TCAP Grade 3 Writing Practice Task I
Prompt
Read the following two texts about young people who interpret
the past at national historic sites:
“Interpreting the Past” by Deborah Martinez
“Junior Interpreters Act Out the Past” by Barbara Hall
Write an essay that explains the activities of a historical
interpreter. Be sure to use facts and details from both texts to
support your explanation. Follow the conventions of standard
written English.
Text 1
Text 1 Introduction
In “Interpreting the Past” by Deborah Martinez, the author
discusses young people who are historical interpreters at the
El Pueblo Trading Post. Please read, “Interpreting the Past.”
Interpreting the Past by Deborah Martinez
In 1846, Felix Sandoval was 12 years old. He lived and worked
at El Pueblo Trading Post on the American side of the Spanish
frontier. Felix spoke Spanish and English in 1846. He also
learned some of the native languages from the children who
lived at El Pueblo. Today, Gregory Grinstead portrays Felix
during events at El Pueblo History Museum. The museum is on
the historic site of the original trading post.
El Pueblo is one of hundreds of national historic sites that host
“living history” events. Children were an important part of the
workforce at these historic sites. Children today take part as
historical interpreters. They dress and speak and act, as their
character would have done long ago.
Catie Blickhahn, 16, and Becky Blickhahn, 14, portray Mormon
girls who lived near El Pueblo for the winter of 1846. (At her
age in 1846, Catie would have been married.) Today, Catie
loves to make tortillas at the museum. Becky learned the skills
of a dyer. She has fun demonstrating her skills by dyeing her
apron different colors. The girls show frontier skills to
schoolchildren who visit the museum on school trips.
Erica Fox Espinosa has been an interpreter since she was very
young. She portrays the Spanish and Mexican girls. She
demonstrates making cornhusk dolls for trading post public
events that recreate the past. Erica points out that most
women could shoot a gun and ride a horse and that most men
could bake bread and sew.
Josh Quintana helps his grandmother bake bread in the great
outdoor ovens called hornos. He knows how to fire up the
horno to bake bread or cook venison1. Just like the children
whose lives they portray, these young historical interpreters
learn their skills by working with the adults in the community.
Young historical interpreters add to the experience of visitors
at historical sites. They also say that they learn more than
could ever be taught in a classroom.
“It’s worth the time and energy that it takes to learn about the
past times,” says Erica, “and it’s fun!”
1. deer meat
Text 2
Text 2 Introduction
In “Junior Interpreters Act Out the Past” by Barbara Hall,
the author discusses the daily lives of historical interpreters
who volunteer in Colonial Williamsburg. Please read “Junior
Interpreters Act Out the Past.”
1. “I was scared to death when I first went to Williamsburg
for training,” says Caroline Hollis, a
2. junior interpreter. “But I decided to be brave and do
something I don’t usually do. I walked up
3. and talked to a girl who looked nice. Once we became
friends, I wasn’t scared anymore.”
4. Both Caroline Hollis and Seanan Maranzano, another
junior interpreter, have worked for several
5. years at the Geddy House and Foundry, on the city’s
main street….
6. Caroline and Seanan work on weekends and after classes
during the school year, and daily
7. during the summer. . . . Some perform colonial dances.
Some interpreters portray real children
8. who lived in the town. Others, like Seanan and Caroline,
discuss and demonstrate family life and
9. activities in the 1770’s.
10.
During the summer and on weekends, Seanan wakes
up at 9 o’clock. “It doesn’t take me
11.
That long to get ready. I either wear breeches2 or a
pair of trousers, an old-fashioned shirt, and a
12.
waistcoat (a vest) on top
13.
“I can get to the Geddy House at about 10’ o clock. I
do two hours of interpreting in the dining room
14.
or outside in the yard. After that, I get a lunch break.
Then depending on the day and the
15.
weather, we might play cricket3 out on the lawn
from about 1 to 3 o’ clock. Or, I go to work at the
16.
Foundry.”
17.
Because her costume is more complicated, Caroline
wakes up earlier than Seanan. “I get up at
18.
7:30 or 8, eat breakfast, shower, and put my contacts
in,” she says. It takes me awhile to get
19.
into my clothes. I usually wear a shift, a plain white
thing. Then comes a petticoat with an
20.
over-petticoat (skirt) over it. Next is a short jacket—
basically, it’s a shirt that ties in front. Then I
21.
have an apron on top of everything.”
22.
Both Caroline and Seanan say their work has given
them a better understanding of the American
23.
History they study at school. They also say that they
have changed since becoming junior
24.
Interpreters, says Seanan. “It’s helped me in public
speaking. I’m much better at talking to large
25.
groups of people.”
26.
A junior interpreter is a costumed guide between
the ages of 10 and 18. Williamsburg
27.
interpreters help bring colonial times to life for
visitors. Willaimsburg junior interpreter
28.
program began about 25 years ago with five girls
silently performing needlework. Today there
29.
are 125 junior interpreters demonstrating games
and chores, and answering visitors’ questions.
2. short pants that end at the knee
3. a game played on a big field using bats and a ball