**Throughlines (Overarching Understanding Goals for a whole year or
semester)**

Students will understand:

1.  the value of history in their lives today

2.  major eras, events, persons, documents, places, and dates to serve
    as foundation for more in-depth learning

3.  the methods used by historians (and others) in attempting to
    interpret and represent the past

4.  the ways that historians and others share findings about the past.

**Understanding Goals** (UG) (Unit-level goals; goals more narrowly
focused on a specific unit. Goals 2-5 are from the Midwest Regional
Laboratory **[McRrel
Database](http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=3)
of Standards & Benchmarks, 4^th^ Edition -- Historical Understanding**)

Students will understand:

1\. why history is important to study and useful to us today

2\. a few key eras, events, persons, documents, places, and dates
important on a time line of U.S. history

3\. patterns of change and continuity in the historical succession of
related events

4\. historical continuity and change related to a particular development
or theme

5\. how to construct time lines illustrating significant historical
developments

6\. how to analyze and interpret sources (primary and secondary)

7\. how historians attempt to develop reliable accounts of the past and
convey findings.

**Lesson designers may choose different unit goals---depending on the
specific emphasis of a particular lesson.**

+--------------+----+----------------------------+---------------------+
| **[Types     | *  | **[Understanding           | **[Ongoing          |
| of]{.        | *[ | P                          | Assessm             |
| underline}** | \# | erformances]{.underline}** | ents]{.underline}** |
|              | o  |                            |                     |
| **[Unde      | f] | **What students will DO to | **Samples of        |
| rstanding]{. | {. | learn and to demonstrate   | criteria useful in  |
| underline}** | un | understanding.**           | providing feedback  |
|              | de |                            | and assessing as    |
| **[Per       | rl |                            | learning is taking  |
| formances]{. | in |                            | place.**            |
| underline}** | e} |                            |                     |
|              | ** |                            |                     |
| **I          |    |                            |                     |
| ntroductory, | ** |                            |                     |
| Guided       | [U |                            |                     |
| Inquiry &    | G] |                            |                     |
| C            | {. |                            |                     |
| ulminating** | un |                            |                     |
|              | de |                            |                     |
|              | rl |                            |                     |
|              | in |                            |                     |
|              | e} |                            |                     |
|              | ** |                            |                     |
|              |    |                            |                     |
|              | ** |                            |                     |
|              | Un |                            |                     |
|              | it |                            |                     |
|              | G  |                            |                     |
|              | oa |                            |                     |
|              | ls |                            |                     |
|              | ** |                            |                     |
+==============+====+============================+=====================+
| **WORKING    |    |                            |                     |
| WITH**       |    |                            |                     |
|              |    |                            |                     |
| **INDIVIDUAL |    |                            |                     |
| SOURCES**    |    |                            |                     |
+--------------+----+----------------------------+---------------------+
| **In         | 1  | **1. Applying              | Teacher/Informal    |
| troductory** | ,2 | Mathematics** **to         |                     |
|              |    | Architecture** (Younger    | Determine whether   |
| *            |    | Students)                  | children are able   |
| *Performance |    |                            | to see shapes they  |
| (s) = IP**   |    | -   Discuss the purpose of | have been studying  |
|              |    |     **statues and          | in mathematics      |
| **           |    |     monuments** as ways to | (e.g., circles,     |
| \[Motivating |    |     honor famous people.   | squares,            |
| Interest\]** |    |     Discuss how architects | rectangles,         |
|              |    |     and builders use       | triangles...) as    |
| **\[Using a  |    |     **mathematics** to     | the shapes appear   |
| Source to    |    |     design and construct   | in structures.      |
| Extend       |    |     monuments.             |                     |
| Knowledge to |    |                            | Teacher/Formal      |
| Another      |    | -   Help students find the |                     |
| Subject      |    |     **photographs of       | Assess the drawing  |
| Area\]**     |    |     Jefferson and Lincoln  | for accurate        |
|              |    |     and of their           | depiction of        |
|              |    |     memorials.**           | mathematical shapes |
|              |    |                            | associated with the |
|              |    | -   Have half of the       | school.             |
|              |    |     children look at the   |                     |
|              |    |     Lincoln memorial       |                     |
|              |    |     photograph and the     |                     |
|              |    |     others at the          |                     |
|              |    |     Jefferson memorial     |                     |
|              |    |     photograph to find     |                     |
|              |    |     shapes they have been  |                     |
|              |    |     studying in            |                     |
|              |    |     mathematics.           |                     |
|              |    |                            |                     |
|              |    | **Extension**: Ask         |                     |
|              |    | students to look at the    |                     |
|              |    | front of their school and  |                     |
|              |    | draw the symbol for any of |                     |
|              |    | the mathematical shapes    |                     |
|              |    | they can find.             |                     |
+--------------+----+----------------------------+---------------------+
| **Guided     | 1  | **2. Applying Science in   | Teacher &           |
| Inquiry      | ,2 | Comparing Inventions**     | Students/Informal   |
| Performance= | ,3 | (Older Students)           |                     |
| GIP**        | ,4 |                            | Listen to hear:     |
|              | ,6 | -   Use Bell\'s drawing of |                     |
| **\[         |    |     the telephone as a     | -   a               |
| Constructing |    |     stimulus for research  |     scientifically  |
| Knowledge    |    |     into the life of       |     accurate        |
| through      |    |     Alexander Graham Bell  |     description of  |
| Analysis,    |    |     (Students can also     |     how the early   |
| Research,    |    |     explore why Bell was   |     telephone       |
| and          |    |     interested in Helen    |     worked as shown |
| App          |    |     Keller\'s experience   |     in the drawing  |
| lication\]** |    |     and how he influenced  |                     |
|              |    |     her life.)             | -   experiences     |
|              |    |                            |     from Bell\'s    |
|              |    | -   Ask students what they |     background that |
|              |    |     can learn about the    |     prepared him to |
|              |    |     telephone from the     |     succeed with    |
|              |    |     first drawing.         |     this invention  |
|              |    |                            |                     |
|              |    | -   Ask students to        | The graphic is:     |
|              |    |     explain the science    |                     |
|              |    |     behind this invention. | -   scientifically  |
|              |    |                            |     accurate        |
|              |    | -   Create a graphic to    |                     |
|              |    |     compare Bell\'s        | -   distinguishes   |
|              |    |     invention and related  |     between the     |
|              |    |     technology with the    |     technologies    |
|              |    |     i-phone and            |     involved in     |
|              |    |     technologies that have |     Bell\'s         |
|              |    |     made it possible.      |     telephone and   |
|              |    |                            |     the i-phone     |
|              |    |                            |                     |
|              |    |                            | -   includes        |
|              |    |                            |     additional      |
|              |    |                            |     technologies    |
|              |    |                            |     needed to make  |
|              |    |                            |     the i-phone     |
|              |    |                            |     possible.       |
+--------------+----+----------------------------+---------------------+
| **GIP**      | 1  | **3. In-Depth Analysis and | Teacher &           |
|              | ,2 | Application** **of a Major | Student             |
| **\[         | ,3 | Historical Document**      | s/Informal---Groups |
| Constructing | ,4 |                            | will use the        |
| Knowledge    | ,5 | (Older students)           | **criteria below to |
| through      | ,6 |                            | support the         |
| Predicting,  | ,7 | The class has been         | development** of    |
| Analyzing,   |    | studying the period just   | their work. Later,  |
| Synt         |    | before the American        | at the time of the  |
| hesizing\]** |    | Revolution.                | presentations of    |
|              |    |                            | each group\'s       |
| *            |    | -   Discuss the historical | visual, the teacher |
| *Culminating |    |     background at the time | (and students from  |
| Performance  |    |     of *The Declaration of | other groups) may   |
| = CP**       |    |     Independence* to       | also use the        |
|              |    |     provide context for    | following criteria  |
| **\[Applying |    |     the **in depth         | to offer            |
| Knowledge to |    |     analysis and           | **feedback**.       |
| Examples     |    |     application**          |                     |
| Beyond the   |    |     experiences that       | Criteria for Group  |
| Classroom;   |    |     follow.                | Work & Feedback     |
| Reflect and  |    |                            |                     |
| S            |    | ```{=html}                 | Groups 1 & 2:       |
| ummarize\]** |    | <!-- -->                   |                     |
|              |    | ```                        | -   identify        |
|              |    | -   Ask the class to       |     unfamiliar      |
|              |    |     **predict** what they  |     words and       |
|              |    |     expect to find in *The |     explained them  |
|              |    |     Declaration of         |     in their own    |
|              |    |     Independence*.         |     words           |
|              |    |                            |                     |
|              |    | -   Explain the **major    | -   list ideals     |
|              |    |     sections** of the      |     from the        |
|              |    |     *Declaration of        |     document that   |
|              |    |     Independence*          |     are important   |
|              |    |     (introduction,         |     today           |
|              |    |     grievances, efforts    |                     |
|              |    |     colonists detail in    | -   list reasons    |
|              |    |     the document to try to |     from the        |
|              |    |     avoid separation).     |     document that   |
|              |    |                            |     explain why     |
|              |    | ```{=html}                 |     colonists       |
|              |    | <!-- -->                   |     wanted to       |
|              |    | ```                        |     separate from   |
|              |    | -   Divide into six small  |     Britain         |
|              |    |     groups. Each group (1, |                     |
|              |    |     2, 3, 4, 5, and 6)     | The visual is:      |
|              |    |     will have part of *The |                     |
|              |    |     Declaration of         | -   accurate and    |
|              |    |     Independence* to       |     clearly         |
|              |    |     analyze and interpret. |     illustrates     |
|              |    |     An **overlap in        |     ideals from the |
|              |    |     assignments** for the  |     document.       |
|              |    |     groups (as described   |                     |
|              |    |     below) will allow      | -   group explains  |
|              |    |     comparison of the work |     what the ideals |
|              |    |     of two groups assigned |     mean, and       |
|              |    |     to the same part of    |     provides        |
|              |    |     the document. Groups   |     examples to     |
|              |    |     work independently,    |     support ideals  |
|              |    |     make a rough draft of  |     as guides for   |
|              |    |     a visual, then combine |     the United      |
|              |    |     with their partner     |     States today.   |
|              |    |     group to discuss       |                     |
|              |    |     findings and produce   | Groups 3 & 4:       |
|              |    |     one visual (OR retain  |                     |
|              |    |     the two visuals---one  | -   identify        |
|              |    |     from each group\--that |     unfamiliar      |
|              |    |     may provide differing  |     words and       |
|              |    |     interpretations).      |     explain them in |
|              |    |                            |     their own words |
|              |    | -   **Groups 1 and 2** are |                     |
|              |    |     assigned the           | ```{=html}          |
|              |    |     **[introductory        | <!-- -->            |
|              |    |     section]{.underline}** | ```                 |
|              |    |     of the document        | -   identify five   |
|              |    |     through the paragraph  |     to seven        |
|              |    |     that ends "To prove    |     examples of     |
|              |    |     this, let facts be     |     grievances,     |
|              |    |     submitted to a candid  |     offer a rank    |
|              |    |     world."                |     ordering, and   |
|              |    |                            |     defend the top  |
|              |    | -   Each group will:       |     three as most   |
|              |    |                            |     serious         |
|              |    |     -   **explain          |     --providing     |
|              |    |         unfamiliar words** |     related         |
|              |    |         in this section    |     examples from   |
|              |    |         (e.g., usurpation, |     the colonial    |
|              |    |         despotism,         |     period.         |
|              |    |         tyranny...).       |                     |
|              |    |                            | The visual:         |
|              |    |     -   **list "ideals"    |                     |
|              |    |         expressed** in the | -   illustrates the |
|              |    |         document that      |     three           |
|              |    |         serve to guide the |     grievances      |
|              |    |         United States as   |     considered most |
|              |    |         "ideals" even      |     important by    |
|              |    |         today (e.g.,       |     the groups      |
|              |    |         equality, rights   |                     |
|              |    |         of life, liberty,  | -   provides        |
|              |    |         consent of the     |     reasons why     |
|              |    |         governed...).      |     students        |
|              |    |                            |     consider these  |
|              |    |     -   **Select two or    |     the most        |
|              |    |         three ideals** and |     important       |
|              |    |         give examples of   |     reasons         |
|              |    |         how they know      |     colonies want   |
|              |    |         these ideals are   |     to separate     |
|              |    |         still              |     from Britain.   |
|              |    |         **important**      |                     |
|              |    |         guides, for the    | Groups 5 & 6:       |
|              |    |         United States      |                     |
|              |    |         **today.**         | -   identify        |
|              |    |                            |     unfamiliar      |
|              |    |     -   offer **reasons    |     words and       |
|              |    |         the colonies want  |     explain them in |
|              |    |         to separate** from |     their own       |
|              |    |         Britain.           |     words.          |
|              |    |                            |                     |
|              |    | -   Each group will create | -   identify ways   |
|              |    |     a **visual** to show   |     colonists state |
|              |    |     ideals in the          |     that they tried |
|              |    |     document, what the     |     to avoid        |
|              |    |     ideals mean, and offer |     declaring       |
|              |    |     examples that these    |     independence    |
|              |    |     ideals guide us today. |                     |
|              |    |                            | -   offer a rank    |
|              |    | -   **Groups 3 and 4** are |     ordering, and   |
|              |    |     assigned the section   |     defend the top  |
|              |    |     that identifies        |     three as most   |
|              |    |     **                     |     convincing with |
|              |    | [grievances]{.underline}** |     examples from   |
|              |    |     the colonists have     |     the colonial    |
|              |    |     against the British    |     period.         |
|              |    |     government (i.e., text |                     |
|              |    |     from "He has refused   | Teachers &          |
|              |    |     his Assent to Laws,    | Students/Informal   |
|              |    |     the most wholesome and |                     |
|              |    |     necessary for the      | (using criteria     |
|              |    |     public good\" through  | above stated for    |
|              |    |     \"He has incited       | each assigned       |
|              |    |     domestic insurrections | section of the      |
|              |    |     amongst us...").       | document).          |
|              |    |                            |                     |
|              |    | -   Each group will:       | At the time of the  |
|              |    |                            | presentations of    |
|              |    |     -   explain            | the visual, other   |
|              |    |         **unfamiliar       | groups are invited  |
|              |    |         words** in this    | to question and     |
|              |    |         section (e.g.,     | offer alternative   |
|              |    |         naturalization,    | examples and ways   |
|              |    |         representation,    | to visualize each   |
|              |    |         legislatures,      | section of the      |
|              |    |         jurisdiction...)   | document.           |
|              |    |                            |                     |
|              |    | -   Each group will create | Teacher/Formal      |
|              |    |     a visual which         |                     |
|              |    |     **lists** the five to  | -   Predictions are |
|              |    |     seven **grievances**   |     reasonable.     |
|              |    |     (of many examples that |                     |
|              |    |     the colonists cite)    | -   Evidence and    |
|              |    |     that the group decides |     examples are    |
|              |    |     are most               |     provided to     |
|              |    |     important---rank       |     support claims. |
|              |    |     ordering them from     |                     |
|              |    |     most important to      | Students/ Informal  |
|              |    |     least important. The   | Teacher/Formal      |
|              |    |     group will be able to  |                     |
|              |    |     defend its reasons for | -   Citations are   |
|              |    |     the grievances         |     accurate and in |
|              |    |     selected as the **top  |     correct form.   |
|              |    |     three** and provide    |                     |
|              |    |     **supporting           | -   The paragraph   |
|              |    |     examples** from the    |     takes a         |
|              |    |     history of the period. |     position on     |
|              |    |                            |     which ideal(s)  |
|              |    | -   **Groups 5 and 6**,    |     the article     |
|              |    |     are assigned the       |     illustrates and |
|              |    |     section that describes |     supports that   |
|              |    |     **[efforts of the      |     claim with      |
|              |    |     colonists to avoid     |     reasons or      |
|              |    |                            |     examples that   |
|              |    |  separation]{.underline}** |     relate to the   |
|              |    |     from Britain.          |     ideal.          |
|              |    |                            |                     |
|              |    | -   Each group will:       | -   The form,       |
|              |    |                            |     grammar, and    |
|              |    |     -   explain            |     mechanics of    |
|              |    |         **unfamiliar       |     the paragraph   |
|              |    |         words** in this    |     are correct.    |
|              |    |         section (e.g.,     |                     |
|              |    |         petition,          |                     |
|              |    |         consanguinity,     |                     |
|              |    |         commerce...).      |                     |
|              |    |                            |                     |
|              |    |     -   **list** ways the  |                     |
|              |    |         colonist state     |                     |
|              |    |         that they tried to |                     |
|              |    |         avoid seeking      |                     |
|              |    |         independence from  |                     |
|              |    |         Britain.           |                     |
|              |    |                            |                     |
|              |    | -   Each group will create |                     |
|              |    |     a **visual** that      |                     |
|              |    |     draws examples from    |                     |
|              |    |     the document to        |                     |
|              |    |     illustrate ways the    |                     |
|              |    |     colonists tried to     |                     |
|              |    |     avoid declaring        |                     |
|              |    |     independence and that  |                     |
|              |    |     provides, in rank      |                     |
|              |    |     order, the top three   |                     |
|              |    |     ways the group finds   |                     |
|              |    |     most                   |                     |
|              |    |     convincing---using     |                     |
|              |    |     examples from the      |                     |
|              |    |     colonial period.       |                     |
|              |    |                            |                     |
|              |    | ```{=html}                 |                     |
|              |    | <!-- -->                   |                     |
|              |    | ```                        |                     |
|              |    | -   **Groups combine**     |                     |
|              |    |     (i.e., 1 joins 2, 3    |                     |
|              |    |     joins 4, 5 joins 6) to |                     |
|              |    |     share ideas and decide |                     |
|              |    |     whether to make a new  |                     |
|              |    |     combined               |                     |
|              |    |     visual---drawing ideas |                     |
|              |    |     from both groups, or   |                     |
|              |    |     present differing      |                     |
|              |    |     perspectives as        |                     |
|              |    |     independent groups.    |                     |
|              |    |                            |                     |
|              |    | -   **Groups present** the |                     |
|              |    |     visuals.               |                     |
|              |    |                            |                     |
|              |    | ```{=html}                 |                     |
|              |    | <!-- -->                   |                     |
|              |    | ```                        |                     |
|              |    | -   Applying Knowledge:    |                     |
|              |    |                            |                     |
|              |    |     -   Ask each student   |                     |
|              |    |         to write a         |                     |
|              |    |         paragraph or essay |                     |
|              |    |         describing how     |                     |
|              |    |         his/her **original |                     |
|              |    |         predictions**      |                     |
|              |    |         about what would   |                     |
|              |    |         be in *The         |                     |
|              |    |         Declaration of     |                     |
|              |    |         Independence* were |                     |
|              |    |         or were not        |                     |
|              |    |                            |                     |
|              |    |      confirmed---providing |                     |
|              |    |         specific examples  |                     |
|              |    |         from the document  |                     |
|              |    |         to support claims. |                     |
|              |    |                            |                     |
|              |    |     -   For a week, ask    |                     |
|              |    |         each student to    |                     |
|              |    |         **gather articles, |                     |
|              |    |         cartoons, or       |                     |
|              |    |         editorials** from  |                     |
|              |    |         the newspaper or   |                     |
|              |    |         news magazines     |                     |
|              |    |         that illustrate    |                     |
|              |    |         that the           |                     |
|              |    |         **ideals** in *The |                     |
|              |    |         Declaration of     |                     |
|              |    |         Independence* are  |                     |
|              |    |         still important to |                     |
|              |    |         Americans today.   |                     |
|              |    |         Each student       |                     |
|              |    |         should select      |                     |
|              |    |         his/her best       |                     |
|              |    |         example from the   |                     |
|              |    |         week of research,  |                     |
|              |    |         cite the source,   |                     |
|              |    |         and write a        |                     |
|              |    |         paragraph that     |                     |
|              |    |         identifies the     |                     |
|              |    |         ideal(s) the       |                     |
|              |    |         source             |                     |
|              |    |         illustrates, and   |                     |
|              |    |         supports his/her   |                     |
|              |    |         claim with reasons |                     |
|              |    |         and examples.      |                     |
+--------------+----+----------------------------+---------------------+
| **GIP**      | 1, | 4\. **Interpreting a       | Teacher/Informal    |
|              | 2, | Source: Visually and in    |                     |
| **\[         | 3, | Written Form** (Older      | The teacher will be |
| Constructing | 4, | Students)                  | listening for       |
| Knowledge    | 6  |                            | qualities of a      |
| through      | ,7 | -   Ask students to        | credible            |
| Listening    |    |     consider what is       | interpretation such |
| Questioning, |    |     needed in a reliable   | as:                 |
| and          |    |     interpretation of an   |                     |
| A            |    |     historical source.     | -   provides        |
| nalyzing\]** |    |                            |     meaning,        |
|              |    | -   Develop a list of      |     explanation, or |
| **GIP**      |    |     **criteria for a       |     clearer         |
|              |    |     credible               |                     |
| *            |    |     interpretation**.      |   conceptualization |
| *\[Extending |    |                            |                     |
| Knowledge by |    | Use the **preamble** to    | -   is clear to     |
| Revising     |    | the United States          |     others          |
| Based on     |    | Constitution as the        |                     |
| Feedback\]** |    | source.                    | -   is objective    |
|              |    |                            |                     |
| **CP**       |    | -   Ask each student to    | -   evidence drawn  |
|              |    |     read the preamble      |     from the        |
| *            |    |     silently.              |     document        |
| *\[Analyzing |    |                            |     supports the    |
| a learning   |    | -   Ask three different    |     interpretation. |
| Experience   |    |     students to read it    |                     |
| and          |    |     aloud.                 | Teacher & Students/ |
| U            |    |                            | Informal            |
| nderstanding |    | -   Ask students to **ask  |                     |
| of a         |    |     questions** of the     | Listen and point    |
| Topic\]**    |    |     preamble (even though  | out:                |
|              |    |     the questions may not  |                     |
|              |    |     be immediately         | -   how             |
|              |    |     answerable).           |     interpretations |
|              |    |                            |     differ and how  |
|              |    | -   Let students know they |     they are the    |
|              |    |     will have the          |     same            |
|              |    |     opportunity to         |                     |
|              |    |     **interpret** the      | -   which criteria  |
|              |    |     preamble either in     |     are especially  |
|              |    |     written form or        |     important in    |
|              |    |     visually.              |     historical      |
|              |    |                            |     interpretations |
|              |    | ```{=html}                 |                     |
|              |    | <!-- -->                   | -   which criteria  |
|              |    | ```                        |     need revising   |
|              |    | -   Count off and ask even |                     |
|              |    |     numbered students to   | -   which new       |
|              |    |     work in several small  |     criteria needs  |
|              |    |     sub-groups (3 or 4     |     to be added     |
|              |    |     students per group) to |                     |
|              |    |     prepare a **visual     | Teacher/Formal      |
|              |    |     interpretation** (no   |                     |
|              |    |     words)**;** odd        | The writing should  |
|              |    |     numbered students to   | include:            |
|              |    |     work in several small  |                     |
|              |    |     sub-groups to prepare  | -   description of  |
|              |    |     a **written            |     changes in the  |
|              |    |     interpretation**       |     student\'s      |
|              |    |     (using words in lists, |     understanding   |
|              |    |     phrases, paragraphs,   |     of the preamble |
|              |    |     dialogues...)**.**     |                     |
|              |    |                            | -   changes in the  |
|              |    | -   Ask **one group that   |     criteria for a  |
|              |    |     prepared a visual      |     high quality    |
|              |    |     interpretation to      |     interpretation  |
|              |    |     present**.             |                     |
|              |    |                            | -   student\'s      |
|              |    | > \-**Other students** are |     well-stated and |
|              |    | > asked to raise           |     supported       |
|              |    | > **questions**. The       |     explanation of  |
|              |    | > presenting group does    |     experiences     |
|              |    | > not respond to these     |     that led        |
|              |    | > questions.               |     him/her to      |
|              |    |                            |     greater         |
|              |    | -After hearing the         |     understanding   |
|              |    | questions, the             |     of the preamble |
|              |    |              **presenting  |     and of the      |
|              |    | group** **responds** **to  |     process of      |
|              |    |              these two     |     interpretation. |
|              |    | questions asked by         |                     |
|              |    |              the           |                     |
|              |    | teacher:** What did        |                     |
|              |    |              you hear that |                     |
|              |    | was interesting or         |                     |
|              |    |                            |                     |
|              |    | surprising? How might what |                     |
|              |    |                            |                     |
|              |    | you heard influence any    |                     |
|              |    |                            |                     |
|              |    | revision to your work?     |                     |
|              |    |                            |                     |
|              |    | -   Ask another visual     |                     |
|              |    |     group to present,      |                     |
|              |    |     repeating the process  |                     |
|              |    |     above.                 |                     |
|              |    |                            |                     |
|              |    | -   Ask a group that did a |                     |
|              |    |     written interpretation |                     |
|              |    |     to present---following |                     |
|              |    |     the same process as    |                     |
|              |    |     above.                 |                     |
|              |    |                            |                     |
|              |    | -   **After several or all |                     |
|              |    |     of the groups**        |                     |
|              |    |                            |                     |
|              |    | > **have presented,        |                     |
|              |    | > revisit the criteria**   |                     |
|              |    | > the class developed for  |                     |
|              |    | > an **interpretation**.   |                     |
|              |    | > Ask the group if any of  |                     |
|              |    | > the criteria seem        |                     |
|              |    | > especially important,    |                     |
|              |    | > now that they have       |                     |
|              |    | > experienced several      |                     |
|              |    | > interpretations. Are     |                     |
|              |    | > there criteria they      |                     |
|              |    | > would want to add?       |                     |
|              |    | > Delete? Are there        |                     |
|              |    | > criteria that need to be |                     |
|              |    | > revised?                 |                     |
|              |    |                            |                     |
|              |    | -   Ask each student to    |                     |
|              |    |     **reflect in writing   |                     |
|              |    |     on these questions**   |                     |
|              |    |     and provide examples   |                     |
|              |    |     to support his/her     |                     |
|              |    |     statements:            |                     |
|              |    |                            |                     |
|              |    | > How did your             |                     |
|              |    | > understanding of the     |                     |
|              |    | > preamble develop through |                     |
|              |    | > this experience? How did |                     |
|              |    | > your understanding of    |                     |
|              |    | > the criteria for good    |                     |
|              |    | > interpretations develop? |                     |
|              |    | > What helped you to       |                     |
|              |    | > expand your              |                     |
|              |    | > understanding of the     |                     |
|              |    | > meaning(s) in the        |                     |
|              |    | > preamble and your        |                     |
|              |    | > understanding of what    |                     |
|              |    | > "good" interpretation    |                     |
|              |    | > is?                      |                     |
+--------------+----+----------------------------+---------------------+
| **WORKING    |    |                            |                     |
| WITH**       |    |                            |                     |
|              |    |                            |                     |
| **MULTIPLE   |    |                            |                     |
| SOURCES**    |    |                            |                     |
+--------------+----+----------------------------+---------------------+
| **IP**       | 1, | **5. Exploring             | Teacher/Informal    |
|              | 2, | Constitutional Amendments  |                     |
| **           | 6  | Using a Generative Topic:  | Use a **pre-test**  |
| \[Activating |    | Voting**                   | to assess initial   |
| Prior        |    |                            | understanding of    |
| Knowledge;   |    | Extension: Exploring U.S.  | content to be       |
| Forecasting  |    | Constitution/Amendments    | learned and to      |
| U            |    | that, over time, promoted  | forecast for        |
| nderstanding |    | the right to vote for      | students the topics |
| Goals\]**    |    | various groups in U.S.     | they will be        |
|              |    | society.                   | studying in the     |
| **GIP**      |    |                            | lesson.             |
|              |    | For further research on    |                     |
| *            |    | the U.S. Constitution,     | Expectations on the |
| *\[Extending |    | find the full text online  | pretest are that    |
| Knowledge    |    | at                         | students will       |
| through      |    | <http://www.usco           | reveal their        |
| Research;    |    | nstitution.net/const.html> | current knowledge   |
| Translating  |    |                            | and/or make logical |
| Learning     |    | -   Give a **pretest** to  | guesses. No grade   |
| into A New   |    |     activate prior         | is awarded for the  |
| Form\]**     |    |     knowledge and forecast | pretest. (The same  |
|              |    |     what will be learned.  | items will be used  |
| **\[Applying |    |                            | as a post-test at   |
| Knowledge in |    | -   Ask students to        | the end of the      |
| another      |    |     **trace the history of | lessons).           |
| Subject      |    |     extending the right to |                     |
| Area\]**     |    |     vote** through         | Teacher &           |
|              |    |     Amendments using the   | Students/Informal   |
| **CP**       |    |     source from The        |                     |
|              |    |     Library of Congress,   | The report to the   |
| **\[Checking |    |     Ratification of        | class will include: |
| U            |    |     Amendments to the U.S. |                     |
| nderstanding |    |     Constitution           | -   the meaning of  |
| through the  |    |                            |     the amendment   |
| Application  |    | <http://www.au.af.mil/au/a |                     |
| of           |    | wc/awcgate/crs/97-922.pdf> | -   the group that  |
| K            |    |     (page 4).              |     received the    |
| nowledge\]** |    |                            |     vote            |
|              |    | -   Divide the students    |                     |
|              |    |     into five groups each  | -   major events    |
|              |    |     **researching further  |     which may have  |
|              |    |     the history of         |     led to the      |
|              |    |     Amendments** 15 (all   |     amendment       |
|              |    |     males), 19 (women), 23 |     (historical     |
|              |    |     (D.C. electors), 24    |     context)        |
|              |    |     (no poll tax), 26 (18  |                     |
|              |    |     year olds).            | -   implications    |
|              |    |                            |     for a           |
|              |    | -   Ask each group to      |     democratic      |
|              |    |     **prepare an oral      |     society of      |
|              |    |     report** to the class  |     states having   |
|              |    |     that includes the      |     ratified the    |
|              |    |     meaning of the         |     amendment.      |
|              |    |     amendment; which group |                     |
|              |    |     received the privilege | The visual          |
|              |    |     of voting; what is the | includes:           |
|              |    |     historical context for |                     |
|              |    |     the amendment---what   | -   clear           |
|              |    |     major events may have  |     representation  |
|              |    |     led to the adoption of |     of the meaning  |
|              |    |     the amendment; what    |     of the          |
|              |    |     are the implications   |     amendment       |
|              |    |     of passing this        |                     |
|              |    |     amendment for a        | -   accurate        |
|              |    |     democratic society?    |     information     |
|              |    |                            |                     |
|              |    | -   Ask each group to      | -   visual enhances |
|              |    |     produce a **visual or  |     the oral        |
|              |    |     select a primary       |     report.         |
|              |    |     source that can        |                     |
|              |    |     illustrate their       | Teacher &           |
|              |    |     amendment**.           | Students/Informal   |
|              |    |                            |                     |
|              |    | **Applying Mathematics**:  | The graph and       |
|              |    |                            | analysis will       |
|              |    | -   Refer students to the  | include:            |
|              |    |     Library of Congress    |                     |
|              |    |     Virtual Reference      | -   an accurate     |
|              |    |     Shelf (selected web    |     graphic         |
|              |    |     resources compiled by  |     representation  |
|              |    |     the Library of         |     of the          |
|              |    |     Congress (Virtual      |     statistics      |
|              |    |     Reference Shelf)       |                     |
|              |    |     <http://www.loc.gov/r  | -   accuracy of     |
|              |    | r/askalib/virtualref.html> |     trends noted    |
|              |    |                            |                     |
|              |    | > to find voter statistics | -   logical guesses |
|              |    | > for the past several     |     about the       |
|              |    | > presidential elections.  |     causes of       |
|              |    | > (E.g., Statistics;       |     trends noted    |
|              |    | > Statistical Abstracts of |                     |
|              |    | > the United States;       | -   reasonable      |
|              |    | > Elections in sidebar;    |     predictions     |
|              |    | > Voting Age Population    |     about the       |
|              |    | > and Voter Participation  |     implications of |
|              |    | > (1972-2004)              |     trends.         |
|              |    | >                          |                     |
|              |    | > <http://www.census       | Teacher &           |
|              |    | .gov/compendia/statab/elec | Students/Informal   |
|              |    | tions/votingage_population |                     |
|              |    | _and_voter_participation/> | The discussion will |
|              |    | >                          | include:            |
|              |    | > Click on top entry, 405  |                     |
|              |    |                            | -   clear,          |
|              |    | -   Ask students to        |     accurate,       |
|              |    |     represent the data for |     fair-minded     |
|              |    |     voting by age in the   |     analysis of     |
|              |    |     last presidential      |     each position   |
|              |    |     election in graphic    |                     |
|              |    |     form, analyze, trends  | -   participation   |
|              |    |     and speculate about    |     by all          |
|              |    |     the causes and         |                     |
|              |    |     implications of        | -   building on the |
|              |    |     trends.                |     ideas of others |
|              |    |                            |                     |
|              |    | Additional Extensions: Ask | -   raising and     |
|              |    | students to calculate from |     defending       |
|              |    | the percentages the actual |     reasonable      |
|              |    | numbers voting in each     |     positions.      |
|              |    | category if there were     |                     |
|              |    | 215.7 million of voting    | Teacher/Formal      |
|              |    | age in the 2004 election.  |                     |
|              |    | (What is .7 of a million;  | The position paper  |
|              |    | what are the actual        | includes:           |
|              |    | numbers of voters in each  |                     |
|              |    | age category).             | -   clear statement |
|              |    |                            |     of position     |
|              |    | **Write to Learn**: Pose   |                     |
|              |    | the question, Voting---Is  | -   logical defense |
|              |    | it a Right, a Duty, or     |     of the position |
|              |    | Should It be Required?     |     with examples   |
|              |    |                            |     and             |
|              |    | -   Provide students with  |     illustrations.  |
|              |    |     background on three    |                     |
|              |    |     points of view.        | Teacher/Formal      |
|              |    |                            |                     |
|              |    | -   Ask students to hold a | Post-test answers   |
|              |    |     discussion to examine  | reflect unit        |
|              |    |     the pros, cons, and    | learning. Score the |
|              |    |     consequences of        | question based on   |
|              |    |     holding each position. | sound reasons for   |
|              |    |                            | the response given. |
|              |    | -   Ask each student to    |                     |
|              |    |     write a position       |                     |
|              |    |     paper, selecting one   |                     |
|              |    |     of the positions (or   |                     |
|              |    |     developing an original |                     |
|              |    |     position) and          |                     |
|              |    |     defending it with      |                     |
|              |    |     logical arguments and  |                     |
|              |    |     examples.              |                     |
|              |    |                            |                     |
|              |    | -   Give the unit          |                     |
|              |    |     **post-test** as a     |                     |
|              |    |     final assessment. Add  |                     |
|              |    |     a question: what was   |                     |
|              |    |     the most important     |                     |
|              |    |     thing you learned in   |                     |
|              |    |     this study and why?    |                     |
+--------------+----+----------------------------+---------------------+
| **GI**       | 1, | **6. Applying Mathematics  | Teacher/Informal    |
|              | 2, | Using a Primary Source**   |                     |
| *            | 6  |                            | Listen to hear      |
| *\[Analyzing |    | (Younger Students)         | ideas such as:      |
| Sources and  |    |                            |                     |
| Making,      |    | -   Use a photograph such  | -   know the size   |
| Predicting,  |    |     as the Pazandak        |     of the          |
| and Applying |    |     photograph of the      |     farmland; acres |
| Knowledge in |    |     tractor and carts.     |                     |
| Other        |    |                            | -   cost of buying  |
| Subject      |    | -   Ask children to think  |     seed            |
| Areas\]**    |    |     of all of the ways     |                     |
|              |    |     that the farmer will   | -   amount of which |
|              |    |     need to use            |     crops           |
|              |    |     mathematics to make a  |                     |
|              |    |     success of his         | -   price for which |
|              |    |     farming.               |     crops might be  |
|              |    |                            |     sold            |
|              |    |                            |                     |
|              |    |                            | -   capacity and    |
|              |    |                            |     cost of farm    |
|              |    |                            |     equipment and   |
|              |    |                            |     of fuel...      |
+--------------+----+----------------------------+---------------------+
| **GI**       | 1, | **7. Applying Mathematics  | Teacher/Informal    |
|              | 2, | Using a Primary Source**   |                     |
| *            | 6  |                            | Listen to hear      |
| *\[Analyzing |    | (Older Students)           | questions such as   |
| Sources and  |    |                            | the following.      |
| Making,      |    | -   Use the \"Millions of  |                     |
| Predicting,  |    |     acres...\" broadside.  | -   How much money  |
| and Applying |    |                            |     do I make?      |
| Knowledge in |    | -   Ask students what      |                     |
| Other        |    |     mathematics-related    | -   How many acres  |
| Subject      |    |     questions you would    |     might I         |
| Areas\]**    |    |     need to ask to         |     purchase?       |
|              |    |     determine whether or   |                     |
|              |    |     not to take advantage  | -   How does the    |
|              |    |     of this offer.         |     cost of the     |
|              |    |                            |     land on the     |
|              |    |                            |     flier compare   |
|              |    |                            |     with pre-empted |
|              |    |                            |     land?           |
|              |    |                            |                     |
|              |    |                            | -   How much would  |
|              |    |                            |     the acreage I   |
|              |    |                            |     might buy cost  |
|              |    |                            |     in cash vs. the |
|              |    |                            |     cost if I take  |
|              |    |                            |     10 year\'s      |
|              |    |                            |     credit?\...     |
+--------------+----+----------------------------+---------------------+
| **CP**       | 1, | 8\. **Applying Science:    | Teacher &           |
|              | 2, | Creating a Science Time    | Students/Informal   |
| **\[S        | 3  | Line** (Older Students)    |                     |
| ynthesizing, | ,4 |                            | -   The time line   |
| Researching, | ,5 | -   Using sources from     |     will be         |
| and          | ,6 |     across historical      |     accurately      |
| Analyzing    | ,7 |     eras, ask students to  |     constructed.    |
| Sources;     |    |     create a pictorial     |                     |
| Making       |    |     timeline representing  | -   The sources     |
| Applications |    |     major events.          |     added will      |
| to Other     |    |                            |     support the     |
| Subjects\]** |    | -   Ask students working   |     theme           |
|              |    |     in small groups to     |     identified in   |
|              |    |     **look across the      |     the title of    |
|              |    |     sources on the time    |     the paragraph   |
|              |    |     line** and **select    |     or essay.       |
|              |    |     two or more**          |                     |
|              |    |     **sources** that can   | -   The paragraph   |
|              |    |     go together to serve   |     explains how    |
|              |    |     as the beginning of a  |     each source     |
|              |    |     science-related time   |     contributes to  |
|              |    |     line. (If none are on  |     illustrating    |
|              |    |     the time line, ask     |     the selected    |
|              |    |     students what two      |     science theme.  |
|              |    |     scientific             |                     |
|              |    |     achievements might be  |                     |
|              |    |     added to the time      |                     |
|              |    |     line.)                 |                     |
|              |    |                            |                     |
|              |    | -   Ask students to use    |                     |
|              |    |     the Library of         |                     |
|              |    |     Congress site to **add |                     |
|              |    |     three to five other**  |                     |
|              |    |     sources for a          |                     |
|              |    |     science-related time   |                     |
|              |    |     line.                  |                     |
|              |    |                            |                     |
|              |    | -   Ask students to write  |                     |
|              |    |     a **paragraph or short |                     |
|              |    |     essay**. The title of  |                     |
|              |    |     the paragraph/essay    |                     |
|              |    |     should convey the      |                     |
|              |    |     **organizing idea for  |                     |
|              |    |     the science time       |                     |
|              |    |     line** (e.g., Famous   |                     |
|              |    |     Inventors, or          |                     |
|              |    |     Transportation over    |                     |
|              |    |     Time, or...) and       |                     |
|              |    |     explain what the time  |                     |
|              |    |     line, with the         |                     |
|              |    |     additional sources, is |                     |
|              |    |     illustrating.          |                     |
+--------------+----+----------------------------+---------------------+
| **IP**       | 1, | 9\. **Investigating Photo  | Teacher/Informal    |
|              | 2, | Sources: Does the Camera   |                     |
| **           | 6  | Ever Lie?**                | The teacher will    |
| \[Activating | ,7 |                            | observe insights    |
| Prior        |    | -   Focus on Several       | into students\'     |
| Knowledge    | 1, |     Sources related to the | thinking revealed   |
| and          | 2, |     Generative Topic:      | by the word webs    |
| Stimulating  | 4, |     Civil War---War at Its | students create and |
| Interest\]** | 6  |     Worst.                 | listen for any      |
|              | ,7 |                            | biases or           |
| **GIP**      |    | -   Ask students in small  | misconceptions that |
|              |    |     groups to make a word  | may shape the unit  |
| **\[Appling  |    |     web on the Generative  | as it progresses.   |
| Knowledge to |    |     Topic: Civil War---War |                     |
| Connect to   |    |     at Its Worst. Each     | Teacher &           |
| Other        |    |     group shares its web   | Students/Informal   |
| Subject      |    |     in whole class         |                     |
| Areas\]**    |    |     discussion.            | -   Develop         |
|              |    |                            |     criteria with   |
|              |    | -   Briefly review from    |     students for    |
|              |    |     the discussion major   |     how an          |
|              |    |     facets of the Civil    |     interpretation  |
|              |    |     War                    |     should be       |
|              |    |                            |     developed       |
|              |    | -   Use a lesson found on  |     (e.g., careful  |
|              |    |     the Library of         |     analysis of     |
|              |    |     Congress site at       |     sources used,   |
|              |    |     <htt                   |     consulting and  |
|              |    | p://memory.loc.gov/ammem/c |     comparing       |
|              |    | wphtml/cwpcam/cwcam1.html> |     multiple        |
|              |    |     (Click on the Case of  |     sources,        |
|              |    |     the Moved Body)        |     exercising      |
|              |    |                            |     objectivity...) |
|              |    | > The lesson is designed   |                     |
|              |    | > around two images of a   | -   Use the         |
|              |    | > fallen Civil War soldier |     criteria to     |
|              |    | > (one, after the body had |     evaluate the    |
|              |    | > been moved to make the   |     analysis of     |
|              |    | > photograph better        |     William         |
|              |    | > portray a fallen sharp   |     Frassanito.     |
|              |    | > shooter). The lesson     |                     |
|              |    | > focuses on how           | Students/Informal   |
|              |    | > historian, William       |                     |
|              |    | > Frassanito analyzed the  | -   Sources are     |
|              |    | > photos and arrived at    |     cited           |
|              |    | > his interpretation.      |                     |
|              |    |                            | -   Generalizations |
|              |    | **Applying Mathematics**   |     are reasonable  |
|              |    |                            |     and follow from |
|              |    | -   After analyzing the    |     the information |
|              |    |     photograph of          |     presented in    |
|              |    |     casualties at the      |     the chart       |
|              |    |     Battle of Gettysburg,  |                     |
|              |    |     ask students working   | -   Questions are   |
|              |    |     in research teams to   |     related to the  |
|              |    |     construct a table to   |     information in  |
|              |    |     compare casualties of  |     the chart.      |
|              |    |     the Civil War to       |                     |
|              |    |     casualties in other    |                     |
|              |    |     wars (e.g., the        |                     |
|              |    |     Revolution, War of     |                     |
|              |    |     1812, Mexican War,     |                     |
|              |    |     Civil War totals and   |                     |
|              |    |     by Union and           |                     |
|              |    |     Confederate...).       |                     |
|              |    |                            |                     |
|              |    | -   Ask students to find   |                     |
|              |    |     the number of deaths   |                     |
|              |    |     in combat; deaths      |                     |
|              |    |     through other causes   |                     |
|              |    |     (disease, accidents,   |                     |
|              |    |     privation); wounded;   |                     |
|              |    |     total casualties; cost |                     |
|              |    |     in billions based on   |                     |
|              |    |     the value of money in  |                     |
|              |    |     the 1990s. See         |                     |
|              |    |     Statistical Summary of |                     |
|              |    |     America\'s Major Wars  |                     |
|              |    |     at                     |                     |
|              |    |                            |                     |
|              |    | <http://www.cwc.ls         |                     |
|              |    | u.edu/other/stats/warcost> |                     |
|              |    |                            |                     |
|              |    | .htm                       |                     |
|              |    |                            |                     |
|              |    | -   Ask each group to      |                     |
|              |    |     develop a list of      |                     |
|              |    |     generalizations that   |                     |
|              |    |     follow from the table  |                     |
|              |    |     and a list of          |                     |
|              |    |     questions.             |                     |
+--------------+----+----------------------------+---------------------+
| **IP**       |    | **10. Using Multiple       | Teacher &           |
|              |    | Sources**                  | Students/Informal   |
| **           |    |                            |                     |
| \[Activating |    | -   Briefly review events  | Students should     |
| Prior        |    |     leading to the Battle  | know (and possibly  |
| Knowledge;   |    |     of Gettysburg and      | help develop) the   |
| Connecting   |    |     dedication of the      | criteria in advance |
| with the     |    |     cemetery.              | to use in           |
| Topic\]**    |    |                            | developing their    |
|              |    | -   Hand out a reading     | individual work and |
| **IP**       |    |     guide (Executive       | to be used to       |
|              |    |     Mansion, Washington)   | assess the          |
| **\[Building |    |     and *The Gettysburg    | closeness of their  |
| background   |    |     Address* (Nicolay      | work to the         |
| prior to     |    |     Draft).                | criteria as the     |
| analytical   |    |                            | assignment          |
| reading\]**  |    | -   Ask students working   | proceeds.           |
|              |    |     individually to read   |                     |
| **GIP**      |    |     the title of the       | **Assessment        |
|              |    |     source headed          | criteria** students |
| **\[Building |    |     Executive Mansion,     | may suggest could   |
| Knowledge;   |    |     Washington (*The       | include items such  |
| Reading for  |    |     Gettysburg Address*)   | as:                 |
| Purpose;     |    |     -- noting questions    |                     |
| Identifying  |    |     about the source and   | -   Students can    |
| Key Ideas;   |    |     possible answers (on   |     develop         |
| Revising     |    |     the reading guide in   |     relevant        |
| Work Based   |    |     Table 1, in black      |     questions.      |
| on           |    |     ink).                  |                     |
| Feedback\]** |    |                            | -   Questions       |
|              |    | -   Add a source (the      |     relate to the   |
| **GIP**      |    |     photograph of Lincoln  |     source.         |
|              |    |     attending the          |                     |
| **\[Using    |    |     Gettysburg             | -   Answers,        |
| Criteria\]** |    |     Dedication)---asking   |                     |
|              |    |     students to add new    |    partial-answers, |
| **CP**       |    |     questions about this   |     and hypotheses  |
|              |    |     source and propose     |     logical or      |
| **\[Reflect, |    |     answers to any         |     based on        |
| Synthesize,  |    |     questions they can on  |     evidence.       |
| and          |    |     Table 2 on the reading |                     |
| S            |    |     guide, using blue ink. | -   Students can    |
| ummarize\]** |    |                            |     make            |
|              |    | **Applying Science through |     connections to  |
| **CP**       |    | Research:**                |     other           |
|              |    |                            |     disciplines or  |
| **\[Applying |    | > Students may research    |     previous        |
| Knowledge    |    | > the highlights of the    |     learning.       |
| Beyond the   |    | > history of photography   |                     |
| C            |    | > leading up to the time   | Teacher &           |
| lassroom\]** |    | > of this photograph and   | Students/Informal   |
|              |    | > propose a hypothesis as  |                     |
|              |    | > to the importance of     | -   Same criteria   |
|              |    | > this new type of         |     as above        |
|              |    | > photography at the time  |                     |
|              |    | > this photograph was      | -   Students are    |
|              |    | > made.                    |     able to use one |
|              |    |                            |     source to add   |
|              |    | **Applying Mathematics:    |     information to  |
|              |    | Reading for Detail and     |     another.        |
|              |    | Using Math to              |                     |
|              |    | Problem-Solve**            | Teacher &           |
|              |    |                            | Students/Informal   |
|              |    | -   The date of *The       |                     |
|              |    |     Gettysburg Address*    | -   Predictions     |
|              |    |     is 1863. Ask students  |     relate to the   |
|              |    |     to use the first       |     source?         |
|              |    |     sentence and their     |                     |
|              |    |     knowledge of           | ```{=html}          |
|              |    |     mathematics to         | <!-- -->            |
|              |    |     determine the other    | ```                 |
|              |    |     document to which the  | -   Predictions     |
|              |    |     writer is referring.   |     follow          |
|              |    |                            |     logically from  |
|              |    | **Continue the Document    |     the text?       |
|              |    | Analysis**                 |                     |
|              |    |                            | Students/Informal   |
|              |    | -   Ask students to read   |                     |
|              |    |     the first sentence of  | Ask students to use |
|              |    |     the address and, using | the Ladder of       |
|              |    |     it and the title, work | Feedback (i.e.,     |
|              |    |     in small groups to     | aksing clarifying   |
|              |    |     **predict** what they  | questions, valuing  |
|              |    |     may find in the        | ideas in the work,  |
|              |    |     document. Each group   | raising concerns or |
|              |    |     shares ideas in whole  | questions, making   |
|              |    |     group discussion then  | suggestions).       |
|              |    |     reads the address.     |                     |
|              |    |                            | Teacher/Formal or   |
|              |    | -   Ask students, working  | Informal; Student   |
|              |    |     with a partner, to     | with Peers/Informal |
|              |    |     share and **check      |                     |
|              |    |     their predictions**    | Students underline  |
|              |    |     about what Lincoln     | parts of the        |
|              |    |     would include in *The  | address that relate |
|              |    |     Gettysburg             | to questions raised |
|              |    |                            | in Tables 1, 2, and |
|              |    |   Address*---hypothesizing | 3.                  |
|              |    |     about why he did or    |                     |
|              |    |     did not include what   | Teacher/Formal      |
|              |    |     was predicted.         |                     |
|              |    |                            | -   Students are    |
|              |    | -   Each student re-reads  |     able to reflect |
|              |    |     the document and uses  |     on how the      |
|              |    |     the **assessment       |     performances    |
|              |    |     criteria to guide      |     relate to one   |
|              |    |     their underlining** of |     another.        |
|              |    |     material               |                     |
|              |    |                            | -   Students        |
|              |    | > relevant to questions in |     synthesize      |
|              |    | > Tables 1 & 2 of the      |     ideas across    |
|              |    | > reading guide and new    |     sources and     |
|              |    | > questions in Table 3     |     learning        |
|              |    | > (What does the excerpt   |     experiences.    |
|              |    | > teach about the Civil    |                     |
|              |    | > War and What does the    | -   Students        |
|              |    | > excerpt teach about      |     justify summary |
|              |    | > ideals the writer        |     statements with |
|              |    | > considers important to   |     reasons and     |
|              |    | > our nation)? Use green   |     examples drawn  |
|              |    | > ink for the work in      |     from sources    |
|              |    | > Table 3. Students also   |     and lesson      |
|              |    | > develop new questions    |     experiences.    |
|              |    | > (use red ink for adding  |                     |
|              |    | > and revising in Tables 1 | -   Students        |
|              |    | > & 2).                    |     reflect on      |
|              |    |                            |     their own       |
|              |    | -   Students use the       |     learning and    |
|              |    |     **criteria to          |     propose logical |
|              |    |     self-assess and, with  |     \"next steps\"  |
|              |    |     a partner,** discuss   |     in their        |
|              |    |     portions of the source |     learning.       |
|              |    |     they have underlined   |                     |
|              |    |     and new questions they | Teachers &          |
|              |    |     have raised. Students  | Students/Informal   |
|              |    |     use the feedback from  | or Formal           |
|              |    |     peers to revise and    |                     |
|              |    |     refine their work.     | -   Teachers or     |
|              |    |     Students repeat the    |     students will   |
|              |    |     sharing with a new     |     review the      |
|              |    |     partner and continue   |     criteria        |
|              |    |     to revise and refine   |     provided by the |
|              |    |     all Table entries.     |     group and may   |
|              |    |                            |     modify          |
|              |    | ```{=html}                 |     criteria.       |
|              |    | <!-- -->                   |                     |
|              |    | ```                        | -   Assessors will  |
|              |    | -   Ask each student to    |     use the         |
|              |    |     write an essay that    |     criteria to     |
|              |    |     includes the           |     offer feedback  |
|              |    |     following:             |     on the          |
|              |    |                            |     presentation.   |
|              |    | ```{=html}                 |                     |
|              |    | <!-- -->                   |                     |
|              |    | ```                        |                     |
|              |    | -   The three to five most |                     |
|              |    |     important things you   |                     |
|              |    |     have learned about the |                     |
|              |    |     Gettysburg Address     |                     |
|              |    |                            |                     |
|              |    | -   the three to five most |                     |
|              |    |     important things you   |                     |
|              |    |     have learned about the |                     |
|              |    |     Civil War. (Identify   |                     |
|              |    |     your source.)          |                     |
|              |    |                            |                     |
|              |    | ```{=html}                 |                     |
|              |    | <!-- -->                   |                     |
|              |    | ```                        |                     |
|              |    | -   the three to five most |                     |
|              |    |     important things you   |                     |
|              |    |     have learned about     |                     |
|              |    |     Lincoln and his views  |                     |
|              |    |     of American ideals.    |                     |
|              |    |     (Identify your         |                     |
|              |    |     source.)               |                     |
|              |    |                            |                     |
|              |    | -   the two to three most  |                     |
|              |    |     important things you   |                     |
|              |    |     learned about the      |                     |
|              |    |     nature of history and  |                     |
|              |    |     using sources, and     |                     |
|              |    |                            |                     |
|              |    | -   next step(s) you might |                     |
|              |    |     take to learn more.    |                     |
|              |    |     What topic or topics   |                     |
|              |    |     would you pursue and   |                     |
|              |    |     what are two to three  |                     |
|              |    |     ways you would begin   |                     |
|              |    |     to expand your         |                     |
|              |    |     learning?              |                     |
|              |    |                            |                     |
|              |    | (Choose ONE of the         |                     |
|              |    | following or propose an    |                     |
|              |    | idea of your own)          |                     |
|              |    |                            |                     |
|              |    | -   Working in a small     |                     |
|              |    |     group, review          |                     |
|              |    |     newspapers and news    |                     |
|              |    |     magazines for the next |                     |
|              |    |     week. Look for the     |                     |
|              |    |     following:             |                     |
|              |    |                            |                     |
|              |    |     -   examples of        |                     |
|              |    |         articles that      |                     |
|              |    |         support the        |                     |
|              |    |         position that      |                     |
|              |    |         Americans still    |                     |
|              |    |         consider the       |                     |
|              |    |         values highlighted |                     |
|              |    |         by Lincoln in *The |                     |
|              |    |         Gettysburg         |                     |
|              |    |         Address* as        |                     |
|              |    |         important          |                     |
|              |    |                            |                     |
|              |    |     -   examples of        |                     |
|              |    |         articles that      |                     |
|              |    |         support the        |                     |
|              |    |         position that we   |                     |
|              |    |         are still pursuing |                     |
|              |    |         these ideals, but  |                     |
|              |    |         that they have not |                     |
|              |    |         yet been fully     |                     |
|              |    |         realized.          |                     |
|              |    |                            |                     |
|              |    | -   Determine as a group,  |                     |
|              |    |     how to share the       |                     |
|              |    |     articles in a visual   |                     |
|              |    |     form with the class    |                     |
|              |    |     and plan a             |                     |
|              |    |     presentation.          |                     |
|              |    |                            |                     |
|              |    |     -   Develop criteria   |                     |
|              |    |         for the teacher    |                     |
|              |    |         and or peers to    |                     |
|              |    |         use in giving you  |                     |
|              |    |         feedback on your   |                     |
|              |    |         presentation.      |                     |
+--------------+----+----------------------------+---------------------+
| **IP**       | 1, | **11. Using a Source to    | Teacher/Informal    |
|              | 2, | Explore Citizenship**      |                     |
| **\[Building | 3, | (Older Students)           | -   The position is |
| background   | 4, |                            |     clearly stated. |
| prior to     | 5, | -   Ask student to analyze |                     |
| analytical   | 6, |     the source, \"New      | -   Reasons are     |
| reading\]**  | 7  |     York-Welcome to the    |     logical.        |
|              |    |     Land of Freedom...\"   |                     |
| **GIP**      |    |                            | -   (At some point  |
|              |    |     -   Use an adapted     |     in the          |
| *            |    |         version of the     |     discussion, the |
| *\[Analyzing |    |         Library of         |     teacher hopes   |
| Sources\]**  |    |         Congress\'s        |     that students   |
|              |    |         analysis sheet     |     will see that   |
| **\[Making   |    |         (data Sheet 2 a-n) |     all of the      |
| and Checking |    |         found at           |     requirements    |
| Predictions  |    |                            |     work together   |
| through      |    |      <http://www.noodletoo |     even as each    |
| Research\]** |    | ls.com/debbie/projects/20c |     performs a      |
|              |    | /turn/artifacts/ds2.html>. |     specific        |
| **CP**       |    |                            |     function.)      |
|              |    |     -   Focus the analysis |                     |
| **\[Applying |    |         on what students   | Teacher/Formal      |
| Knowledge in |    |         see, think, and    |                     |
| a Novel      |    |         wonder as the      | The student\'s      |
| Context\]**  |    |         basis for research | interpretation of   |
|              |    |         stimulated by the  | the poem:           |
|              |    |         image.             |                     |
|              |    |                            | -   is supported by |
|              |    | -   Direct students to     |     text from the   |
|              |    |     Library of Congress    |     poem and        |
|              |    |     Immigration exhibit at |     examples from   |
|              |    |     <http:/                |     the lesson.     |
|              |    | /memory.loc.gov/learn/feat |                     |
|              |    | ures/immig/resources.html> | Teacher/Formal      |
|              |    |                            |                     |
|              |    | -   Divide the students    | The position paper  |
|              |    |     into small groups to   | should include:     |
|              |    |     **research interviews  |                     |
|              |    |     and documents**        | -   a clearly       |
|              |    |     related to the         |     stated position |
|              |    |     experience of:         |                     |
|              |    |                            | -   support for the |
|              |    |     -   Native Americans   |     position using  |
|              |    |         at the time of     |     relevant        |
|              |    |         European           |     examples from   |
|              |    |         immigration        |     the lesson.     |
|              |    |                            |                     |
|              |    |     -   immigrant groups   |                     |
|              |    |         in history         |                     |
|              |    |                            |                     |
|              |    |     -   immigrant groups   |                     |
|              |    |         coming to the U.S. |                     |
|              |    |         in more recent     |                     |
|              |    |         years.             |                     |
|              |    |                            |                     |
|              |    | -   Remind students that   |                     |
|              |    |     an important goal for  |                     |
|              |    |     many immigrants was to |                     |
|              |    |     obtain U.S.            |                     |
|              |    |     citizenship, as is     |                     |
|              |    |     true today.            |                     |
|              |    |                            |                     |
|              |    | -   In whole-class         |                     |
|              |    |     discussion, ask        |                     |
|              |    |     students what they     |                     |
|              |    |     believe should be      |                     |
|              |    |     requirements for       |                     |
|              |    |     citizenship in the     |                     |
|              |    |     U.S. List their        |                     |
|              |    |     responses on the       |                     |
|              |    |     board.                 |                     |
|              |    |                            |                     |
|              |    | -   Compare their list     |                     |
|              |    |     with actual            |                     |
|              |    |     requirements. (See US  |                     |
|              |    |     Citizenship and        |                     |
|              |    |     Immigration Services   |                     |
|              |    |     at \<                  |                     |
|              |    |     <http://www.uscis.g    |                     |
|              |    | ov/files/article/B3.pdf>\> |                     |
|              |    |                            |                     |
|              |    | -   Create cards, writing  |                     |
|              |    |     one actual requirement |                     |
|              |    |     per card and place the |                     |
|              |    |     cards in different     |                     |
|              |    |     locations in the room. |                     |
|              |    |                            |                     |
|              |    | -   Ask students to stand  |                     |
|              |    |     by the requirement     |                     |
|              |    |     they believe is most   |                     |
|              |    |     important and meet     |                     |
|              |    |     with other students    |                     |
|              |    |     standing at that       |                     |
|              |    |     requirement to decide  |                     |
|              |    |     reasons why they       |                     |
|              |    |     believe it is most     |                     |
|              |    |     important.             |                     |
|              |    |                            |                     |
|              |    | -   Each group explains    |                     |
|              |    |     the amendment and      |                     |
|              |    |     their                  |                     |
|              |    |     position\--giving      |                     |
|              |    |     reasons why they       |                     |
|              |    |     believe it is most     |                     |
|              |    |     important.             |                     |
|              |    |                            |                     |
|              |    | -   Other students may     |                     |
|              |    |     decide to change       |                     |
|              |    |     groups if the reasons  |                     |
|              |    |     are convincing.        |                     |
|              |    |                            |                     |
|              |    | Ask students to choose one |                     |
|              |    | of the following or        |                     |
|              |    | propose a culminating      |                     |
|              |    | experience of their own:   |                     |
|              |    |                            |                     |
|              |    | -   Read, analyze, and     |                     |
|              |    |     interpret the Walt     |                     |
|              |    |     Whitman poem, *You,    |                     |
|              |    |     Whoever You            |                     |
|              |    |     Are*\--drawing         |                     |
|              |    |     examples from your     |                     |
|              |    |     research to support    |                     |
|              |    |     your interpretation.   |                     |
|              |    |     \<                     |                     |
|              |    |     <http://memo           |                     |
|              |    | ry.loc.gov/learn/features/ |                     |
|              |    | immig/introduction.html>\> |                     |
|              |    |                            |                     |
|              |    | > and interviews with      |                     |
|              |    | > today's immigrants at \< |                     |
|              |    | > <http://me               |                     |
|              |    | mory.loc.gov/learn/feature |                     |
|              |    | s/immig/interv/toc.php>\>. |                     |
|              |    |                            |                     |
|              |    | -   Write a position       |                     |
|              |    |     paper. Take a position |                     |
|              |    |     and defend it with     |                     |
|              |    |     examples from your     |                     |
|              |    |     research on the        |                     |
|              |    |     following issue: Since |                     |
|              |    |     immigrants must meet   |                     |
|              |    |     specific requirements  |                     |
|              |    |     for citizenship, do    |                     |
|              |    |     you agree or disagree  |                     |
|              |    |     that all Americans     |                     |
|              |    |     should, at some        |                     |
|              |    |     specified age, meet    |                     |
|              |    |     those same             |                     |
|              |    |     requirements to obtain |                     |
|              |    |     citizenship? Support   |                     |
|              |    |     your \"agree\" or      |                     |
|              |    |     \"disagree\" position  |                     |
|              |    |     paper with examples    |                     |
|              |    |     from the lesson.       |                     |
+--------------+----+----------------------------+---------------------+