11RIT-Integration+of+Knowledge+&+Ideas

RI.11.7. 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.11.8. 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.11.9. 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. || 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.RP.1 Design project-based products that address global problems. HS.SE. 1 Analyze issues and practice responsible behavior when using resources.HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engin es, 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.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. 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**===
 * ===**Common Core Standard**===
 * AS:**
 * RI.11.7** Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
 * RI.11.8** 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.11.9** 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**===
 * RI. 11.7**
 * I can...**
 * 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. 11.8**
 * 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. 11.9**
 * 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 seventeeth, eighteenth, and nineteenth centuries to consider their themes, purposes, and language as related to specific time periods and puposes.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
RI.11.7 I can identify multimedia sources for information and recognize the value of differents media sources and formats. I can identify appropriate media sources to address a question or problem. I can evaluate media for effectively addressing and/or solving a problem and analyze the process used. I can integrate and evaluate multiple sources of information presented in different media or fomat in order to address a question or solve a problem.

RI.11.8 I can identify fact and opinion in a text. I can recognize premise, purpose, arguement, legal reasoing, and constitutional principles within a U.S. text. I can distinguish between constitutional principles and legal reasoning within a U.S. text. I can evaluate reasoning within a U.S. text. I can analyze how U.S. documents apply specific constitutional principles and provide specific examples of those principles. I can delineate and evaluate the reasoning in U.S. texts, including the application of constitutional principles and the use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.

RI.11.9 I can explain how historical and literary documents present similar ideas. I can effectively examine historical documents and paraphrase the theme and purpose. I can interpret rhetorical and stylistic devices used by authors to develop what is being advocated in a document. I can evaluate the effectiveness of an author's rhetorical choices in terms of advocacy. I can analyze U.S. documents from the 17th, 18th, and 19th-centuries to identify themes, purposes, and language as related to specific time periods and purposes.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== multimedia advocate rhetorical premise delineate

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== Create a radio or television advertisement to show auditory and visual effectiveness. Compare and contrast media interviews of specific individuals. Anayze several texts with the same topic but with different perspectives. Construct a response explaining how constitutional principles and legal reasoning were used in U.S. texts. Compare the Bill of Rights and the Constitution to the violation of human rights in //The Crucible.// Create a visual response to the literary significance of the document. Write a comparison/contrast essay analyzing two different seventeenth, eighteenth, and nineteenth century U.S. documents and their use of rhetoric. ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
@http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
@http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf [|www.americanrhetoric.com/speechbanka-f.htm]

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== [] []
 * Piracy: A Continuing Problem 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. 11.9**
 * Bill of RightsA transcription of the Bill of Rights.
 * Preamble to the ConstitutionWe the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
 * User Guide to the Declaration of Independence A detailed history and analysis of the Declaration of Independence, including modern issues such as race, property rights, voting, immigration, and religion on which the Declaration touches.

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