Sixty-three percent of eighth-grade students chose (B) the correct answer. Students who selected the correct answer were able to make inferences about which war from the evidence in the poster.

Percentage of students at each response category at grade 8: 2006

Scoring Guide

Appropriate

These responses use the data in the table in a specific way to explain at least two distinct advantages that the North had over the South in making war e.g., railroads facilitated both movement of soldiers and equipment, and manufacture of war material. (There are 2 or more items of data and they are both linked to the war.)

Essential

These responses show an understanding of the specific elements in the table and link the table to an evaluation of Northern strength in general, but not specifically to Northern advantages in making war. The response may contain some inaccuracies. (There is some link of data to the war effort. Implies impact on war in some fashion.)

Partial

These responses may make general statements about northern strength but contain no specific reference to the data in the table. OR, the response shows some understanding of the table but does not evaluate the statement. OR, the response shows some specific understanding of only one piece of data in the table. The responses at this level may contain important inaccuracies. (Refers to table but often regurgitates; no substance)

Inappropriate

These responses neither address the statement nor accurately describe any information in the table.

Sample Response

Appropriate

The South could never have won the Civil War because they had not as many people to help fight the North. They had less railroads to transport food, weapons, troops on. The South had less farm land to grow food. The south also had less factory workers to make guns, ammunition, and equipment.

Ten percent of eighth-grade students were able to identify two pieces of evidence presented in the table to support the view that: "The South could never have won the Civil War."

Percentage of students in each response category at grade 8: 2001

Thirty-one percent of students correctly identified choice C: "The story of a Greek family's journey to the United States in 1906 written by a journalist in 1955" as a secondary source.

Percentage of students in each response category at grade 8: 2001

Scoring Guide

Appropriate

The response identifies a source and links information in the photo to a presentation using the source (e.g. lots of people show need for restrictions on immigration or crowded conditions and expressions on people's faces indicate hardship they would endure to reach a better life).

Partial

The response identifies a source and gives a vague explanation of how the photo would add to a presentation. For example, "the photo would help to show that a lot of people came to the US . . . ". OR, the response does not identify a source but gives a lot of good information in the photograph. OR, identifies a good source but not linked to the information in the photo.

Inappropriate

Either does not identify a correct source (1,2,5,6,7) but gives vague information (i.e. lots of people) OR, gives a correct source with wrong information, OR gives no explanation.

Sample Response

Appropriate

Number 7. Many immigrants came to the United States by ship. People were very crowded together. There were many different races on that ship.

Eighteen percent of eighth-grade students were able to identify a correct source and provide an acceptable link between that source and the information provided in the photograph.

Percentage of students in each response category at grade 8: 2001

Scoring Guide

Appropriate

The response lists two valid differences between Phillis Wheatley and most slaves which could include: that she could read and write; that her master freed her upon his death; that she was sent by her master to study abroad; that she wrote patriotic poems during the Revolution; or that she lived in the North; that she was not beaten; that she was treated well; that she was famous; that she had nice clothes.

Partial

The response identifies one valid difference between Wheatley and most slaves. If a second difference is cited, it is incorrect, such as "she's sitting down," etc.

Inappropriate

The response does not identify any valid differences between Wheatley and most slaves.

Sample Response

Appropriate

She could write and read.
She is well dressed.

Twenty-six percent of students correctly identified two reasons why the depiction of Phillis Wheatley showed a unique representation of African Americans in the colonial period.

Percentage of students in each response category at grade 8: 1994