rid of insects? Dr. Oyelaran said that question covers ants, cockroaches, mosquitoes and termites, and asked which insect and which place I actually cared about.

   2Narrowed question: Which homemade bait catches the most fruit flies in a trap by the cafeteria's tray return?

   3Day 2. Short test, one day. I made 15 identical traps: a plastic cup holding 1/2 cup of bait and a drop of dish soap, covered with plastic wrap poked with ten small holes. Each of five baits went into 3 traps: plain water, sugar water (1 tablespoon of sugar per cup of water), white vinegar, apple cider vinegar, and mashed overripe banana in water. At 2:30 p.m. I set the traps in a row on the shelf beside the tray return, in an order drawn from a hat, and at 2:30 p.m. the next day I counted the flies in every trap. Table 1 shows the mean catch per trap.

   Table 1. Mean fruit flies caught per trap in 24 hours (3 traps per bait); invented data

   Bait (1/2 cup, with a drop of dish soap)	Mean flies per trap
   Plain water	0.7
   Sugar water	4.3
   White vinegar	6.0
   Mashed banana	17.3
   Apple cider vinegar	21.7

   1Source A: "Fruit Flies Indoors," a page on an invented university extension website (the facts are real). Fruit flies are drawn to the smell of fermenting fruit, including the vinegar and alcohol that fermentation makes. A female can lay about 500 eggs, on overripe fruit or on the moist, sticky film inside drains, mops and containers that held juice or soda. At room temperature an egg can become an adult in about 8 to 10 days. In a trap, a drop of dish soap breaks the surface of the liquid, so flies that land on it sink. Traps catch adult flies but do not remove the places where new flies develop; the most lasting control is to find and clean those breeding sites.

   2Source B: the label on a fruit fly trap sold in grocery stores (the brand is invented; the ingredients are typical of real traps). "Ingredients: apple cider vinegar, water, soap. Eliminates fruit flies for up to 30 days."

   3Source C: my interview with Mr. Pham. Students drop juice boxes and milk cartons into the recycling bins with liquid still in them. The staff empties the bins every afternoon but washes them only on Fridays, and the floor drain under the tray return gets mopped over, not scrubbed. The staff has about 20 minutes after the last lunch for all cleanup. New bins with lids or a pest-control contract need district approval, which takes about a month. His biggest worry is time: "Whatever you recommend has to fit in the cleanup we already do."

   4My note: Source A adds something my question left out.

   1Week 2. Traps in real use. Apple cider vinegar had caught the most flies on Day 2, so Mr. Pham let me keep four apple cider vinegar traps by the tray return for all of Week 2. To measure how many flies were around, I hung one yellow sticky card beside the recycling bins every school day of Weeks 1 and 2 and counted the flies on it 24 hours later (Table 2). Week 1, with no traps, averaged 38 flies per card per day. With the traps, Week 2 averaged 31. The traps filled up, but the flies near the bins barely dropped.

   2Broadened question: What would cut the number of fruit flies in the cafeteria, not just catch them? Catching flies was the wrong target. Mr. Pham's problem is flies in the cafeteria, and Source A says new flies keep coming from the places where they breed.

   3Week 3. Finding the breeding sites. With a hand lens from Dr. Oyelaran's lab I found larvae in the sticky film at the bottom of both recycling bins and in the floor drain under the tray return. Second short test: from Monday of Week 3 the staff rinsed both bins with hot, soapy water every afternoon and scrubbed the drain with a brush on Monday and Thursday, and I took the traps away. The rinse took the staff 8 minutes. Week 3 averaged 15 flies per card per day. In Week 4 we kept the cleaning and put the four traps back: 12 flies per card per day.

   4Week 4. Recommendation for Mr. Pham. Rinse both recycling bins with hot, soapy water every afternoon and scrub the floor drain under the tray return twice a week. Keep four apple cider vinegar traps by the tray return, each with 1/2 cup of vinegar, and replace the vinegar every Monday. In my counts, cleaning and traps together cut the flies on the sticky card from 38 a day to 12, while the traps alone reached only 31. Cleaning alone reached 15, so the traps add a smaller extra drop, but the vinegar costs under $2 a week. The rinse fits in the 20-minute cleanup, and nothing needs district approval. Limits: I counted flies with one sticky card, ran each plan for one week in a fixed order while the weather was cooling, and tested one cafeteria in early fall.

   Table 2. Mean fruit flies on the daily sticky card by the recycling bins (5 school days per week); invented data

   Week and plan	Mean flies per card per day
   Week 1: usual cleaning, no traps	38
   Week 2: usual cleaning, four apple cider vinegar traps	31
   Week 3: bins rinsed daily and drain scrubbed, no traps (second test)	15
   Week 4: bins rinsed daily and drain scrubbed, four traps	12

   Show Diagram 2 and ask: which plan would you have recommended after Day 2, and which after Week 3? Pairs write one sentence for each and name the evidence that changed. Then work through the example.

   • Solving a problem: weighing two results against the goal

     After Week 4, two plans are close. Cleaning alone: 15 flies per card per day. Cleaning plus four traps: 12.

     Result: Cleaning did most of the work, from 38 to 15; the traps take off 3 more flies a day. Source C adds the limits: the plan must fit the 20-minute cleanup and need no approval. The rinse takes 8 minutes and the vinegar costs under $2 a week, so the evidence points to both, with the cleaning reported as the main fix and the traps honestly described as a small extra.

4. Independent Practice15 minutes

   Students start Activity 3: each one turns the noticing from the Warm-Up, or a question from a current history or science unit, into a research proposal with a short-project question, a sustained question and three planned sources. They trade proposals with a partner, who asks Ms. Duarte's question (what actually made you curious?) and Dr. Oyelaran's question (which part, and where?).

   The quiz uses Texts 1-9, Tables 1-3 and the diagrams in Warm-Up, Direct Instruction and Guided Practice; point students back to those phases when they take it.

5. Closure5 minutes

   Exit ticket: (1) Name one moment when Tomás or Wren changed the size of a question, and the evidence that caused it. (2) Write one sentence about the fruit fly problem that needs two sources to be true. Then hand out the homework, Nico's research log about tennis balls in a PE class.

   Teacher note on sources: Source 1 is Ernest Ingersoll's Golden Alaska (Rand, McNally, 1897), written while the rush was beginning; its reports about the Canadian police were rumors when it was printed, as Ingersoll himself says. Source 2 is the "Ton of Goods" page of Klondike Gold Rush National Historical Park (National Park Service); Tomás's quotations and figures match it. Source 3 is from Hamlin Garland's The Trail of the Goldseekers (first published 1899), describing the White Pass trail in 1898. Garland's language about the stampeders' "greed" is his judgment, and students can treat it as a claim to weigh.

   Teacher note on the trap demonstration: the traps use kitchen ingredients. Keep them away from food, seal them and put them in the trash after counting, and set traps in a cafeteria only with the cafeteria manager's permission.

   1Nico's research log (Nico, Coach Ibarra and their school are invented; the facts in Nico's source notes are real)

   2Day 1. In PE last week, the tennis balls from the outdoor bin barely bounced. Coach Ibarra says they always go "dead" in winter. My first question: Why do balls bounce?

   3Day 2. Short test in the gym. I took 4 balls from the outdoor bin and kept them for an hour in three places: a cooler with ice packs (about 5 °C), the gym (about 21 °C) and a car parked in the sun (about 35 °C). Then I dropped each ball from 100 inches onto the concrete floor by the loading door and measured the bounce. Mean bounce: 41 inches cold, 49 inches at gym temperature and 53 inches warm.

   4Source 1, the Rules of Tennis of the International Tennis Federation: a ball dropped from 100 inches onto a flat, rigid surface such as concrete must bounce more than 53 inches and less than 58 inches.

   5Source 2, an invented physics website for students (the facts are real): a tennis ball is a hollow rubber shell filled with air at a pressure higher than the air outside. When the ball is cold, the air inside pushes out with less pressure and the rubber is stiffer, so less energy comes back in the bounce.

   6Source 3, an invented sporting-goods blog (the facts are real): pressurized balls slowly lose pressure as air seeps out through the rubber, even when nobody uses them. That is why new balls are sold in pressurized cans.

   7Day 3. I checked the outdoor bin. Every ball in it came from cans opened last spring.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which sentence of Text 1 best shows that Tomás's short-project question is self-generated, growing out of his own curiosity rather than an assignment list?

   A"Mr. Albescu said that question could fill a shelf of books." B"Ms. Duarte found me Golden Alaska, a guidebook by Ernest Ingersoll." C"I said the packs. Why would anyone carry that much up a mountain?" D"Plan for tomorrow: compare what the 1897 guidebook expected."

2. Question 2 of 20 · Multiple Choice

   Why does Tomás's short-project question in Text 1 fit one class period better than his first question?

   AIt asks for one requirement and its reason, which a few sources can answer BIt can be answered with a simple yes or a no, so it needs no sources at all CIt replaces the Klondike with a gold rush that has fewer sources DIt is longer than his first question, so it gives the reader more

3. Question 3 of 20 · Multiple Choice

   In a final paper, which sentence reports the load figures in Texts 2 and 3 most accurately?

   AIngersoll proved in 1897 that every single stampeder carried exactly 1,800 pounds of goods over the passes. BThe government required 1,800 pounds of food, which the park's historians later rounded to a ton. CBoth sources agree that the required food weighed 1,095 pounds, so Ingersoll's number was a misprint. DAn 1897 guidebook estimated a year's food at 1,800 pounds; the park gives at least 1,095 pounds of food.

4. Question 4 of 20 · Multiple Choice

   Source 1 quotes shipping-company agents who say, "Alaska is not like California or Australia or South Africa. It produces nothing" (Text 2, paragraph 2). What should Tomás keep in mind before using this as evidence about the Klondike?

   AIt is certain to be false, because shipping companies never tell the truth about the places they serve BIt is a newspaper quotation of company agents about Alaska, while the Klondike is in Canada's Yukon CIt is the Canadian government's official statement of the rule, so it needs no other source DIt comes from Garland's eyewitness account, so it describes the trail in 1898

5. Question 5 of 20 · Multiple Choice

   Text 1 notes that Golden Alaska opens with advertisements for a steamer line and a mining company. Why does that matter for Tomás's research?

   AThe book was sold alongside businesses that profited from the rush, so its advice needs checking BAdvertisements show that every fact in the book is false, so Tomás cannot use it at all CAdvertisements show that the book was written long after the rush, as a secondary source DIt does not matter, because a printed book from 1897 is always a reliable source

6. Question 6 of 20 · Multiple Choice

   Why did Tomás limit version 2 of his question to the trails from Skagway and Dyea (Text 5)?

   AMr. Albescu assigned those two trails to him in his note in the margin of version 1 BThey were the only routes that anyone could take to the Klondike CHis sources describe the coast trip, and Source 2 ties the rule to those towns DGarland's account in Source 3 describes both of the trails in detail

7. Question 7 of 20 · Multiple Choice

   How does Tomás know that Garland crossed the White Pass trail after the biggest crowds had passed?

   AGarland gives the exact date on which the last crowds left the trail BSource 2 states that Garland traveled over the trail in the summer of 1899 CGarland counts the stampeders who turned back before reaching the summit DGarland writes that "the winter trail could still be seen" below him

8. Question 8 of 20 · Multiple Choice

   Which new finding would be the best reason for Tomás to broaden version 3 of his question again?

   AA source on how the saloons in Dawson City were run in 1898 BA source showing that many stampeders hired packers to carry their goods CA source describing the California gold rush that began in 1848 DA second photograph of the same line of climbers on the pass

9. Question 9 of 20 · Multiple Choice

   Why does Tomás end his final section (Text 6) by saying that none of his sources counts how many people turned back?

   ATo show his teacher that the project failed to answer its question BBecause Mr. Albescu required a sentence with a number in every single section of the report CHis evidence shows the hardship but not a count, so he stops his claim there DTo argue that no stampeders at all turned back on the coast trails

10. Question 10 of 20 · Multiple Choice

    Dr. Oyelaran said Wren's first question "covers ants, cockroaches, mosquitoes and termites" (Text 7). What did Wren's narrowed question add?

    AOne insect, one kind of trap and one place in the school BA prediction that apple cider vinegar would beat every other bait CThe number of flies that Mr. Pham's staff swats during each lunch DThe time the staff has for cleanup, from Mr. Pham's interview

11. Question 11 of 20 · Multiple Choice

    Using Table 1, about how many times as many flies did an apple cider vinegar trap catch as a white vinegar trap?

    AAbout 15.7 times as many BAbout 0.28 times as many CAbout 3.6 times as many DAbout 1.3 times as many

12. Question 12 of 20 · Multiple Choice

    Why did Wren broaden her question in Week 2 (Text 9)?

    AThe catches in Table 1 were too close together to tell the baits apart BMr. Pham's goal is fewer flies, and the traps barely changed the count CDr. Oyelaran asked her to make the project longer and harder before she could finish it DSource B showed that stores sell traps that use white vinegar instead

13. Question 13 of 20 · Multiple Choice

    Which two sources in Text 8 agree with each other, and on what?

    ASources A and B, that a trap alone ends a fruit fly problem BSources B and C, that new bins with lids need no approval CSources A and B, that vinegar's smell draws fruit flies DSources A and C, that bins should be washed only on Fridays

14. Question 14 of 20 · Multiple Choice

    Wren recommends four apple cider vinegar traps with 1/2 cup of vinegar each, refilled every Monday (Text 9). A 32-ounce bottle of vinegar holds 4 cups. How many weeks does one bottle last?

    A8 weeks B2 weeks C1 week D4 weeks

15. Question 15 of 20 · Short Answer

    Explain how Tomás's short project (Text 3) set up his sustained project. Quote the last sentence of Text 3 and the version of his question in Text 5 that grew out of it, and explain the link.

    Show model answer

16. Question 16 of 20 · Short Answer

    Write one new synthesis sentence about the Klondike trails that needs two of Tomás's sources to be true. Do not reuse a sentence from Text 6. Then name what each source contributes.

    Show model answer

17. Question 17 of 20 · Short Answer

    Wren's cleaning test in Week 3 (Text 9) was a second short project inside her sustained one. What question did it answer, which source led her to it, and why did she need to run the test instead of simply following the source's advice?

    Show model answer

18. Question 18 of 20 · Short Answer

    Wren's recommendation lists three limits (Text 9, paragraph 4). Choose one, explain how it could change the recommendation, and describe a sustained next step that would test it.

    Show model answer

19. Question 19 of 20 · Short Answer

    Write a self-generated research question based on something you have noticed at school, then write two versions of it: one for a short project of one class period and one for a sustained project of three weeks. Explain what makes each version the right size.

    Show model answer

20. Question 20 of 20 · Short Answer

    The standard says students research "to answer a question ... or solve a problem." Which of these does Wren's project do? Support your answer with one sentence from Text 7 and one from Text 9.

    Show model answer

These standards connect to WHST.9-10.7: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.