Before the Capsule Closes

• ○A. It makes the hallway sound quieter than students remember it.
• ○B. It includes handwriting that future students may struggle to read.
• ○C. It hides the different contributions behind the finished account.
• ○D. It gives too much attention to differences in students' arrival times.

Idris placed the rough sheet beside the neat copy.The capsule's inventory lay under a ruler.A square of afternoon sunlight reached across the table.He pointed to three different handwriting styles around the crossed-out sentence.“Someone opening this might think one person decided what our days were like,” he said.He left the sheet on the table and went to help attach the case handles.

• ○A. Another student adds “Depends when you get there” to the original sheet.
• ○B. She explains that the final version says the hallway changed throughout the day.
• ○C. She remembers arriving before most of the other students reached school.
• ○D. Idris finds three handwriting styles around the crossed-out sentence.

• ○A. The claim is weakened because Idris distinguishes the answer from the discussion.
• ○B. The claim is supported because Idris finds a correction on the original sheet.
• ○C. The claim is weakened because Idris prefers the original sheet's handwriting.
• ○D. The claim is supported because Tamsin removes the students' crossed-out words.

• ○A. She remembers classmates agreeing with her description of the hallway.
• ○B. She has forgotten why the class decided to describe an ordinary day.
• ○C. She has confused the hallway disagreement with the day the pens leaked.
• ○D. She has overlooked her own part in the discussion preserved on the sheet.

Tamsin lifted the rough page.One corner had a purple thumbprint from the day their pens leaked.She remembered arguing that the hallway was quiet because she arrived before most students.Until Idris mentioned it, she had forgotten that her sentence had started the disagreement.She put the rough sheet beneath the neat one, with both edges showing.

• ○A. She keeps both sheets together and records why the photograph has two parts.
• ○B. She measures every panel twice and studies the tape across the photograph.
• ○C. She straightens the margins and remembers the day the students' pens leaked.
• ○D. She rests the lid against the case and gives Idris the completed inventory.

• ○A. She had measured every panel of the wooden case twice.
• ○B. The case was labeled for a class twenty years ahead.
• ○C. The capsule would be stored behind the school office.
• ○D. The students had one last chance to approve the contents.

• ○A. The claim fits because Tamsin decides against replacing the photograph.
• ○B. The claim goes too far because Tamsin retains the neat copy alongside the rough one.
• ○C. The claim goes too far because Jalen, rather than Tamsin, suggests a vote.
• ○D. The claim fits because the strip of tape crosses Tamsin's own face.

• ○A. Tamsin invites everyone to check the descriptions of their objects.
• ○B. Tamsin waits while Idris reads the inventory after returning with screws.
• ○C. Tamsin adds an explanation of the photograph's two-part printing.
• ○D. Tamsin corrects the entry that identifies Jalen's bookmark as a wristband.

• ○A. He considers the final photograph the capsule's most valuable object.
• ○B. He believes the corrected inventory contains no remaining errors.
• ○C. He continues working on the capsule after raising his objection.
• ○D. He wants to replace Tamsin as the person managing the contents.

• ○A. He identifies his own line and points to different handwriting styles.
• ○B. He helps attach the handles and later returns with the screws.
• ○C. He reads the description and then searches the scrap-paper tray.
• ○D. He places the rough sheet on the table and explains his concern.