Historical Literacy Resource Guide (Sample)

Grades 9-12

Disciplinary Literacy for the Common CoreTraining and Resources for Science and Social Studies Teachers

American History & American

GovernmentVolume 1

Historical Literacy Resource Guide

SAMPLEThis document is a sample for demonstration purposes only.

Historical Literacy American History

& American Government

Resource GuideDisciplinary Literacy for the Common Core:

Training and Resources for Science and Social Studies Teachers

Grades 9-12 Volume I

SAMPLE for demonstration purposes only.

©2012 Catapult Learning SAMPLE HS American History/Government Teacher Resource Guide iii

Table of Contents

Information on Common Core State Standards and Implementation ..........................................................1

Focus Standards for History/Social Studies ................................................................................................2

How to Teach Using the Common Core State Standards ............................................................................4

Online Resources by Standard .....................................................................................................................7

American (US) HistoryAmerican History Activity Examples: In Brief ..............................................................................................9

American History Activity Examples: In Depth ..........................................................................................11 Early American History Option 1: Influence: Thomas Paine and America’s Future ......................11 11th Grade American History Activity Examples ............................................................11

Later American History Option2: Mass Destruction: The Manhattan Project .............................13 11th Grade American History Activity Examples ............................................................13

American Government American Government Research Project ...................................................................................................17

©2012 Catapult Learning SAMPLE HS American History/Government Teacher Resource Guide 1

IntroductionIntroduction

IntroductionIntroduction

Introduction

Information on Common Core State Standards and Implementation(Note: All links in this document are live at the time of this writing and sites have been reviewed for appropriate content and advertising. We cannot control content

that may be added, or sites that may be discontinued in the future. All sites should be reviewed by the teacher for appropriateness if being given to students.)

General: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf This document contains all of the Common Core State ELA Standards. Scroll to pages 61 and 64 to view the standards for History/Social Studies. Don’t forget to review the Anchor Standards and grade level standards listed on the earlier pages. Link to Appendices A-C for additional information, exemplars, and writing samples:

• http://www.corestandards.org/assets/Appendix_A.pdf

• http://www.corestandards.org/assets/Appendix_B.pdf

• http://www.corestandards.org/assets/Appendix_C.pdf

http://vimeo.com Search Common Core for videos on how the CCSS will affect education, the architects of the project, and information on teaching to the new standards.

http://www.eyeoneducation.com/bookstore/client/client_pages/pdfs/5ThingsCCSS_Davis.pdf This helpful article lists 5 things that every teacher should be doing to meet the CCSS.

http://www.smekenseducation.com/ This site includes many helpful resources for teaching to meet the CCSS expectations. Type Common Core in the search box.

http://www.readwritethink.org This site contains many resources that will be helpful in implementing the Common Core Standards. Go to classroom resources for graphic organizers, print outs, writing prompts, etc.

History/Social Studies Implementation:http://teachinghistory.org/nhec-blog/25306 National History Education ClearinghouseThe Common Core literacy pieces are unpacked, and examples are provided along with the rationale in this article.

http://www.fordham.edu/Halsall/index.asp Fordham University’s Internet History Sourcebooks Project is a collection of public domain and copy-permitted historical texts presented cleanly for educational use.

http://www.gilderlehrman.org/history-by-era/literature-and-language-arts/resources/teaching-common-core This Gilder Lehrman Institute of American History provides some background on teaching history in the context of CCSS and also provides a good selection of primary sources and other resources.

http://blueprintforhistory.wordpress.com/2011/12/23/teaching-common-core-literacy-standards-in-history-classes/ This article is about teaching Common Core Literacy Standards specifically in history classes.

http://historyblueprint.org/index.htm This history site includes resources and graphic organizers that can be used in conjunction with teaching the CCSS history standards.

https://www.teachingchannel.org/videos/understanding-the-common-core-standards This is an excellent video on teaching literacy in all content areas, what students need to know in order to respond to CCSS prompts, and how to use the primary sources.

2 SAMPLE HS American History/Government Teacher Resource Guide ©2012 Catapult Learning

Implementing the Common Core is a process, not an event. The instructional shifts we discussed earlier will take time. While all the standards are important, each volume of this resource guide will focus on only a small subset of the history/social studies literacy standards, to give teachers time to experiment and practice with a few new challenges each year. The following table outlines the Volume 1 focus standards.

Grades 9-10 students: Grades 11-12 students: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.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

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

RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

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

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Common Core State Standards Volume I Focus Standards for History/Social Studies

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In addition, the writing focus for the research project will be on the following standard:

Grades 9-10 students: Grades 11-12 students:WHST.9-10.1 Write arguments focused on discipline-specific content.

a. 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.

b. 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.

c. 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.

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

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

WHST.11-12.1 Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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

c. Use words, phrases, and clauses as well as varied syntax 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.


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


The Common Core anchor standards and secondary disciplinary literacy standards are similar and work together to provide the expectations. The anchor standards for literacy are broader, while the disciplinary literacy standards are more specific to the content area.

With more emphasis being put on reading informational texts, content area teachers will need to provide much of the reading of these texts within their area. Students will need to read more primary source documents and compare the information with that found in secondary source documents, all the while analyzing and evaluating both. Authors’ claims will be evaluated. Text structure will be analyzed. And students will be required to cite textual evidence in their responses, both in discussion and in their writings. Let’s look a little closer at these expectations and key areas that will need to be reinforced in order to meet the standards.

Primary and Secondary Sources

Several standards refer to primary and secondary source documents. What is a primary source document? How does it differ from a secondary source document? Simply put, a primary source is the original document or source with first-hand information created at or near the time of the event. These include historical documents such as the Declaration of Independence and the Gettysburg Address, speeches made by historical figures or prominent people in the field of study, legal documents (e.g., patents), statistical data, professional journals, original research studies or experiment results, art pieces, etc. Secondary sources are documents written about a primary source. An article with a commentator’s thoughts about the president’s inaugural address is a secondary source. Secondary sources are typically articles (e.g., text book, newspapers, magazines), reviews, commentaries, biographies, and evaluations of someone’s work or an event. An eyewitness account of a car accident is a primary source; the nightly news story about the accident is a secondary source.

It is important to assess both primary and secondary sources to determine authenticity and validity. When determining if a document or artifact is a primary or secondary source, or if the information in the document can be trusted, students should be taught to ask the following questions:

• Is this a first-hand eyewitness account? Was the author present at the event being described? If not, where did the information come from? Do other accounts corroborate the information?

• Did an expert in the field personally examine the artifact (e.g., an original painting or print of a painting) and review it, or did a novice review it or just read a review about the object?

• Is the document true? This may sound basic, but do experts recognize the authenticity of the document? Just because it sounds true, doesn’t always mean it is. For example, if a recent discovery of a never-before-seen diary of Thomas Jefferson appears online, and it contains contradictory facts about the Revolutionary War, the diary may look authentic, and read like a primary source document, but without being verified by historians and corroborated using other evidence, it wouldn’t yet be considered a primary source document. Students must learn to analyze and evaluate the information, looking for evidence as to its validity, especially when using internet sources.

• Are sources cited in a secondary document, giving credit to other authors or articles? Is there enough evidence to corroborate what is being said?

When comparing primary and secondary sources, students should also ask questions such as:

• Why did the author write this document (primary and secondary)?

How to Teach Using the Common Core State Standards

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• Does the information match or contradict each other?

• Are facts included that can be verified?

• Do the authors have an agenda? Is bias evident? Does one document include more opinion than fact?

Students must analyze and determine if the author’s evidence is based on first or second-hand sources, and as a result, if there is enough evidence to validate the claims. They must analyze the structure of the text to determine how the parts contribute to the whole. They must compare and evaluate primary and secondary sources to confirm or refute the evidence. By learning to question the source and distinguish between the evidence in primary and secondary sources, and compare and corroborate the information in both, the student will be better able to analyze and either dispute or validate claims made by the authors.

In order to encourage critical thinking and make the best use of multiple texts, ask questions that require the students to draw on what they’ve learned through reading multiple sources. Again, ask: Why did the author write the document? Does the information in various accounts match, or is there conflicting information? Do the documents contain facts? By analyzing and evaluating the information they’ve read, the students can then synthesize the information as a whole and determine what arguments they need to make to refute or confirm what they’ve read.

Resources about Using Primary and Secondary Sources:

http://teachinghistory.org/best-practices/using-primary-sources/14578 (Teaching History) This is an excellent resource for guiding students into a deeper analysis of primary sources. The guides focus on life histories, objects, and photographs.

http://www.loc.gov/teachers/tps/journal/common_core/pdf/common_core.pdf (Teaching with Primary Sources Journal) This site contains the article, “Primary Sources and the Common Core State Standards” and is a resource for using primary sources.

http://www.ithacalibrary.com/sp/subjects/primary (Ithaca College Library) The site clearly defines primary and secondary sources, what is included in each category, and differentiates between the two. It also includes information on when a source can be both a primary and secondary source, and even when to consider tertiary sources.

http://www.loc.gov/teachers/tps/journal/common_core/article.html is a link to the article, “Primary Sources: At the Heart of the Common Core Standards.” The article summarizes the importance of using primary sources to meet the expectations of the CCSS and includes examples, information on finding sources, and how they are used.

http://learni.st/learnings/21699-what-is-historical-thinking The video on this site is about thinking historically and includes information on using and comparing sources.

http://ssnces.ncdpi.wikispaces.net/file/view/Conference+Presentation-Using+Library+of+Congress+Primary+Sources+-Using+Lincoln’s+Assassination+as+The+Example+Content.pdf This slide presentation demonstrates how a teacher can use primary sources to make a lesson fun and engaging.

http://www.ehow.com/info_12181616_critique-sources.html This short article explains how to critique sources and evaluate for credibility.


Analyzing Text

Students must learn to analyze text independently. One of the ways this can be done is to read. Reread. Reread again. And again, if necessary. In a world of quick IMs and text messages, students equate reading quickly with being a good reader. They need to be retaught what it means to delve deeply into a text and dig for understanding, which takes more than one reading of the text. It takes time to learn to analyze text and it doesn’t happen overnight. Students must be given time to investigate the text. It takes patience on the part of the student, as well as the teacher. Getting students to dig deeply into a text requires a different set of questions and tasks from a teacher—much more than requests for basic comprehension. This can be challenging for teachers, as the language in historical documents can easily become overwhelming for students, leading teachers to resort to secondary documents rather than helping the students gain the skill of untangling and making sense of rich text.

One of the first steps to analyzing text is to determine text structure and look for text features. Students should scan the text for specific text features such as titles/headings, subtitles, italics, key words, etc., and ask themselves why they think the author arranged the text in this way and/or added the noted features. The student should also determine how the text is structured (chronological, cause/effect, compare/contrast, problem/solution, narrative or table, combination, etc.) and how the structure affects the readability and contributes to the overall message conveyed.

Teachers can help students analyze text, specifically primary source or more difficult texts, by examining:

• Text structure – how the text is structured (e.g., chronological, cause/effect), any text features that were included (e.g., headings, bolded text), type of text/how the text is presented (e.g., prose, poetry, narrative, play), as well as patterns, similarities, repetitions, figures of speech, etc.

• Text meaning – what exactly the text says and what inferences can be made, if any; are facts included or just opinion? Is there anything that seems out of place or doesn’t make sense (not just in comprehending the text, but based on the student’s knowledge of the author or time period)?

• Author – his voice, claims, arguments, and possible bias; information about the author and his background, society and history during his life, etc.

• Language – specific word choice/vocabulary and phrases, and the historical significance of the word if it is an older document; determine how “the little pieces” or details, which include word choice, connect to the whole.

• Historical context – what was happening during this period, and how might it have affected the author and his claims?

These are all skills and strategies that students must learn before they can gain academic independence. Encourage the student to read with a pencil - take notes, write down questions, look for things that don’t make sense. Question the author and look for answers. The following questions from the article, “Analyzing a Text” (The Writing Center, Cambridge, MA) found at http://learni.st/learnings/29118-analyzing-a-text are great examples of questions that will help analyze the text and provide more information.

General questions that you can use as a model to formulate specific questions about a specific text:

1. What is the problem or question that motivates the author?

2. From what context is the author writing?

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(The following internet resources are based on the Volume 1 focus standards. Note: All links in this document are live at the time of this writing and sites have been reviewed for appropriate content and advertising. We cannot control content that may be added, or sites that may be discontinued in the future.

All sites should be reviewed by the teacher for appropriateness if being given to students. )

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.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

http://secondarysolutionsblog.com/2012/03/attacking-the-common-core-standards-informational-texts-part-three-using-textual-evidence-to-support-inferences-within-a-non-fiction-text/ This blog site contains ideas, tips, and tools for the middle and high school teacher. The article in the link is about using and citing textual evidence.

http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html This article gives information about using textual evidence and also contains activities that can be used during instruction. Some activities may need to be modified for older students.

http://www.sde.idaho.gov/site/social_studies/docs/core/Cite%20Evidence.pdf This PDF history lesson from an Idaho district is based on the history/social studies standard RH.1 for citing evidence.

http://langwitches.org/blog/2012/03/01/annotexting/ The site gives information about helping students annotate texts in order to deepen learning, cite evidence, and make evidence based inferences.

http://learni.st/learnings/21699-what-is-historical-thinking The video on this site is about thinking historically; it focuses on five key aspects particularly relevant to the K-12 classroom and includes information about citing evidence.

Online Resources by Standard

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Era: Discovery of America and Early YearsStandard and Document(s) Activities:RH.1, RH.5

Diary of Columbus: http://www.vlib.us/amdocs/acolon.html

Students will review Columbus’s diary excerpt and analyze the text structure and how it affects the flow and ability to read the document. Determine and explain how the structure contributes to the overall understanding of the diary. Ask text-based questions about the voyage.

RH.1, RH.8, RH.9

Mayflower Compact: http://avalon.law.yale.edu/17th_century/mayflower.asp

Students will compare examples of other government compacts (e.g., Family Compact) and other secondary sources about the Mayflower Compact. Compare/contrast present day “laws” with the Compact and discuss how they’ve changed over time. Determine why they’ve changed and base arguments on valid claims. Ask text-based questions about the documents.

RH.1, RH.5, RH.8, RH.9

Washington’s Obituary: http://www.earlyamerica.com/earlyamerica/obits/washington.html

Review Washington’s obituary (and subsequent news articles in same link). Analyze the information, structure, and claims. Compare it to other historical documents about how and when he died. Compare/contrast it to another president’s obituary (suggest FDR) and a current day celebrity. Ask text-based questions.

RH.1, RH.5, RH.9

Lewis and Clark Expedition Journals http://lewisandclarkjournals.unl.edu/

Choose a variety of journal entries from the start of the trip in 1803, late 1804, and nearing the end in 1806. Compare and contrast the tone and mood of the entries from the start of the expedition, to the winter of 1804, to the completion of the trip in 1806. Compare the information with secondary sources about the expedition. Analyze and evaluate the claims in the secondary sources for accuracy. Determine how the text structure of the journals differs from the information in the secondary sources and which one leads to better understanding of the whole. Ask text-based questions.

RH.1, RH.5, RH.8, RH.9

Gold Rush “eye witness” account http://www.eyewitnesstohistory.com/pfcaliforniagoldrush.htm

Students will read the “eye witness” account of the Gold Rush and analyze the information for authenticity, determine if the claims made are real, and base reasons on text. Compare the information with secondary accounts of the Gold Rush. Review the structure of the text, how the writer presents his information, and how it affects the overall understanding. Look for text features (bolding, graphics, italics, etc.) in the document and determine how they affect the way the account is read. Ask text-based questions.

American History Activity Examples: In Brief

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Era: 1800s – A Time of ChangeStandard and Document(s) Activities:RH.1, RH.8, RH.9

Louisiana Purchase http://history.howstuffworks.com/revolutionary-war/louisiana-purchase5.htm

Students will read this account of the Louisiana Purchase. Based on the dates cited in the article, have students construct a timeline of the events named within. Have students identify and read a number of primary sources related to the narrative article (e.g. text of the treaty, letters written by Jefferson and Hamilton, etc.). Students then compare and evaluate whether their primary sources support or refute the narrative article’s account. Ask text-based questions; students will cite evidence in their responses.

RH.1, RH.8

The War of 1812

http://www.marinersmuseum.org/sites/micro/usnavy/08/08a.htm

This source claims, for many Americans, “…impressment of American sailors into the Royal Navy was the most important” reason for the War of 1812. Have students analyze the text using a graphic organizer, extracting factual evidence that supports the claim. Ask text-based questions (e.g. What other reasons are given in the article for the War of 1812? Does the author make a convincing case for their claim? Using information from the article, explain why or why not.)

RH.1, RH.5, RH.8

Lincoln’s Speech on the Kansas-Nebraska Act http://memory.loc.gov/cgi-bin/ampage?collId=llsl&file Name=003/llsl003.db&recNum=589

The Kansas-Nebraska Act inspired the creation of the Republican Party, which was organized to oppose it. The act’s architect was Stephen Douglas. Ask students to outline the structure of Lincoln’s speech (divide sections of the speech among members of a small group, or jigsaw as appropriate), noting the structure and content of its introduction, main points, and conclusion. Students should identify his reasons for opposing the Kansas-Nebraska Act, evaluating the evidence Lincoln calls upon to build his argument. Evaluate whether Lincoln’s evidence supports his argument by asking text-based questions and having students cite evidence in their responses.

RH.1, RH.9

A House Divided, Abraham Lincoln http://www.pbs.org/wgbh/aia/part4/4h2934t.html

2004 DNC Convention Speech, Barack Obama http://www.cnn.com/2004/ALLPOLITICS/07/27/dems.obama.transcript/index.html

Huffington Post Analysis Piece http://www.huffingtonpost.com/death-race-/barack-obama-speech-dnc_b_1864449.html

Have students read the introduction of Lincoln’s speech, the conclusion of President Obama’s 2004 DNC speech (beginning with “Now even as we speak”), and the Huffington Post analysis of Barack Obama’s convention speeches. The Huffington Post author claims Obama has reached back in his speeches to words and themes used by President Lincoln. Ask students if they see any thematic reference or allusion in the 2004 DNC speech’s conclusion to the 1858 “House Divided” speech, have the cite evidence in their responses. Does Obama address the issue raised in the Lincoln speech? What are identifiable differences between the two speeches? Access secondary sources, and then have students explain the differing contexts in which they were given. Have students write their own critique/assessment of the two speeches in the style of the Huffington Post analysis.


Early American History In Depth Activity Example Option 1

Influence: Thomas Paine and America’s Future 11th Grade American History Activity Example

This following is an example of how a teacher can use primary and secondary source documents to incorporate the four standards emphasized within Volume 1 of this guide. These activities can take place over multiple days. The total number of days will be determined by the number of subthemes and the amount of reading selected. The designated grade level is used only as an example for the activities.

Grades 11 students:RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Period: American Revolution

Topic: Influence: Thomas Paine and America’s Future

• How can one person influence the future of an entire nation?

• What events and people influenced the writings of Thomas Paine?

• How did Paine’s writings influence his contemporaries and the events of the time, specifically Thomas Jefferson, Ben Franklin, the Declaration of Independence, and ultimately, the future of the United States? (Excerpts follow activities.)

Primary source documents:

• Common Sense (1776) http://www.constitution.org/tp/comsense.htm

• The American Crisis (1776-83) http://www.ushistory.org/PAINE/crisis/index.htm

• Declaration of Independence (1776) http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_transcript_content.html&title=NARA%20%7C%20The%20Declaration%20of%20Independence%3A%20A%20Transcription

• The Tea Party Movement (present day) (http://teaparty.org/about-us/)

American History Activity Examples: In Depth

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Secondary source documents:

• Matt Damon recites the Declaration of Independence http://www.history.com/topics/declaration-of-independence/videos#the-people-speak-2

• Choose an article from the Tea Party movement (http://teaparty.org) so that students can compare primary source documents with present day events. Also, find a current article about the Tea Party that is not included in their website.

• See internet links that follow the activities; research additional links, articles, texts, and books.

Sample key words/phrases:

• influence

• (from Common Sense) sufficiently fashionable, superficial appearance, formidable outcry, tumult, converts

Tasks:

• Investigate the history of Thomas Paine through multiple resources, 1 Students are

exposed to primary sources and multiple texts in order to investigate the topic.

including primary sources (e.g., digital, text book, library, etc.). 1

• Analyze the text structure and features of each document read to determine how the text features and structure emphasizes key points, the overall readability, and access to information. Determine how the information is presented (i.e., cause effect, sequential), and how it affects and/or contributes the understanding of the overall content. (RH.5) 2 3 2 Students are

expected to analyze the text features and structure in order to determine how to get the most information out of the text.

3 Model Think aloud: “I see headings and subheadings. I wonder why the author divided it this way. This must be an important point the author wants me to recognize. Hmmm, I see some words like ‘as a result,’ ‘consequently,’ ‘in order to’ – this must mean this is structured as cause and effect. I will need to watch for causes and their effects as I’m reading.”

• Determine what/who influenced Paine during this time of American History and the effects of these influences. Notable influences: his Quaker background, Ben Franklin and Thomas Jefferson, civil unrest, British tyranny, etc. Compare and contrast the effects of the influences from each source, and synthesize the information into one main understanding of the greatest influences. (RH.9) 4

4 The student will need to gather information from several diverse sources and integrate the information into a coherent idea.

• Cite evidence in responding to questions, during discussion and/or in writing, regarding influences and their impact on his life and the lives of others (positive and/or negative). (RH.1.) (See excerpts and resource links that follow for primary and secondary sources.) 5

5 Teachers must ask text-based questions so that the students can answer the questions based on what was read.


Later American History In Depth Activity Example Option 2

Mass Destruction: The Manhattan Project 11th Grade American History Activity Example

This following is an example of how a teacher can use primary and secondary source documents to incorporate the four standards emphasized within Volume 1 of this guide. These activities can take place over multiple days. The total number of days will be determined by the number of subthemes and the amount of reading selected. The designated grade level is used only as an example for the activity.

Grades 11 students:RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Period: World War II

Topic: Mass Destruction: The Manhattan Project

• What events and people spurred the decision to manufacture and drop the atomic bombs on Japan?

• Has the decision to use the atomic bomb influenced modern thinking about foreign policies and war?

• How might the world, and specifically Japan, be different if the bombs had not been dropped?

• How did technology help to shift the balance of power in World War II?

Primary Source Documents (excerpts follow activities):

• Letter from Albert Einstein to President Franklin D. Roosevelt and Roosevelt’s reply http://hypertextbook.com/eworld/einstein.shtml#first http://en.wikipedia.org/wiki/File:Roosevelt-einstein-letter.png

• Press Release from President Harry S Truman on August 6, 1945 concerning the dropping of the Atomic bomb on Hiroshima, Japan http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/documents/index.php?documentdate=1945-08-06&documentid=59&studycollectionid=abomb&pagenumber=1

American History Activity Examples: In Depth

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• Second Public Statement of Harry S. Truman on dropping the Atomic Bombs 9th August 1945 http://www.anzasa.arts.usyd.edu.au/ahas/bomb/document_7.html#document3

• George W. Bush’s 9/11 Address to the Nation excerpt: http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

• Truman Letters:

a. Letter from President Harry S. Truman to Richard Russell, August 9, 1945. Official File, Truman Papers. http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/documents/pdfs/9.pdf#zoom=100

b. Reply to Hiroshima City Council resolution (1958): http://www.anzasa.arts.usyd.edu.au/ahas/bomb/document_7.html#document4

c. Letter from President Harry S. Truman to Irv Kupcinet, Chicago Sun Times: http://www.trumanlibrary.org/flip_books/index.php?tldate=1963-07-30&groupid=3707&titleid=&pagenumber=1&collectionid=ihow

• Einstein’s later sentiments about using the atomic bomb:

a. (April 19, 1955), excerpt http://query.nytimes.com/mem/archive/pdf?res=F10E16FD3D55107A93CBA8178FD85F418585F9

b. Secondary Source, Albert Einstein and the Atomic Bomb, excerpt http://www.doug-long.com/einstein.htm

• The Day the Sky Exploded, by David Adam http://www.guardian.co.uk/science/2003/jul/31/science.research

Text referenced but not included in excerpts: • Information about the Manhattan Project

http://nuclearweaponarchive.org/Usa/Med/Med.html

• Flight Journal of Colonel Paul Tibbets (text not included in excerpts - research additional links to Japanese eyewitness accounts of the detonations and results) http://www.airportjournals.com/Display.cfm?varID=0306003

Sample key words/phrases: • mass destruction, nuclear chain reaction, ultimatum, rain of ruin

Tasks:

• Investigate the factors leading up to the decision to produce the atomic 1 Students are

exposed to primary sources and multiple texts in order to investigate the topic.

bomb through multiple resources, including primary sources (e.g., digital, text book, library, etc.). 1

• Analyze the structure of the text to analyze the relationships between the


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textual concepts and relationships between key terms, as well as determine the author’s point of view/bias. Determine how the text features and structure emphasizes key points, the overall readability, and access to information. Determine how the information is presented

2 Students are expected to analyze the text features and structure in order to determine how to get the most information out of the text.

(i.e., claims, counterclaims, cause/effect, chronologically, etc.), and how it affects and/or contributes to the understanding of the overall content. (RH.5) 2 3

3 Model Think aloud: “I see headings and subheadings. I wonder why the author divided it this way. This must be an important point the author wants me to recognize. Hmmm, I see some words like ‘as a result,’ ‘consequently,’ ‘in order to’ – this must mean this is structured as cause and effect. I will need to watch for causes and their effects as I’m reading. I also see that the information has been divided into specific categories. I will need to pay special attention to these in order to fully understand the information.”

• Read various documents related to The Manhattan Project (see resource list at end of section). Analyze the factors that led to the decisions to produce and deploy atomic bombs on Japan. Notable influences: 4 The student will

need to gather information from several diverse sources and integrate the information into a coherent idea as well as determine if there is enough data to corroborate the claims made. If there are inconsistencies or conflicting information, the student should try to resolve this with more research and with an understanding of how the historical narrative is created using varying viewpoints.

Einstein’s letter to Roosevelt, Germany’s advanced military weaponry, Japan’s attack on Pearl Harbor, etc. Compare and contrast the effects of the influences from each source, and synthesize the information into one main understanding of the greatest influences. Resolve any conflicting information. Determine if there is enough evidence/data available to corroborate the claims made in the readings, and if there are any contradictions between documents (RH.8, RH.9) 4

5 Teachers must ask text-based questions so that the students can answer the questions based on what was read. Students will cite specific evidence from the text in order to support the analysis and also draw attention to important distinctions the author makes and any inconsistencies that might be apparent.

• Cite evidence in responding to questions, during discussion and/or in writing, regarding influences and their impact on The Manhattan Project (positive and/or negative). (RH.1.) (See excerpts and resource links that follow for primary and secondary sources.) 5

Activity Examples:

6 The student is expected to dig deeply into all aspects of a word or phrase, not just define it.

• Start activity topic with a discussion on the phrase “weapons of mass destruction” and what it means. Dig deeply into the phrase, its

7 The students are being engaged in a limited activity accessing prior knowledge regarding this concept. The goal is to get their thought processes started and provide a frame of reference for future discussions.

nuances, multiple-meanings, implications, and connotations. 6 Ask: What meaning does this phrase have in terms of human life and material wealth? 7


Developing Research Skills

Prior to assigning a research project, it’s important that you, the teacher, ensures that the students truly understand how to do research. In a recent study (November, 2012) by Pew Internet & American Life Project titled: How Teens Do Research In the Digital World, it was found that many teachers feel that their students don’t know how to do adequate research. Take time to teach your students how to research, thereby providing them with the skills needed to find quality information for their research projects.

Rate your student’s abilities on these six criteria (taken from the study, p. 6) to determine their current abilities:

• Ability to use appropriate and effective search terms and queries

• Understanding how online search results are generated

• Ability to use multiple sources to effectively support an argument

• Ability to assess quality and accuracy of information they find online

• Patience and determination in looking for information that is hard to find

• Ability to recognize bias in online content

For more information about the study, go to: http://pewinternet.org/~/media//Files/Reports/2012/PIP_TeacherSurveyReportWithMethodology110112.pdf

For additional information on teaching students to do research, see:

http://www.thethinkingstick.com/start-the-year-by-teaching-search/

http://www.slideshare.net/aislater/teaching-research-skills#btnPrevious

http://west.thomson.com/pdf/perspec/2010-winter-spring/2010-WinterSpring-4.pdf

http://download.microsoft.com/download/a/6/4/a645e848-4937-4564-9cf6-16a57ef8bf48/criticalthinking.pdf

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The research project is an example of a 10th grade written research project with a focus on the expectations of the following writing standard. The selected grade is for example purposes only.

Grades 9-10 students:WHST.9-10.1 Write arguments focused on discipline-specific content.

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

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

c. 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.


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

Assignment: Students are given a choice, which is more motivational. Each option requires students to research multiple sources, including primary sources. Students are expected to analyze and synthesize the text in order to gain enough information to determine an argument. The argument should be supported with relevant and sufficient evidence, and valid reasoning.]

Option 1: Over the centuries the American republic has existed, participation in the democracy has expanded. Picking one expansion of suffrage, write a research paper in which you evaluate the movement that pushed for this expansion and the impact this had on local elections, for instance the issues that were addressed or the candidates who were nominated. Write an argument to support your claims, using valid reasoning and relevant and sufficient evidence.

Option 2: Write a research paper examining how the Supreme Court has interpreted fundamental rights over time. Students should select a right protected by the Constitution or the Bill of Rights and examine how the Supreme Court has ruled in several cases. Part of the research process involves doing a survey and evaluating if the interpretation remained more consistent over the centuries or if the interpretations changed to fit American society as times changed. Students should cite opinions directly, use valid reasoning to support all claims, and use secondary sources to assist their analysis.


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Research Project Guidelines:

Style/format

• Use APA style format (see http://www.apastyle.org/ for information)

• Include title page

• Include 10-12 pages of content, typed, double-spaced, 12 font, Calibri

• Include Works Cited page

◊ Include a minimum of 5 credible sources, no more than 3 from the internet; at least one must be a primary source.

◊ Citations must be included in text when referencing texts from sources.

• Include at least 2 footnotes.

Timeline

Students have 6 weeks to complete the paper. One class period a week will be set aside to research, work on the paper in class, and get help. The rest will be done as homework.

Week 1 – determine option 1 or option 2; begin research

Week 2 – continue research, take notes and create outline

Week 3 – finalize sources and begin rough draft

Week 4 – share draft with a partner, peer edit

Week 5 – apply edits to rough draft, check against rubric

Week 6 – do final review and turn in paper

Grading (rubric follows)

A = 16-18 points

B = 13-15 points

C = 9-12 points

D = 6-8 points

F = 5 or less points


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The criteria represent the expectations of the standard as well as the guidelines of the assignment. Students are graded on how well they organize and support their claims and argument, analyze and synthesize the research, present their ideas, write the paper according to grade level conventions, cite evidence, and use language/vocabulary.

Rubric

Criteria 3 2 1 0Introduction Paper introduces a precise,

knowledgeable claim and contains a well- developed introduction with clear explanation of the topic and argument, purpose, background information, details, and opinion. It is organized, and has a concluding statement.

The introductory paragraph introduces a precise, knowledgeable claim, states the topic and argument, contains some background information, purpose and opinion, but does not give details, or a solid concluding statement.

Introduction does not state a precise, knowledgeable claim, but does state the topic/ argument. It does not adequately explain the topic or give background information. It lacks purpose, details and/or opinion, and a solid concluding statement.

The topic and argument are vague or unclear. There is no background and details are just a random set of unrelated information.

There is no opinion or concluding statement or statement doesn’t fit the topic.

Development and Organization

Paper creates an organization that logically sequences claim, counterclaims, reasons, evidence, and demonstrates a logical and thorough development of points throughout. There is a solid and logical progression of ideas and clear structure. The writer uses words, phrases, and clauses as well as varied syntax to transition, so that transitions are clear and paper flows smoothly. Paper fits within the designated 10-12 pages.

Paper creates an organization that logically sequences claim, counterclaims, reasons, and evidence. It demonstrates adequate development of points that support the topic. Most thoughts are logically developed and follow a logical progression of ideas and structure. The writer uses words, phrases, and clauses as well as varied syntax to transition so that most transitions are clear and paper flows smoothly. Paper fits within the designated 10-12 pages.

The writer presents claims and evidence for claims, but the points and progression of ideas is sometimes choppy and awkward. Many points are superficial and do not support the argument.

Transitions are evident, but appear sporadically. Page count off by 1-2 pages.

The progression and arrangement of the paper is unclear and illogical. The paper lacks direction; details and information do not make sense or follow any sort of structure. Organization is not evident. Transitions are not evident. Number of pages off by 3 or more pages.

Works Cited Paper follows APA format; sources cited carefully and documented accurately. Number of sources fits guidelines. Source material is smoothly integrated into the text.

Paper mostly follows APA format; source material is used and documented accurately, but not always in designated format. Number of sources fit guidelines, but some sources lack credibility.

Sources used, but insertion often awkward. Sources are cited and documented, but not in the APA format. Sources did not follow guidelines and some sources lack credibility.

The paper lacks the minimum sources and/or sources are not accurately documented. APA format not used for any sources.

Argument The writer demonstrates critical thought and develops the claim and counterclaims fairly and thoroughly with relevant evidence. Analysis and synthesis of ideas evident.

The writer demonstrates critical thought and develops the claim and counterclaims fairly and thoroughly, however relevant evidence is limited or not applicable to argument. Analysis and synthesis of ideas evident

The writer does not demonstrate critical thought; claim and counterclaims do not always demonstrate fairness, and evidence not consistently given. Analysis and synthesis of ideas is limited.

The writer does not demonstrate critical thought; claims and counterclaims are very limited or non-existent. Evidence to claims is limited or non-existent as is analysis and synthesis of ideas.


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Language The writer consistently uses words that create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims pointing out the strengths and limitations of both. A formal style and objective tone was established and consistently maintained. Academic vocabulary evident.

The writer mostly uses words that create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims pointing out the strengths and limitations of both. A formal style and objective tone was established and mostly maintained. Academic vocabulary evident.

The writer does not use words that create cohesion or clarify relationships between claims and counter claims and does not point out the strengths and limitations of both. The writer did maintain a formal style and objective tone. Academic vocabulary limited.

The writer does not use words that create cohesion or clarify relationships between claims and counterclaims and does not point out the strengths and limitations of both. There was no formal style or objective tone. Vocabulary is below grade level.

Mechanics

Sentence Structure Punctuation & Capitalization

Sentence structure is correct. Grammar, punctuation and capitalization are correct with no errors.

Sentence structure is generally correct, but some awkward sentences do appear. There are one or two errors in grammar, punctuation and/or capitalization.

The work contains some minor structural weaknesses and three – four grammatical, punctuation, or capitalization errors.

Work contains multiple incorrect sentence structures. There are five or more errors in grammar, punctuation and/or capitalization.

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