11RIT-Key+Ideas+&+Details

RI.11.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. HS.SI.1 Evaluate resources needed to solve a problem. HS.SI.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.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**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * AS:**
 * RI. 11.1**
 * RI. 11.2**
 * RI. 11.3**
 * MP:** 1. Makes sense of problems and perseveres in solving them. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * RI. 11.1** Understand
 * RI. 11.2** Analysis
 * RI. 11.3** Evaluation ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * RI. 11.1**
 * Identify and analyze strong and thorough evidence from inferred and literal meanings of the text.
 * Judge the sufficiency and reliability of the evidence.
 * Defend or refute the effectiveness of uncertain or vague meanings within the text.
 * Appraise the author’s purpose in designing the structure of the text.
 * Assess the level of understanding when a text is left open-ended or vague.
 * RI. 11.2 **
 * Identify two or more themes within a text.
 * Analyze the inter-connectedness of two or more ideas within the text.
 * Recognize how understanding multiple ideas build a richer understanding.
 * Summarize the key details and ideas of the text.
 * RI 11.3 **
 * Recognize multi-faceted key ideas and details within a text.
 * Expand upon how an author’s ideas relate to one another.
 * Assess how an author crafts ideas and pieces them together to create a framework.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Determine how the text elements, especially key details or ideas, evolve throughout the course of the text.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== <span style="font-family: Arial,Helvetica,sans-serif;">Inferences <span style="font-family: Arial,Helvetica,sans-serif;">Citation <span style="font-family: Arial,Helvetica,sans-serif;">Explicit <span style="font-family: Arial,Helvetica,sans-serif;">Evidence <span style="font-family: Arial,Helvetica,sans-serif;">Reliability <span style="font-family: Arial,Helvetica,sans-serif;">Support analysis <span style="font-family: Arial,Helvetica,sans-serif;">Ambiguity <span style="font-family: Arial,Helvetica,sans-serif;">Refute
 * <span style="font-family: Arial,Helvetica,sans-serif;">RI 11.1 **

<span style="font-family: Arial,Helvetica,sans-serif;">Determine <span style="font-family: Arial,Helvetica,sans-serif;">Central ideas <span style="font-family: Arial,Helvetica,sans-serif;">Interact <span style="font-family: Arial,Helvetica,sans-serif;">Complex <span style="font-family: Arial,Helvetica,sans-serif;">Objective summary <span style="font-family: Arial,Helvetica,sans-serif;">Specific details <span style="font-family: Arial,Helvetica,sans-serif;">Selection <span style="font-family: Arial,Helvetica,sans-serif;">Excerpt
 * <span style="font-family: Arial,Helvetica,sans-serif;">RI. 11.2 **

<span style="font-family: Arial,Helvetica,sans-serif;">Multi-faceted
 * <span style="font-family: Arial,Helvetica,sans-serif;">RI. 11.3 **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**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 []

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > This two-part lesson plan draws on letters written by African Americans in slavery and by free blacks to loved ones still in bondage, singling out a few among the many slave experiences to offer students a glimpse into slavery and its effects on African American family life. Through these letters, students explore some of the ways African Americans sought to overcome this anguish.
 * Cultural ChangeStudents will examine some of the arguments used to win the vote for American women and explore the cultural dimension of these arguments as reflected in their characterization of men and women. In addition, students will weigh the rhetorical impact these arguments had in their time by writing counter-arguments from several standpoints, and think critically about the relationship between political ideas and cultural attitudes.
 * Evaluating Eyewitness ReportsThis lesson from EDSITEment offers students experience in making historical meaning from eyewitness accounts that present a range of different perspectives. The lesson asks students to evaluate the reliability of this primary source and to draw up a list of questions they would want to ask and issues they would want to explore before making this eyewitness report part of the historical record. To conclude the lesson, students apply their research skills to present-day eyewitness accounts, gathering published examples or conducting interviews, and produce a report on their value and use as historical evidence.
 * Families in Bondage

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