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We the People Programs Lesson Plan They Called Themselves the K.K.K.: The Birth of an American Terrorist Group By Susan Campbell Bartoletti We the People: The Citizen and the Constitution High School Lesson Purpose: The lesson uses They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti to support an understanding of how terrorism develops and exercises influence. Expectations / Goal Students will understand the circumstances that allowed the Ku Klux Klan to develop and flourish in the United States. Students will explore federal versus state enforcement of laws. Students will compare and contrast the KKK as a terrorist group with terrorist organizations that exist today. Book Summary: Documents the history and origin of the Ku Klux Klan from its modest beginning in Pulaski, Tennessee to a major regional organization that exercised significant influence. The text provides personal accounts, congressional documents, diaries, a civil rights timeline, and more. Essential Questions: What issues and problems did freed slaves face after the Civil War and during Reconstruction? What circumstances led to the rise of the Ku Klux Klan in the south after the Civil War? How do the 13 th , 14 th , and 15 th Amendments to the United States Constitution relate to the rise of the Klu Klux Klan in America? Why do you think the author refers to the Ku Klux Klan as a terrorist group in the title of her book? How did the United States government respond to the rise of the Ku Klux Klan and how does this response relate to modern America’s response to terrorism today? Teachers Note: Before the lesson the teacher should read They Called Themselves the K.K.K.: The Birth of an American Terrorist Group to: Become familiar with the text, Choose vocabulary words to be examined, Determine background knowledge required to fully understand the information, Develop questions for discussion Contact your school librarian or visit your public library to borrow multiple copies of They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti . Your school or public librarian can obtain multiple copies through interlibrary loan. Use a graphic organizer such as a KWL chart to determine student knowledge of the Ku Klux Klan. This tool can also be used to assess what students would like to learn about the topic. Reading: Three Levels of Questioning will be used as a strategy to support comprehension, as a tool for classroom discussion, small group activities, and formal and informal evaluation. (See the Center for Civic Education Literacy Links, Literacy Strategies website for information on Three

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We  the  People  Programs  Lesson  Plan  

They  Called  Themselves  the  K.K.K.:    The  Birth  of  an  American  Terrorist  Group  

By  Susan  Campbell  Bartoletti  We  the  People:  The  Citizen  and  the  Constitution  

High  School    

 Lesson  Purpose:  The  lesson  uses  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group  by  Susan  Campbell  Bartoletti  to  support  an  understanding  of  how  terrorism  develops  and  exercises  influence.    Expectations  /  Goal  

• Students  will  understand  the  circumstances  that  allowed  the  Ku  Klux  Klan  to  develop  and  flourish  in  the  United  States.  

• Students  will  explore  federal  versus  state  enforcement  of  laws.  • Students  will  compare  and  contrast  the  KKK  as  a  terrorist  group  with  terrorist  organizations  

that  exist  today.    Book  Summary:  Documents  the  history  and  origin  of  the  Ku  Klux  Klan  from  its  modest  beginning  in  Pulaski,  Tennessee  to  a  major  regional  organization  that  exercised  significant  influence.    The  text  provides  personal  accounts,  congressional  documents,  diaries,  a  civil  rights  timeline,  and  more.  

 Essential  Questions:  

• What  issues  and  problems  did  freed  slaves  face  after  the  Civil  War  and  during  Reconstruction?  • What  circumstances  led  to  the  rise  of  the  Ku  Klux  Klan  in  the  south  after  the  Civil  War?  • How  do  the  13th,  14th,  and  15th  Amendments  to  the  United  States  Constitution  relate  to  the  rise  

of  the  Klu  Klux  Klan  in  America?  • Why  do  you  think  the  author  refers  to  the  Ku  Klux  Klan  as  a  terrorist  group  in  the  title  of  her  

book?  • How  did  the  United  States  government  respond  to  the  rise  of  the  Ku  Klux  Klan  and  how  does  

this  response  relate  to  modern  America’s  response  to  terrorism  today?    Teachers  Note:  Before  the  lesson  the  teacher  should  read  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group  to:  ✓  Become  familiar  with  the  text,    ✓  Choose  vocabulary  words  to  be  examined,    ✓  Determine  background  knowledge  required  to  fully  understand  the  information,    ✓  Develop  questions  for  discussion    

• Contact  your  school  librarian  or  visit  your  public  library  to  borrow  multiple  copies  of  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group  by  Susan  Campbell  Bartoletti  .  Your  school  or  public  librarian  can  obtain  multiple  copies  through  interlibrary  loan.  

• Use  a  graphic  organizer  such  as  a  KWL  chart  to  determine  student  knowledge  of  the  Ku  Klux  Klan.    This  tool  can  also  be  used  to  assess  what  students  would  like  to  learn  about  the  topic.  

 Reading:  

• Three  Levels  of  Questioning  will  be  used  as  a  strategy  to  support  comprehension,  as  a  tool  for  classroom  discussion,  small  group  activities,  and  formal  and  informal  evaluation.  (See  the  Center  for  Civic  Education  Literacy  Links,  Literacy  Strategies  website  for  information  on  Three  

Levels  of  Questioning)  http://literacylinks.civiced.org/search_results.php?material=strategy.                                                                                    A  lesson  on  the  strategy  should  be  taught  before  beginning  the  reading.  

• All  students  will  read  and  discuss  chapters  1  &  2  of  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group  by  Susan  Campbell  Bartoletti  .    This  can  be  done  as  a  whole  class  activity  or  with  the  class  divided  into  smaller  groups  depending  on  the  number  of  copies  available.      Students  will  use  the  Three  Levels  of  Questioning  to  discuss  these  chapters.  

• Chapters    3-­‐9  will  be  divided  among  small  groups  and  students  will  again  use  the  questioning  strategy  to  develop  questions  for  discussion  and  to  prepare  a  report  on  their  assigned  chapter  to  the  whole  class,    Each  chapter  has  a  unique  quote  for  a  title  and  should  be  included  in  reporting  and  discussion.  

• The  Epilogue    “It  Tuck  a  Long  Time”  should  be  read  and  discussed  as  a  whole  class  activity.  • The  Bibliography  and  Source  Notes  beginning  on  page  162  should  also  be  read  and  discussed  as  

a  whole  class.    It  contains  personal  reflections  of  the  author  when  she  attended  a  weekend  Klan  Congress  as  a  part  of  her  research  for  the  book.  

• Suggested  discussion  questions  for  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group  could  include:  

1. What  does  the  phrase  “Bottom  Rail  Top”  mean  and  how  does  it  describe  the  social  structure  of  the  south  before  the  Civil  War.  

2. What  were  the  “Black  Codes”  and  how  did  they  affect  the  lives  of  freed  slaves?  3. How  did  the  name  “Ku  Klux  Klan”  originate  and  what  is  its  meaning?  4. What  did  the  Ku  Klux  Klan  white  costumes  represent?  5. Why  did  the  Ku  Klux  Klan  feel  threatened  when  freed  slave  men  were  given  the  

right  to  vote?  6. What  was  the  cause  of  the  political  battle  between  Congress  and  President  

Andrew  Johnson?  7. How  did  the  Freedman’s  Bureau  attempt  to  make  a  difference  in  the  lives  of  the  

freed  slaves?  8. Why  were  Southern  landowners  opposed  to  public  schools  for  Black  children?  9. What  role  did  Black  schools  and  churches  play  in  establishing  social  reforms  in  

the  south  after  the  Civil  War?  10. What  circumstances  led  to  the  passage  of  the  Ku  Klux  Klan  Act  of  1871.  11. What  changes  needed  to  happen  at  the  Federal  government  level  in  order  to  

begin  the  Ku  Klux  Klan  trials?    Social  Studies    

• Unit  3  Lessons  16-­‐20  of  We  the  People:  the  Citizen  and  the  Constitution,  Level  3  should  be  read  or  reviewed  to  provide  background  knowledge  for  the  lesson  plan  on  important  issues  such  as  the  role  political  parties  played  in  southern  reconstruction  after  the  civil  war;  the  influence  of  the  civil  war  and  reconstruction  on  changes  to  the  United  States  Constitution;  the  significance  of  the  “due  process  of  law”  clause  of  the  14th  Amendment;  the  importance  of  “equal  protection  of  the  laws”  in  the  14th  Amendment;  the    success  and  failure  of  the  15th  Amendment  to  the  United  States  Constitution  on  voting  rights  for  African  American  men.    Review  and  discussion  of  the  unit  lessons  should  also  include  the  influence  of  the  Ku  Klux  Klan  on  important  issues.  

• Unit  5  of  We  the  People:  the  Citizen  and  the  Constitution,  Level  3  addresses  the  rights  protected  by  the  Bill  of  Rights.    The  lessons  in  this  unit  are  key  to  understanding  the  impact  that  the  Ku  Klux  Klan  had  on  freed  slaves  after  the  civil  war  and  the  civil  rights  movement  in  the  20th  century.    As  the  lessons  in  Unit  5  are  discussed  students  should  make  connections  to  what  they  read  in  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group.    Students  should  be  able  to  take  and  defend  a  position  on  tbe  impact  the  Ku  Klux  Klan  had  on  the  individual  rights  of  freed  slaves  and  African  Americans  as  outlined  in  the  Bill  of  Rights.  

 

Writing:  • Students  use  photo  analysis  as  a  prompt  for  writing.  • Students  use  the  district-­‐wide  writing  process  to  complete  the  activity.  

• Students  select  one  of  the  photographs  attached  to  the  end  of  the  lesson  plan  and  analyze  it  using  the  Photographic  Analysis  Guide  found  at  the  end  of  the  lesson  plan.    Students  could  also  select  a  photography  from  the  book  or  from  the  Internet.  

• Students  should  study  the  photograph  for  a  minimum  of  2  minutes.  Students  form  an  overall  impression  first  and  then  examine  the  photograph  for  details.  Suggest  that  students  divide  the  photograph  into  4  sections  and  study  each  area  to  see  what  additional  details  they  notice.  

• Remind  students  that  good  writers  think  about  what  they  want  to  write  before  beginning.  • Students  write  about  what  they  have  observed  in  the  photograph  and  then  write  from  the  point  

of  view  of  one  of  the  people  in  the  image  or  someone  standing  on  the  sidelines.    What  is  the  character  thinking  and  feeling?  What  events  happened  before  the  picture  was  taken.    Students  could  put  themselves  into  the  image  and  describe  what  they  would  be  thinking  and  feeling.  

• Students  partner  with  a  classmate  to  read,  edit,  and  revise  their  writing.    

Research:  • Students  should  conduct  research  to  prepare  for  classroom  discussion  related  to  how  the  

United  States  government  responded  to  acts  of  terrorism  conducted  by  the  Ku  Klux  Klan  following  the  Civil  War  and  how  the  government  responds  to  acts  of  terrorism  in  modern  day  America.    Part  of  the  discussion  could  include  how  we  define  “terrorism”  today  and  whether  it  is  different  from  the  era  discussed  in  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  Group.    

• Students  should  use  a  variety  of  sources  during  their  research  such  as  books,  encyclopedias,  online  databases,  and  Internet  websites.    Remind  students  to  maintain  a  bibliography  of  their  sources.    Ask  your  school  librarian  to  collaborate  on  the  research  and  conduct  a  lesson  on  how  to  find  accurate  and  valid  information  on  the  Internet.    This  is  a  topic  where  students  are  likely  to  find  controversial  and  unreliable  websites.  

• Research  topics  might  include  anti-­‐terrorism  legislation,  types  of  terrorist  groups  (religious,  ethnic,  environmental,  anti-­‐abortion),  terrorist  tactics,  cyber  terrorism,  gang  related  activities,  etc.  

• Suggested  sources:  o The  Roots  of  Terrorism  Series  published  by  Chelsea  House,  ©2006  o http://en.wikipedia.org/wiki/List_of_designated_terrorist_organizations  o http://terrorism.about.com/od/groupsleader1/Terrorist_Groups_Leaders.htm  o http://www.tolerance.org/activity/resurgence-­hate  o http://channel.nationalgeographic.com/series/inside/3954/Overview?#tab-­

Videos/05945_00      (2  minute  video  clip  on  KKK:  Inside  American  Terror)  Evaluation:  

• Sample  Writing  Rubric:  http://www.readwritethink.org/files/resources/lesson_images/lesson261/  sample.pdf  

• Teacher  observation  of  student  responses  during  classroom  discussions.    

Materials  Needed:  • Multiple  copies  of  They  Called  Themselves  the  K.K.K.:  The  Birth  of  an  American  Terrorist  

Group  by  Susan  Campbell  Bartoletti  • Classroom  set  of  We  The  People:  the  Citizen  and  the  Constitution  Level  3  • Access  to  computers  and  Internet  • Access  to  Library  Media  Center  for  research  • Classroom  set  of  Photo  Analysis  Guide  activity  sheet  • Copies  of  photographs  found  attached  to  this  lesson  plan  

 Lesson  Plan  Developed  by:  Barbara  Ashby,  MLS  We  the  People  Programs  Rhode  Island  Mike  Trofi,  State  Coordinator  www.civiced-­ri.org  

Photograph  Analysis  Guide    

Observation   Knowledge   Interpretation  What  do  you  see  in  the  photograph?  

• Describe  the  people  and  objects  that  you  see.  

• What  is  the  setting?  

What  background  information  do  you  have  about  this  period  or  event?    

• Do  you  need  to  gather  additional  information  before  writing?  

What  can  you  conclude  from  what  you  see?  

• What  thought,  ideas,  and  conclusions  do  you  want  to  include  in  your  writing?  

                                                                               

 Adapted from “Teaching With Primary Sources Lesson Plan”. <http://aam.waynesburg.edu/ TPS_LessonPlans/Dillow/index.doc>      

 

   

   

   

         

 

               

                             

 

       

The  following  standards  and  expectations  are  supported  by  this  lesson  plan.    Rhode  Island  Grade  Span  Expectations  (GSEs)  for  Civics  &  Government  and  Historical  Perspectives  C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.  C&G  1  (9-­12)  –1:  Students  demonstrate  an  understanding  of  origins,  forms,  and  purposes  of  government  by…  

• describing  or  explaining  competing  ideas  about  the  purposes  and  functions  of  politics  and  government  

• explaining  how  a  political  ideology  is  reflected  in  the  form  and  structure  of  a  government  (e.g.,  Democracy  –  Democratic  republic)  

• distinguishing  between  the  rule  of  law  and  the  “rule  of  men”  C&G  1  (9-­12)  –2:  Students  demonstrate  an  understanding  of  sources  of  authority  and  use  of  power,  and  how  they  are/can  be  changed,  by…  

• identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security)  

• explaining  how  political  authority  is  obtained  and  legitimized  C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.  C&G  2  (9-­12)  –1:  Students  demonstrate  an  understanding  of  United  States  government  (local,  state,  national)  by…  

• evaluating,  taking,  and  defending  positions  on  a  current  issue  regarding  the  judicial  protection  of  individual  or  state  rights  via  judicial  review  

• analyzing  the  basic  structures  of  government  in  the  U.S.  (e.g.,  national,  state,  local;  branches  of  federal  government)  through  researching  a  current  or  historical  issue  or  event      

• identifying  and  describing  ways  in  which  people  gain  or  fail  to  gain  access  to  the  institutions  of  the  U.S.  government  (local,  state,  national)  or  other  political  institutions  (e.g.,  access  to  the  U.S.  political  process)  

• critically  examining  the  principles,  traditions,  and  precedents  of  American  constitutional  government  

C&G  2  (9-­12)  –2:  Students  demonstrate  an  understanding  of  the  democratic  values  and  principles  underlying  the  US  government  by…    

• interpreting  and  analyzing  the  sources  of  the  U.S.  democratic  tradition  in  the  Declaration  of  Independence,  U.S.  Constitution,  and  other  documents  

• analyzing  the  inherent  challenges  involved  in  balancing  majority  rule  and  minority  rights  • identifying  and  giving  examples  of  the  discrepancies  between  democratic  ideals  and  the  

realities  of  American  social  and  political  life  (e.g.,  equal  protection  under  the  law  and  the  reality  of    discrimination)  

• discussing  different  historical  understandings/  perspectives  of  democracy  C&G  3:  In  a  democratic  society  all  people  have  certain  rights  and  responsibilities.  C&G  3  (9-­12)  –1:  Students  demonstrate  an  understanding  of  citizens’  rights  and  responsibilities  by…  

• comparing  and  contrasting  different  perspective  on  provisions  found  in  the  Bill  of  Rights  (e.g.,  flag  burning  and  the  first  Amendment)  

• comparing  and  contrasting  human  rights  provided  for  in  various  seminal  documents  or  materials  (e.g.,  Declaration  of  the  Rights  of  Man,  Universal  Declaration  of  Rights,  International  Convention  on  the  Rights  of  the  Child,  and  other  international  documents)  

• evaluating,  taking,  and  defending  positions  regarding  the  personal  and  civic  responsibilities  of  individuals  

• analyzing  the  scope  and  limits  of  personal,  cultural,  economic,  or  political  rights  (e.g.,  freedom  of  expression  vs.  school  dress  codes,  speaking  one’s  native  language  vs.  English-­‐only  legislation;  living  wage  vs.  minimum  wage;  civil  liberties  vs.  national  security)  

C&G  3  (9-­12)  –2:  Students  demonstrate  an  understanding  of  how  individuals  and  groups  exercise  (or  are  denied)  their  rights  and  responsibilities  by…  

• identifying  a  policy  at  the  school,  local,  state,  national,  or  international  level  and  describing  how  it  affects  individual  rights  

• accessing  the  political  system  (e.g.,  letter  writing,  researching  an  issue  and  communicating  it  to  the  public,  organizing,  petitioning,  boycotting/buycotting)  

C&G  4:  People  engage  in  political  processes  in  a  variety  of  ways.  C&G  4  (9-­12)  –1:  Students  demonstrate  an  understanding  of  political  systems  and  political  processes  by…  

• interacting  with,  analyzing,  and  evaluating  political  institutions  and  political  parties  in  an  authentic  context  (using  local,  national,  or  international  issues/events  that  are  personally  meaningful)  

• analyzing  and  interpreting  sources  (print  and  non-­‐print  discourse/media),  by  distinguishing  fact  from  opinion,  and  evaluating  possible  bias/propaganda  or  conflicting  information  within  or  across  sources  

• analyzing  multiple  perspectives  on  an  historical  or  current  controversial  issue  (e.g.,  immigration,  environmental  policy,  escalation  of  the  war  in  Vietnam,  Brown  v.  Board  of  Education)  

HP  3:  The  study  of  history  helps  us  understand  the  present  and  shape  the  future.  HP  3  (9-­12)  –  1:  Students  demonstrate  an  understanding  of  how  the  past  frames  the  present  by…  

• gathering  evidence  of  circumstances  and  factors  contributing  to  contemporary  problems  (e.g.,  civil  rights  movement,  sexual  revolution)  

 Common  Core  State  Standards  Initiative  English  Language  Arts  Standards  »  Reading:  Informational  Text  »  Grade  9-­10  Key  Ideas  and  Details  

• RI.9-­‐10.1.  Cite  strong  and  thorough  textual  evidence  to  support  analysis  of  what  the  text  says  explicitly  as  well  as  inferences  drawn  from  the  text.  

• RI.9-­‐10.2.  Determine  a  central  idea  of  a  text  and  analyze  its  development  over  the  course  of  the  text,  including  how  it  emerges  and  is  shaped  and  refined  by  specific  details;  provide  an  objective  summary  of  the  text.  

• RI.9-­‐10.3.  Analyze  how  the  author  unfolds  an  analysis  or  series  of  ideas  or  events,  including  the  order  in  which  the  points  are  made,  how  they  are  introduced  and  developed,  and  the  connections  that  are  drawn  between  them.  

Craft  and  Structure  • RI.9-­‐10.4.  Determine  the  meaning  of  words  and  phrases  as  they  are  used  in  a  text,  including  

figurative,  connotative,  and  technical  meanings;  analyze  the  cumulative  impact  of  specific  word  choices  on  meaning  and  tone  (e.g.,  how  the  language  of  a  court  opinion  differs  from  that  of  a  newspaper).  

• RI.9-­‐10.5.  Analyze  in  detail  how  an  author’s  ideas  or  claims  are  developed  and  refined  by  particular  sentences,  paragraphs,  or  larger  portions  of  a  text  (e.g.,  a  section  or  chapter).  

• RI.9-­‐10.6.  Determine  an  author’s  point  of  view  or  purpose  in  a  text  and  analyze  how  an  author  uses  rhetoric  to  advance  that  point  of  view  or  purpose.    

Integration  of  Knowledge  and  Ideas  • RI.9-­‐10.7.  Analyze  various  accounts  of  a  subject  told  in  different  mediums  (e.g.,  a  person’s  life  

story  in  both  print  and  multimedia),  determining  which  details  are  emphasized  in  each  account.  • RI.9-­‐10.8.  Delineate  and  evaluate  the  argument  and  specific  claims  in  a  text,  assessing  whether  

the  reasoning  is  valid  and  the  evidence  is  relevant  and  sufficient;  identify  false  statements  and  fallacious  reasoning.  

• RI.9-­‐10.9.  Analyze  seminal  U.S.  documents  of  historical  and  literary  significance  (e.g.,  Washington’s  Farewell  Address,  the  Gettysburg  Address,  Roosevelt’s  Four  Freedoms  speech,  King’s  “Letter  from  Birmingham  Jail”),  including  how  they  address  related  themes  and  concepts.  

 

English  Language  Arts  Standards  »  Writing  »  Grade  9-­10  Text  Types  and  Purposes  

• W.9-­‐10.1.  Write  arguments  to  support  claims  in  an  analysis  of  substantive  topics  or  texts,  using  valid  reasoning  and  relevant  and  sufficient  evidence.    

o Introduce  precise  claim(s),  distinguish  the  claim(s)  from  alternate  or  opposing  claims,  and  create  an  organization  that  establishes  clear  relationships  among  claim(s),  counterclaims,  reasons,  and  evidence.  

o Develop  claim(s)  and  counterclaims  fairly,  supplying  evidence  for  each  while  pointing  out  the  strengths  and  limitations  of  both  in  a  manner  that  anticipates  the  audience’s  knowledge  level  and  concerns.  

o Use  words,  phrases,  and  clauses  to  link  the  major  sections  of  the  text,  create  cohesion,  and  clarify  the  relationships  between  claim(s)  and  reasons,  between  reasons  and  evidence,  and  between  claim(s)  and  counterclaims.  

o Establish  and  maintain  a  formal  style  and  objective  tone  while  attending  to  the  norms  and  conventions  of  the  discipline  in  which  they  are  writing.  

o Provide  a  concluding  statement  or  section  that  follows  from  and  supports  the  argument  presented.  

• W.9-­‐10.2.  Write  informative/explanatory  texts  to  examine  and  convey  complex  ideas,  concepts,  and  information  clearly  and  accurately  through  the  effective  selection,  organization,  and  analysis  of  content.    

o Introduce  a  topic;  organize  complex  ideas,  concepts,  and  information  to  make  important  connections  and  distinctions;  include  formatting  (e.g.,  headings),  graphics  (e.g.,  figures,  tables),  and  multimedia  when  useful  to  aiding  comprehension.  

o Develop  the  topic  with  well-­‐chosen,  relevant,  and  sufficient  facts,  extended  definitions,  concrete  details,  quotations,  or  other  information  and  examples  appropriate  to  the  audience’s  knowledge  of  the  topic.  

o Use  appropriate  and  varied  transitions  to  link  the  major  sections  of  the  text,  create  cohesion,  and  clarify  the  relationships  among  complex  ideas  and  concepts.  

o Use  precise  language  and  domain-­‐specific  vocabulary  to  manage  the  complexity  of  the  topic.  

o Establish  and  maintain  a  formal  style  and  objective  tone  while  attending  to  the  norms  and  conventions  of  the  discipline  in  which  they  are  writing.  

o Provide  a  concluding  statement  or  section  that  follows  from  and  supports  the  information  or  explanation  presented  (e.g.,  articulating  implications  or  the  significance  of  the  topic).  

Text  Types  and  Purposes  (continued)  • W.9-­‐10.3.  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  

technique,  well-­‐chosen  details,  and  well-­‐structured  event  sequences.    o Engage  and  orient  the  reader  by  setting  out  a  problem,  situation,  or  observation,  

establishing  one  or  multiple  point(s)  of  view,  and  introducing  a  narrator  and/or  characters;  create  a  smooth  progression  of  experiences  or  events.  

o Use  narrative  techniques,  such  as  dialogue,  pacing,  description,  reflection,  and  multiple  plot  lines,  to  develop  experiences,  events,  and/or  characters.  

o Use  a  variety  of  techniques  to  sequence  events  so  that  they  build  on  one  another  to  create  a  coherent  whole.  

o Use  precise  words  and  phrases,  telling  details,  and  sensory  language  to  convey  a  vivid  picture  of  the  experiences,  events,  setting,  and/or  characters.  

o Provide  a  conclusion  that  follows  from  and  reflects  on  what  is  experienced,  observed,  or  resolved  over  the  course  of  the  narrative.  

Production  and  Distribution  of  Writing  • W.9-­‐10.4.  Produce  clear  and  coherent  writing  in  which  the  development,  organization,  and  style  

are  appropriate  to  task,  purpose,  and  audience.  (Grade-­‐specific  expectations  for  writing  types  are  defined  in  standards  1–3  above.)  

• W.9-­‐10.5.  Develop  and  strengthen  writing  as  needed  by  planning,  revising,  editing,  rewriting,  or  trying  a  new  approach,  focusing  on  addressing  what  is  most  significant  for  a  specific  purpose  and  audience.  

• W.9-­‐10.6.  Use  technology,  including  the  Internet,  to  produce,  publish,  and  update  individual  or  shared  writing  products,  taking  advantage  of  technology’s  capacity  to  link  to  other  information  and  to  display  information  flexibly  and  dynamically.  

Research  to  Build  and  Present  Knowledge  • W.9-­‐10.7.  Conduct  short  as  well  as  more  sustained  research  projects  to  answer  a  question  

(including  a  self-­‐generated  question)  or  solve  a  problem;  narrow  or  broaden  the  inquiry  when  appropriate;  synthesize  multiple  sources  on  the  subject,  demonstrating  understanding  of  the  subject  under  investigation.  

• W.9-­‐10.8.  Gather  relevant  information  from  multiple  authoritative  print  and  digital  sources,  using  advanced  searches  effectively;  assess  the  usefulness  of  each  source  in  answering  the  research  question;  integrate  information  into  the  text  selectively  to  maintain  the  flow  of  ideas,  avoiding  plagiarism  and  following  a  standard  format  for  citation.  

• W.9-­‐10.9.  Draw  evidence  from  literary  or  informational  texts  to  support  analysis,  reflection,  and  research.    

o Apply  grades  9–10  Reading  standards  to  literature  (e.g.,  “Analyze  how  an  author  draws  on  and  transforms  source  material  in  a  specific  work  [e.g.,  how  Shakespeare  treats  a  theme  or  topic  from  Ovid  or  the  Bible  or  how  a  later  author  draws  on  a  play  by  Shakespeare]”).  

o Apply  grades  9–10  Reading  standards  to  literary  nonfiction  (e.g.,  “Delineate  and  evaluate  the  argument  and  specific  claims  in  a  text,  assessing  whether  the  reasoning  is  valid  and  the  evidence  is  relevant  and  sufficient;  identify  false  statements  and  fallacious  reasoning”).  

 

English  Language  Arts  Standards  »  Speaking  &  Listening  »  Grade  9-­10  Comprehension  and  Collaboration  

• SL.9-­‐10.1.  Initiate  and  participate  effectively  in  a  range  of  collaborative  discussions  (one-­‐on-­‐one,  in  groups,  and  teacher-­‐led)  with  diverse  partners  on  grades  9–10  topics,  texts,  and  issues,  building  on  others’  ideas  and  expressing  their  own  clearly  and  persuasively.  

o Come  to  discussions  prepared,  having  read  and  researched  material  under  study;  explicitly  draw  on  that  preparation  by  referring  to  evidence  from  texts  and  other  research  on  the  topic  or  issue  to  stimulate  a  thoughtful,  well-­‐reasoned  exchange  of  ideas.  

o Work  with  peers  to  set  rules  for  collegial  discussions  and  decision-­‐making  (e.g.,  informal  consensus,  taking  votes  on  key  issues,  presentation  of  alternate  views),  clear  goals  and  deadlines,  and  individual  roles  as  needed.  

o Propel  conversations  by  posing  and  responding  to  questions  that  relate  the  current  discussion  to  broader  themes  or  larger  ideas;  actively  incorporate  others  into  the  discussion;  and  clarify,  verify,  or  challenge  ideas  and  conclusions.  

o Respond  thoughtfully  to  diverse  perspectives,  summarize  points  of  agreement  and  disagreement,  and,  when  warranted,  qualify  or  justify  their  own  views  and  understanding  and  make  new  connections  in  light  of  the  evidence  and  reasoning  presented.  

• SL.9-­‐10.2.  Integrate  multiple  sources  of  information  presented  in  diverse  media  or  formats  (e.g.,  visually,  quantitatively,  orally)  evaluating  the  credibility  and  accuracy  of  each  source.    

• SL.9-­‐10.3.  Evaluate  a  speaker’s  point  of  view,  reasoning,  and  use  of  evidence  and  rhetoric,  identifying  any  fallacious  reasoning  or  exaggerated  or  distorted  evidence.  

Presentation  of  Knowledge  and  Ideas  • SL.9-­‐10.4.  Present  information,  findings,  and  supporting  evidence  clearly,  concisely,  and  

logically  such  that  listeners  can  follow  the  line  of  reasoning  and  the  organization,  development,  substance,  and  style  are  appropriate  to  purpose,  audience,  and  task.  

• SL.9-­‐10.5.  Make  strategic  use  of  digital  media  (e.g.,  textual,  graphical,  audio,  visual,  and  interactive  elements)  in  presentations  to  enhance  understanding  of  findings,  reasoning,  and  evidence  and  to  add  interest.  

• SL.9-­‐10.6.  Adapt  speech  to  a  variety  of  contexts  and  tasks,  demonstrating  command  of  formal  English  when  indicated  or  appropriate.  

 English  Language  Arts  Standards  »  History/Social  Studies  »  Grades  9-­10  Key  Ideas  and  Details  

• RH.9-­‐10.1.  Cite  specific  textual  evidence  to  support  analysis  of  primary  and  secondary  sources,  attending  to  such  features  as  the  date  and  origin  of  the  information.  

• RH.9-­‐10.2.  Determine  the  central  ideas  or  information  of  a  primary  or  secondary  source;  provide  an  accurate  summary  of  how  key  events  or  ideas  develop  over  the  course  of  the  text.  

• RH.9-­‐10.3.  Analyze  in  detail  a  series  of  events  described  in  a  text;  determine  whether  earlier  events  caused  later  ones  or  simply  preceded  them.    

Craft  and  Structure  • RH.9-­‐10.4.  Determine  the  meaning  of  words  and  phrases  as  they  are  used  in  a  text,  including  

vocabulary  describing  political,  social,  or  economic  aspects  of  history/social  science.  • RH.9-­‐10.5.  Analyze  how  a  text  uses  structure  to  emphasize  key  points  or  advance  an  

explanation  or  analysis.  • RH.9-­‐10.6.  Compare  the  point  of  view  of  two  or  more  authors  for  how  they  treat  the  same  or  

similar  topics,  including  which  details  they  include  and  emphasize  in  their  respective  accounts.  Integration  of  Knowledge  and  Ideas  

• RH.9-­‐10.7.  Integrate  quantitative  or  technical  analysis  (e.g.,  charts,  research  data)  with  qualitative  analysis  in  print  or  digital  text.  

• RH.9-­‐10.8.  Assess  the  extent  to  which  the  reasoning  and  evidence  in  a  text  support  the  author’s  claims.  

• RH.9-­‐10.9.  Compare  and  contrast  treatments  of  the  same  topic  in  several  primary  and  secondary  sources.