12RIT-Integration+of+Knowledge+&+Ideas

RI-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., //The Federalist//, presidential addresses). RI-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 2. Reasons abstractly and quantitatively. 4. Models with mathematics. ||
 * ===**Common Core Standard**===
 * AS:**
 * RI.12.7** Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
 * RI.12.8** Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * RI.12.9** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * MP:**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

HS.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

HS.SI.1.2 Evaluate resources for point of view, bias, values, or intent of information.

HS.SI.1.3 Evaluate content for relevance to the assigned task.

HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).

HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).

HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).

HS.RP.1 Design project-based products that address global problems.

HS.SE. 1.1 Analyze issues and practice responsible behavior when using resources.

HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * RI. 12.7**
 * Identify multimedia sources for information.
 * Recognize the value of different media sources and formats.
 * Identify appropriate media sources to address a question or problem.
 * Evaluate media for effectively addressing and/or solving a problem.
 * Analyze the process that is used to examine multiple sources.
 * Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually) as well as in words, in order to address a questions or solve a problem.


 * RI. 12.8**
 * Identify fact and opinion in a text.
 * Recognize premise, purpose, argument, legal reasoning, and constitutional principles.
 * Identify premise, purpose, and arguments within a U.S. text.
 * Distinguish between constitutional principles and legal reasoning within a U.S. text.
 * Analyze how U.S. docments apply specific constitutional principles and identify specific examples of those principles.
 * Delineate and evaluate the reasoning in U.S. texts, including the application of constitutional principles and use of legal reasoning (U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in the works of public advocacy (Federalist addresses, presidential addresses).


 * RI. 12.9**
 * Explain how historical and literary documents present similar ideas.
 * Examine historical documents.
 * Paraphrase document's theme and purpose.
 * Interpret rhetorical and stylistic devices author uses to develop what is being advocated.
 * Evaluate effectiveness of author's rhetorical choices in terms of advocacy.
 * Analyze U.S. documents from the seventeenth, eighteenth, and nineteenth centuries to consider their themes, purposes, and language as related to specific time periods and purposes.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > In this lesson from EDSITEment, students will examine the historical origins of the Arthurian legend. Students will gain insight into the use of literature as historical evidence. Through the references and links in this lesson, students can track the growth of a legend like that of King Arthur, from its emergence in the Medieval Ages to its arrival on the silver screen. **(RL.1, RL.2, RL.7, RI.7, W.2, W.7, W.8, L.1, L.2)** > This lesson asks students to compare and contrast piracy in its "golden age" with modern piracy. They learn where piracy is practiced today and write three different reports. In these reports, students will pretend they're on an international anti-piracy commission, describe the similarities and differences between modern and historical piracy, and propose some solutions to modern piracy problems. This lesson can be found on the National Geographic website. **(RI.7, W.8. SL.1)** > Monsters have haunted the literary imagination from earliest times (e.g., the Cyclops, Grendel, etc.), but a particular interest in horror and the Gothic form dates back to the 18th and early 19th century. The goals of this plan are to explore the origins and development of a literary genre; to investigate how shared imaginative concerns link the members of a literary period; to examine the evolution of a literary tradition; to compare works of literature from different eras. **(RL.3, RL.5, RL.9, RI.7, W.2)**
 * Exploring Arthurian Legend
 * Piracy: A Continuing Problem
 * Tales of the Supernatural
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===