College Career & Civic Life (C3) for Social Studies State ...assets.pearsonschool.com/correlations/Natl_PearsonLiterature2015toC3_9-12.pdfA Correlation of Pearson Literature ©2015,

A Correlation of

Pearson Literature Grades 9-12, ©2015

To the

College Career & Civic Life (C3) for Social Studies State Standards

A Correlation of Pearson Literature ©2015, Grades 9-12 to the C3 Framework for Social Studies State Standards

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Table of Contents

Dimension 1 .................................................................................................................................................................................. 3 Dimension 2 .................................................................................................................................................................................. 6 Dimension 3 ................................................................................................................................................................................ 21 Dimension 4 ................................................................................................................................................................................ 23


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C3 Framework Grades 9-12

Pearson Literature ©2015, Grade 9




Developing Questions & PLANNING INQUIRIES

Dimension 1

Constructing Compelling Questions

SE/TE: Every unit opens with the introduction of a Big Question. Throughout the unit, students will deepen their knowledge of the selections and their understanding of the Big Question through reading, speaking, listening, researching, and writing. Introducing & Exploring the Big Question, 2, 188, 328, 478, 726 Film review, 637 Critical response, 709

SE/TE: Every unit opens with the introduction of a Big Question. Throughout the unit, students will deepen their knowledge of the selections and their understanding of the Big Question through reading, speaking, listening, researching, and writing. Introducing & Exploring the Big Question, 2, 184, 344, 516, 770, Literary review, 51 Online review, publish, 101 Critical essay, 403, 415 Literary criticism, 896

SE/TE: Pearson Literature’s The American Experience open with a workshop called “Essential Questions in American Literature” on pages lxxviii–lxxxi. These questions re-appear through the introductions to units, at the end of every unit, and at the beginning and end of literary selections. They are intended to help students relate what they read into a bigger picture about the literary, cultural, and political context of the selections and to deepen their thinking about them. How does literature shape or reflect society? 11, 216, 466, 696, 970, 1282 What is the relationship between literature and place? 6, 214, 470, 694, 976, 1285

SE/TE: Pearson Literature’s The British Tradition open with a workshop called “Essential Questions in British and World Literature” on pages lxxviii–lxxxi. These questions re-appear through the introductions to units, at the end of every unit, and at the beginning and end of literary selections. They are intended to help students relate what they read into a bigger picture about the literary, cultural, and political context of the selections and to deepen their thinking about them. Essential Questions Across Time, 6–12, 240–246, 468–474, 720–726, 946–952, 1126–1132


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(Continued) Constructing Compelling Questions

(Continued) What makes American literature American? 9, 219, 472, 699, 974, 1287

Constructing Supporting Questions

SE/TE: At the end of each selection, students answer a Literary Analysis question that is related to the Big Question. The goal is that students will gain a deeper understanding of literature and to develop a more sophisticated way of discussing the Big Question. Response to the Big Question, 125, 281, 429, 491, 671, 857 Peer review, 116, 272, 420, 662, 848

SE/TE: At the end of each selection, students answer a Literary Analysis question that is related to the Big Question. The goal is that students will gain a deeper understanding of literature and to develop a more sophisticated way of discussing the Big Question. Response to the Big Question, 15, 35, 49, 199, 217, 229, 237, 247, 353, 375, 389, 401, 413, 529, 567, 655, 785, 825, 839 Peer review, lxxii, 98, 272, 434, 868

SE/TE: How does literature shape or reflect society?, 91, 107, 175, 239, 370, 389, 513, 527, 542, 632, 638, 712, 752, 761, 775, 782, 792, 827, 843, 936, 997, 1043, 1054, 1067, 1090, 1100, 1112, 1233, 1320, 1343, 1354, 1389, 1396 What is the relationship between literature and place?, 28, 44, 54, , 284, 317, 489, 542, 610, 647, 661, 725, 856, 885, 926, 1060, 1076, 1307, 1359, 1368, 1438 What makes American literature American?, 65, 77, 82, 119, 126, 150, 267, 355, 417, 436, 556, 581, 806, 864, 870, 907, 1023, 1037, 1331, 1380, 1420

SE/TE: How does literature shape or reflect society? (examples), 242, 248, 282, 287, 296, 304, 716, 722, 728, 732, 1122, 1128, 1134, 1244 What is the relationship between literature and place? (examples), 240, 248, 568, 581, 720, 728, 818, 946, 954, 1040 What is the relationship of the writer to tradition? (examples), 272, 278, 321, 480, 490, 494, 500, 725, 728, 758, 951, 954, 976


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Determining Helpful Sources

SE/TE: Use reliable sources, 656, 867, 885 Use primary and secondary sources, 143, 293, 155, 167, 177, 293, 297, 307, 317, 321, 438, 439, 459, 637, 684, 685, 701, 709, 897, 903 Writing Process: Focus on Research, 112, 268, 416, 658, 844 Close Reading Workshop: Research, 7, 192, 322, 485, 731 Incorporate Research, 182, 322, 474, 720, 908 Cite Research Correctly, 183, 323, 475, 721, 909

SE/TE: Use primary and secondary sources, lxvi, lxvii, lxix, lxx, 77, 95, 96, 129, 270, 291, 311, 319, 327, 333, 403, 455, 729, 897, 923 Writing Process: Focus on Research, 94, 268, 430, 670, 864 Constructed Response: Research, 107, 281, 443, 683, 877

SE/TE: Conducting Research, lxxii–lxxvii Writing Workshop: details, gather, 665, sources, 666, citations, 668, professional models: using research (painter), 669, plagiarism, avoid, 670, works-cited list (MLA style), 671, focus on research, 1256, gathering details, 1257 Sources, research, 67, 121, 665, 763 Primary Sources: Letters/Floor Plan, 178; Commission/Field Report, 242; Diaries/Journals (Civil War), 492; Personal History/Speech, 614; Photographs/Ballad, 764; Poster/Editorial Cartoon/Editorial, 1000; Oral History Transcript/E-mail, 1398

SE/TE: Conducting Research, lxxii–lxxvii Writing Workshop: background information, review, 1095, gathering details, 1097, logical organization, plan, 1098, topic sentences, place effectively, 1100, deciding what to cite, 1102, avoiding plagiarism, 1103 Comparing primary sources, 212, 290, 580, 908, 1069, 1294


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Applying Disciplinary Concepts & TOOLS

CIVICS

Dimension 2

Civic and Political Institutions

SE/TE: from “Farewell Address” by General Douglas MacArthur, lix from “State of the Union Address” by Andrew Johnson, lix “I Am An American Day Address” by Learned Hand, 191 “The News,” Neil Postman, 218 from ”A White House Diary,” Lady Bird Johnson, 440 from ”Nothing to Fear: Lessons in Leadership from FDR,” Alan Axelrod, 294 Debate, 292 (Debate Roosevelt Speech) Argumentative Text (Essay Analyzing Roosevelt), 297

SE/TE: from Theodore Roosevelt’s Inaugural Address, March 4 1905, lv from “Atoms for Peace” by Dwight D. Eisenhower, lvii from “The American Idea,” 240–247 Argumentative Essay: Ronald Reagan’s Argument in Favor of the U.S. System of Government, 191 Research Investigate the Topic: Historical Figures, 249

SE/TE: from The Iroquois Constitution by Dekanawidah, 42 from “Of Plymouth Plantation,” by William Bradford, 58 “The Declaration of Independence,” by Thomas Jefferson, 112 from “The American Crisis,” by Thomas Paine, 117 Speech in the Virginia Convention by Patrick Henry, 100 Speech in the Convention by Benjamin Franklin, 105 The Gettysburg Address by Abraham Lincoln, 538 Letter from the President’s House by John Adams, 181 Letter to Her Daughter From the New White House by Abigail Adams, 182

SE/TE: “Life in Elizabethan and Jacobean England,” by Frank Kermode, 248 “Speech Before Her Troops,” by Queen Elizabeth I, 285 King Charles II’s Declaration to London, 1666, 578 Speech in Favor of Reform by Lord John Russell, 899 Speech Against Reform by Sir Robert Peel, 902 “Evacuation Scheme,” by English Government, 1291 Text Set Workshop: Research: Research: Royal Portfolios, 454b Literature in Context: Selfsame Sovereignty (history), 146; Apartheid (history), 1344


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(Continued) Civic and Political Institutions

(Continued) Analyze Foundational U.S. Documents for Themes, Purposes, and Rhetorical Features, 204

Participation and Deliberation

SE/TE: “The Case for Fitting In,” David Berreby, 156 “Of Altruism, Heroism, and Nature’s Gifts in the Face of Terror,” Natalie Angier, 898 American Blood Donation, 904 Speaking and Listening: Debate, 292 (Debate Roosevelt Speech); Group Discussion (Great Depression), 320; Group Discussion (Kennedy Assassination) 472 Research Investigate the Topic: Group Discussion on Speeches by President Johnson, 467

SE/TE: from “The Birth of Britain,” Winston S. Churchill, 932 Argumentative Text (Analyze Churchill’s Claims), 937 Research Investigate the Topic: The Work Ethic, 129; Ethics in Ancient Greece, 729; Research Camelot, 943

SE/TE: “How to Watch a Debate,” 129 “Help North Texas Vote,” 132 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154 Inaugural Address by John F. Kennedy, 1104 Communications Workshop: Evaluate a Persuasive Speech, 196–197; Write and Deliver a Persuasive Speech, 448–449 Speaking and Listening: Collaboration, 15, 223, 475, 979, 1291

SE/TE: “On the Passing of the Reform Bill,” by Thomas Babington Macaulay, 904 “On the Making of an Agreeable Marriage,” by Jane Austen, 912 Research Task (stage a debate): Stage a debate on the Reform Bill, 909 Speaking and Listening (Collaboration): Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730; Discussion, 1162


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Processes, Rules, and Laws

SE/TE: from “Remarks to the Senate in Support of a Declaration of Conscience” by Margaret Chase Smith, lxiii from “The Federalist No. 2” by John Jay, lvii “I Have a Dream”, 242–248 (Persuasive Speech) Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251 Speaking and Listening: Radio News Report on “I Have a Dream” Speech, 251 Research Investigate the Topic: Research Report About Roosevelt’s Handling of Economic Crisis, 297; Timeline: Civil Rights Movement or Women’s Movement, 701

SE/TE: from “The American Idea,” 240–247 Research Investigate the Topic: Origins of the Civil Rights Movement, 149; Conscientious Objection in U.S. History, 733; The Goddess of Liberty, 761

SE/TE: from “The Interesting Narrative of the Life of Olaudah Equiano,” by Olaudah Equiano, 170 from “My Bondage and My Freedom,” by Frederick Douglass, 520 “An Account of an Experience With Discrimination,” by Sojourner Truth, 554 from “What to the Slave Is the Fourth of July?," by Frederick Douglass, 97 from “Civil Disobedience,” by Henry David Thoreau, 388 “I Will Fight No More Forever," by Chief Joseph, 622 from “Letter from Birmingham City Jail," by Martin Luther King, Jr, 1109 Assessment Workshop Performance Tasks (Speaking): Evaluate the Reasoning in Seminal U.S. Texts, 205

SE/TE: “Examination of Don Luis de Córdoba,” by Don Luis de Córdoba, 288 Literature in Context: Selfsame Sovereignty (history), 146; Apartheid (history), 1344 from “A Vindication of the Rights of Woman,” by Mary Wollstonecraft, 916 Text Set Workshop: Research: Research: The Empire and Its Discontents, 1112b; Research: Documentary on a Contested Space, 1480b


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ECONOMICS

Economic Decision Making

SE/TE: from ”Fragile Self-Worth,” Tim Kasser, 702 “My Possessions Myself,” Russell Belk, 710 Research Investigate the Topic: Write Oral Presentation on Bankers and the Great Depression, 293; Research Report About Roosevelt’s Handling of Economic Crisis, 297; Annotated Bibliography on Social Class in Victorian England, 685

SE/TE: “Occupation: Conductorette,” Maya Angelou, 142 from the Upside of Quitting (Freakonomics Radio), 150 Research Investigate the Topic: Economic Concepts, 157

SE/TE: Economic Connection: The Slave Trade, 174; The Golden Age of Yankee Whaling, 344 The Great Depression, 691, 693 Materialism and Commercialism, 1283 Research Task: The WPA, 771

SE/TE: Writing to Sources: Argument (Business Memo to Invest in Britain), 89


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Exchange and Markets

SE/TE: Writing to Sources: Narrative About the Great Depression, 307; Essay about Plight of Urban Women in Depression, 317; Caption: The Great Depression, 319; Essay: The Great Depression, 322–323 Research Investigate the Topic: Write Oral Presentation on Bankers and the Great Depression, 293; Chart on Value of a Dollar During the Depression, 317; Infographic Social Order in Europe at Industrial Revolution, 695

SE/TE: Research Investigate the Topic: Economic Concepts, 157

SE/TE: Economic Connection: The Slave Trade, 174; The Golden Age of Yankee Whaling, 344 Globalization in the Marketplace, 1279 Materialism and Commercialism, 1283 Advance of the computer age, 1282

SE/TE: Literature in Context: Technological Advances in the 19th Century (science), 1067; Vocabulary of Empire vocabulary, 1321; Colonial Rhodesia (history), 1333


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The National Economy

SE/TE: from ”Americans in the Great Depression,” Eric Rauchway, 298 Narrative Text (Narrative About the Great Depression), 307 “Women on the Breadlines,” Meridel Le Sueur, 308 Bread Line, New York City, 1932, H. W. Fechner, 318 Writing to Sources: Narrative About the Great Depression, 307; Essay about Plight of Urban Women in Depression, 317; Caption: The Great Depression, 319; Essay: The Great Depression, 322–323 Reflective Essay About Great Depression, 321

SE/TE: Argumentative Essay: Ronald Reagan’s Argument in Favor of the U.S. System of Government, 191 Research Investigate the Topic: The Work Ethic, 129; Economic Concepts, 157; Research Skyscrapers, 175

SE/TE: The Great Depression, 691, 693 “The Turtle,” from The Grapes of Wrath, John Steinbeck, 758 Migrant Mother by Dorothea Lange, 767 “Dust Bowl Blues,” Woody Guthrie, 768 Research Task: The WPA, 771

SE/TE: Research Task: Topic: The Manor in Medieval England, 213 Literature in Context: Rise of the Middle Class (culture), 683


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The Global Economy

SE/TE: Research Investigate the Topic: Write Oral Presentation on Bankers and the Great Depression, 293; Infographic Social Order in Europe at Industrial Revolution, 695

SE/TE: from “Thank Heaven for Little Girls,” (economic status of women in the world), Rich Stearns “Editorial on the Anniversary of the Fall of the Berlin Wall”, 276–277 Research Investigate the Topic: Economic Concepts, 157; Futurology, 173; The Atomic Age, 479; Language and Culture, 489

SE/TE: Globalization in the Marketplace, 1279 Materialism and Commercialism, 1283 Advance of the computer age, 1282

SE/TE: Literature in Context: Technological Advances in the 19th Century (science), 1067; Vocabulary of Empire vocabulary, 1321; Colonial Rhodesia (history), 1333


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GEOGRAPHY

Geographic Representations

SE/TE: Research Investigate the Topic: Infographic Social Order in Europe at Industrial Revolution, 695; Timeline: Civil Rights Movement or Women’s Movement, 701; Oral Presentation on Emigration of Polish Jews, 885

SE/TE: from “Longitude,” Dava Sobel, 208 Science Connection: Longitude and Latitude, 212 from “The Shape of the World,” Keith Devlin, 312–318 Writing to Sources: Essay on Maps, 319 Research Investigate the Topic: Satellite Imaging, 319; Entoptic Lights and Cave Paintings, 333; Stonehenge and Astronomy, 495

SE/TE: Literary Map of the United States, lxxxii–lxxxiii Multiple Perspectives on the Era: Maps, 3, 5, 211, 967

SE/TE: Literary Map of the British Isles, lxxxii; Literary Map of London, lxxxiii Multiple Perspectives on the Era: Maps, 3, 15, 237, 1122, Transit Map and Schedule, 601 Timed Writing: Position paper on congestion in cities, 603


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Human-Environment Interaction

SE/TE: from ”Silent Spring,” Rachel Carson, 254 Student Model: Environmental Un-Consciousness, 422 History Connection: Plague Searchers, 620 Reading Informational Text: Planet Protection: The EPA, 668

SE/TE: Research Investigate the Topic: Futurology, 173; Research Skyscrapers, 175; Satellite Imaging, 319; Vision and Meaning, 327; Entoptic Lights and Cave Paintings, 333; The Atomic Age, 479; Language and Culture, 489; Stonehenge and Astronomy, 495

SE/TE: “Crossing the Great Divide,” by Meriwether Lewis, 250 from “Nature,” by Ralph Waldo Emerson, 366 from “Walden,” by Henry David Thoreau, 378 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395

SE/TE: “England’s Green, Fertile Land,” by Burton Raffel, 14 Exploring Lancashire and the Lakes, 814 Timed Writing: Argument (Position Paper on Congestions), 603; Informative Text (Analytical Essay Describing the Lake District) 817 Writing to Sources: Explanatory Text (Directions for Traveling), 1376 “Weather in the Palm of Your Hand,” by Space Science and Engineering Center, 1457


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Human Population: Spatial Patterns and Movements

SE/TE: Research Investigate the Topic: Blog Entry on Language Barrier Faced by Immigrants, 155; Short Essay on The Dust Bowl, 307; Infographic Social Order in Europe at Industrial Revolution, 695; Oral Presentation on Emigration of Polish Jews, 885

SE/TE: “How Societies Choose to Fail or Succeed,” 496–504 Argumentative Text (Defend a Position on Culture), 469 Explanatory Text (Lost Civilizations and Communication), 510–511 Research Investigate the Topic: The Babylonian Captivity, 469

SE/TE: “A Community’s Roots (abstract) Samir S. Patel, 559 from ”Heading West,” by Miriam Davis Colt, 617 Literary Map of the United States, lxxxii–lxxxiii Multiple Perspectives on the Era: Maps, 3, 5, 211, 967

SE/TE: “From Small Towns to Big Cities,” by Richard Rodriguez, 476 King Charles II’s Declaration to London, 1666, 578 “A Modest Proposal,” by Jonathan Swift, 617 Traffic Management, Lake District, 811v “Evacuation Scheme,” by English Government, 1291 Text Set Workshop: Research: Documentary on a Contested Space, 1480b


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Global Interconnections

SE/TE: from “Remarks on East-West Relations at the Brandenburg Gate in West Berlin,” June 12, 1987 by Ronald Reagan, lxi Historical Background: Ancient Greece, 746–747 Greek Mythology and Customs, 748 Gods in Greek Mythology, 749 Historical and Cultural Context, 754, 755, 764, 768, 774, 776, 779, 780, 784, 788, 798, 799, 802, 804, 807, 808, 809, 811, 817, 818, 820,

SE/TE: from “Atoms for Peace” by Dwight D. Eisenhower, lvii from “Address to Students at Moscow State University” by Ronald Reagan, 187–190 from “Keep Memory Alive”, 232–237 “Editorial on the Anniversary of the Fall of the Berlin Wall”, 276–277 “Editorial on the Anniversary of the Fall of the Berlin Wall”, 276–277 from “Nobel Lecture,” Alexander Solzhenitsyn, 734 Research: U.S. and Soviet Union Relations in the 1980s, 190

SE/TE: Tim O’Brien Introduces “Ambush,” 808 from “Hiroshima,” by John Hersey, 984 Globalization in the Marketplace, 1279 Multiculturalism, 1283 How does a global awareness show up in American Literature?, 1285 Literature in Context: The Dominican Republic (Geography), 1301

SE/TE: Literature in Context: Atlas Page of the British Isles (geography), 87; The Irish Troubles (history), 621; Vocabulary of Empire vocabulary, 1321; Colonial Rhodesia (history), 1333; Apartheid (history), 1344 Iraqi War Blog, Riverbend, 1281


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HISTORY

Change, Continuity, and Context

SE/TE: Romeo and Juliet Through the Years, 578–581 Visual Timeline: Images of Tragedy, 468–470

SE/TE: Research Investigate the Topic: Futurology, 173; The Atomic Age, 479; Reading the Past, 507; Versions of Arthur, 909; Arthur as the Last Roman, 937; Research Camelot, 943

SE/TE: Timelines, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289 Literature in Context: History Repeats Itself, 1132 Research Task: Construct an annotated and illustrated timeline, 187

SE/TE: Timeline, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133 The British Tradition: Guilds and the Status of Women, 9; The Evolution of the Self, 783 Literature in Context, 54, 87, 146, 205, 350, 369, 388, 408, 424, 556, 609, 621, 640, 683, 877, 906, 1067, 1144, 1321, 1333, 1344, 1391, 1452


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Perspectives

SE/TE: “American History,” Judith Ortiz Cofer, 448 Expository Text (Essay on Grief of Kennedy Assassination), 438 Memoir on Kennedy Assassination and Communication, 473

SE/TE: from “Duty, Honor, Country” by General Douglas MacArthur, lxiii Literature in Context (Culture): Roman Augurs, 582; Griot, the Mind of the People, 815 Research Investigate the Topic: The Work Ethic, 129; Research How People Learn, 141; Origins of the Civil Rights Movement, 149; Entoptic Lights and Cave Paintings, 333; Myths and Ancient Civilizations, 455; Language and Culture, 489; Reading the Past, 507; Ethics in Ancient Greece, 729; Conscientious Objection in U.S. History, 733; The Ethics of Research, 755; Versions of Arthur, 909; Medieval Astronomy, 923; Arthur as the Last Roman, 937

SE/TE: Susan Power Introduces “Museum Indians” by Susan Power, 32 from “The Autobiography,” by Benjamin Franklin, 140 from “Self-Reliance,” by Ralph Waldo Emerson, 369 from “Mary Chesnut’s Civil War,” by Mary Chesnut, 495 “Recollections of a Private,” by Warren Lee Goss, 500 “Confederate Account of the Battle of Gettysburg,” by Randolph McKim, 502 “Life in His Language: James Baldwin," by Toni Morrison, 1096 “Mother Tongue,” by Amy Tan, 1410

SE/TE: “Life in Elizabethan and Jacobean England,” by Frank Kermode, 248 from “The Diary,” by Samuel Pepys, 571 from “The Life of Samuel Johnson,” by James Boswell, 655 from “Days of Obligation,” by Richard Rodriguez, 689 “The English Language Takes Root in India,” by Anita Desai, 1134 Performance Tasks: Determine Author’s Point of View, 459; Determine the Author’s Point of View, 937; Analyze Ideas or Events, 937


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Historical Sources and Evidence

SE/TE: Multimedia Presentation of a Research Report, 656–657 Research and Technology, 79, 229, 239, 367 Close Reading Activities: Research, 15, 140, 154, 160, 166, 176, 290, 296, 306, 316, 436, 446, 458, 466, 682, 694, 700, 708, 714, 864, 876, 884, 890, 896, 902 Research Investigate the Topic, 143, 155, 161, 167, 177, 297, 307, 317, 439, 447, 459, 467, 471, 685, 695, 701, 709, 715, 867, 877, 885, 891, 897, 903, 905

SE/TE: Research Process Workshop, lxvi–lxxix; Research and Technology, 77, 249, 403, 415, 659, 841 Constructed Response: Research, 107, 281, 443, 683, 877 Research, 7, 15, 129, 141, 149, 157, 173, 175, 190, 199, 291, 303, 311, 319, 327, 333, 335, 348, 353, 455, 469, 479, 489, 495, 505, 507, 521, 529, 729, 733, 739, 745, 755, 759, 761, 776, 785, 897, 909, 923, 931, 937, 943

SE/TE: Writing Workshop: historical investigation report, 664–675, multimedia presentation, 944–951, focus on research, 1256, gathering details, 1257 Text Set Workshop: research, 200b, 452b, 680b, 956b, 1268b, 1460b Research Task: research, 187, 255, 505, 624, 771, 1008, 1407 Writing to Sources, 67, 177, 763, 1381 Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292

SE/TE: Writing Workshop: multimedia presentation, 920–927, historical investigation, 1096–1107 Writing to Sources, 879, 1365 Text Set Workshop: research, 226b, 454b, 706a, 932b, 1112b, 1480b Speaking and Listening: solve a research problem, 16, 250, 478, 730, 956, 1136 Research task, 213, 291, 581, 909, 1070, 1295


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Causation and Argumentation

SE/TE: Visual Timeline: Images of Tragedy, 468–470 Research Investigate the Topic: Timeline, annotated, 701; Outline the Influence of Social Media, 709; Oral Presentation on Emigration of Polish Jews, 885

SE/TE: Timeline & Historical Background: Elizabethan England, 536–541 Exposition: Cause-and-Effect Essay, 430–437 Memoir and Historical Writing, 488 “How Societies Choose to Fail or Succeed,” 496–504 Understanding Stonehenge, 490–495 Explanatory Text (Lost Civilizations and Communication), 510–511 “Culture of Shock,” Stephen Reicher and S. Alexander Haslam, 746

SE/TE: Timelines, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289 Snapshot of the Period, 2–3, 210–211, 462–463, 690–691, 966–967, 1278–1279 Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291 Analyze Cause and Effect, 139, 152, 858, 861, 865

SE/TE: Timeline, 4–13, 238–247, 466–475, 718–727, 944–953, 1124–1133 Snapshot of the period, 2–3, 236–237, 464–465, 716–717, 942–943, 1122–1123 Recent Scholarship, 14–15, 248–249, 476–477, 728–729, 954–955, 1134–1135 Cause–and–effect relationships: analyze and identify, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242, 1454


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Evaluating Sources & USING EVIDENCE

Dimension 3

Dimension 3, Gathering and Evaluating Sources

SE/TE: Use reliable sources, 656, 867, 885 Use primary and secondary sources, 143, 293, 155, 167, 177, 293, 297, 307, 317, 321, 438, 439, 459, 637, 684, 685, 701, 709, 897, 903 Writing Process: Focus on Research, 112, 268, 416, 658, 844 Close Reading Workshop: Research, 7, 192, 322, 485, 731 Incorporate Research, 182, 322, 474, 720, 908 Cite Research Correctly, 183, 323, 475, 721, 909

SE/TE: Use primary and secondary sources, lxvi, lxvii, lxix, lxx, 77, 95, 96, 129, 270, 291, 311, 319, 327, 333, 403, 455, 729, 897, 923 Writing Process: Focus on Research, 94, 268, 430, 670, 864 Constructed Response: Research, 107, 281, 443, 683, 877

SE/TE: Conducting Research, lxxii–lxxvii Writing Workshop: details, gather, 665, sources, 666, citations, 668, professional models: using research (painter), 669, plagiarism, avoid, 670, works-cited list (MLA style), 671, focus on research, 1256, gathering details, 1257 Sources, research, 67, 121, 665, 763 Primary Sources: Letters/Floor Plan, 178; Commission/Field Report, 242; Diaries/Journals (Civil War), 492; Personal History/Speech, 614; Photographs/Ballad, 764; Poster/Editorial Cartoon/Editorial, 1000; Oral History Transcript/ E-mail, 1398

SE/TE: Conducting Research, lxxii–lxxvii Writing Workshop: background information, review, 1095, gathering details, 1097, logical organization, plan, 1098, topic sentences, place effectively, 1100, deciding what to cite, 1102, avoiding plagiarism, 1103 Comparing primary sources, 212, 290, 580, 908, 1069, 1294


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Dimension 3, Developing Claims and Using Evidence

SE/TE: Writing Process: find supporting evidence, 113, address counterclaims, 114, 416, create problem profile, 417; Assessment: focus question, claims and counterclaims, 182–183, 474–475, 908–909; Argumentative essay, 161, 297; Position paper, 167; Proposal, 251; Persuasive essay, 292, 715, 891; Editorial, 373; Response to literature, 877; Composing an Argument, lxiv–lxv

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: research, 94, prewriting/planning strategies, 95, 269, drafting, 96, 270; Letter to editor, 173; Writing to Sources: argumentative text, 178–179, 290, 338–339, 469, 761, 764–765, editorial, 657

SE/TE: Workshop: Composing an Argument (developing the claim), lxx–lxxi; Writing Process: write a multimedia presentation (sources and gathering materials), 944–945, providing elaboration, 946, 1258, evidence, 1257, faulty logic and weak reasoning, 1260; Writing: opinion, form/summarize/support, 357, 373, 663, 1322, arguments, 391, 612, 666, 1215, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, evidence, 1183, 1257, counterargument, 1215

SE/TE: Workshop: Composing an Argument, lxx–lxxi; Writing Workshop: topic, choose/narrow, 443, rhetorical devices, use, 444, professional models: persuasive essay (Kermode), 445, logical flow, follow, 446, opinions, support with facts, 447, student models, 448, shaping your presentation, 922, purpose, focus, 927; Writing to Sources, 359, 418, 502, 538, 745, 794, 1051, 1095, 1279, 1431; Writing: arguments, anticipate/ refute, 136, letter to the editor, 685


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Communicating Conclusions & Taking INFORMED ACTION

Dimension 4

Communicating Conclusions

SE/TE: Writing to Sources (argumentative text): Essay Analyzing Roosevelt, 297; Character Analysis of Lady Bird Johnson, 447; The Kennedy Assassination and Communication, 474–475; Write a Persuasive Letter as a Historical Character, 635; Critical Response, 709

SE/TE: Writing to Sources (argumentative text): Letter about forgetting past crimes, 239; Critique of White’s essay on America, 249; Defend a Position on culture keeping memory of the past alive, 469; Analyze Churchill’s claims, 937

SE/TE: Workshop: Composing an Argument (introducing the claim), lxx–lxxi; Writing to Sources, 357, 1215, 1391; Timed Writing: essay, 397, 562; Writing Process: outline, 944, model of introducing a claim, 950, state position, 1256, introduction and organization, 1258

SE/TE: Common Core Workshop: composing an argument, lxx–lxxi Writing Workshop: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927 Writing: editorial, 32, persuasive sermon, 136, public service announcement, 514 Writing to Sources, 66, 89, 359, 514, 663, 745, 988, 1051, 1095, 1150, 1279 Text Set Workshop: writing, 226a, 454a, 706a, 932a, 1112a, 1480a Timed Writing, 166, 603, 1021


24






Critiquing Conclusions

SE/TE: Common Core Workshop: analyzing arguments, lx– lxi; rhetorical devices and persuasive techniques, lxii–lxiii; Focus on Craft and Structure: elements of essays, articles, and speeches, 202–203, analyzing the development, organization, and communication of ideas, 204–205; Persuasive essay & evaluate Persuasion, 230, 231, 233, 237, 240, 241, 243, 244, 245, 246, 249; Assessment: Selected Response, 276–277; Constructed Response: determine an author’s purpose and point of view, 280; Close Reading Activities, 160, 296, 708, 884

SE/TE: Common Core Workshop: rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Workshop: author’s points, 186; Close Reading Focus: main idea, 220–221, 223, 224, 226, 229; persuasive writing and rhetorical devices, 232–233, 235, 237; Assessment: argument and rhetorical devices, 277; Constructed Response: arguments and rhetorical devices, 280, analyze author’s purpose, 281; Close Reading Activities, 140, 172, 199, 288, 289, 310, 326, 494, 738, 936; Focus on Craft and Structure: author’s point of view/purpose, 202, 203, 204, rhetorical devices, 205

SE/TE: The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii; Analyzing Legal Meanings and Reasoning, lxviii–lxix Critique the Appeal to Audience, 98, 105, 108 Analyze Persuasion, 110, 113, 120; Organizational Structure of the Argument, 1102, 1113 Speaking and Listening: Analyze a Nonprint Political Advertisement, 952–953; Compare Print News Coverage, 1456–1457

SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix Reading for Information: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295 Persuasive techniques, identify / compare, 708, 919; Rhetorical devices, analyze, 896, 897, 909 Social commentary, 910, 914, 919 Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021 Author's message, judge, 1394


25






Taking Informed Action

SE/TE: “I Have a Dream”, 242–248 (Persuasive Speech) Argumentative Text (Write a Proposal to Create a “I Have a Dream Speech Day”), 251 Speaking and Listening: Radio News Report on “I Have a Dream” Speech, 251 Writing to Sources (argumentative text): Write a Proposal to Create a “I Have a Dream Speech Day”, 251; Editorial, 373; Editorial, 635; Advice Column, 701

SE/TE: Writing to Sources (argumentative text): Letter about forgetting past crimes, 239; Critique of White’s essay on America, 249; Defend a Position on culture keeping memory of the past alive, 469; Analyze Churchill’s claims, 937 Research Investigate the Topic: Origins of the Civil Rights Movement, 149; Conscientious Objection in U.S. History, 733; The Goddess of Liberty, 761

SE/TE: Writing Workshop: Argumentative Text (Multimedia Presentation), 944–951; Argument Text (Persuasive Essay), 1256–1263 Writing to Sources: Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391 Timed Writing: Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562

SE/TE: “The Aims of the Spectator,” by Joseph Addison, 682 “On the Passing of the Reform Bill,” by Thomas Babington Macaulay, 904 “On the Making of an Agreeable Marriage,” by Jane Austen, 912 Writing Workshop: write a persuasive essay (argument), 442–449 create a multimedia presentation, 920–927 Writing: editorial, 32, persuasive sermon, 136, public service announcement, 514 Text Set Workshop: writing, 226a, 454a, 706a, 932a, 1112a, 1480a