11-12.LH.2.3

Evaluate various explanations for actions or events, and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain.

Learning Outcome:

11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of grade 12.

I Can Statements Question Stems
-I can identify causes of actions or events using text evidence.
-I can evaluate a text's explanation of the relationship between events.
-I can use textual evidence to determine the relationship between events.
-I can determine when there is not enough evidence to determine the cause of an event.

-What were the causes of this event? What evidence from the text supports this conclusion?
-What additional information is necessary to determine the cause of the event?
-What pieces of evidence in the text are the strongest?
-How are the events related?

Academic Vocabulary

evaluate
accords
textual evidence

Looking Back Looking Ahead

9-10.LH.2.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Read selected text and create a 2-column chart of possible causes and effects for specific historical events -Students compare and contrast the ideas of an Enlightenment theorist with an American founding father or document, such as Thomas Jefferson’s Declaration of Independence resulting in a written paper. -Compare and contrast the ideas of an Enlightenment theorist with an American founding father or document, such as Thomas Jefferson’s Declaration of Independence resulting in a class discussion.
Reading Standards Writing Standards Speaking and Listening Standards
11-12.RN.2.2
11-12.RN 4.2
11-12.RN. 4.3
11-12.W.5  11-12.SL.1
11.12.SL.2
Digital Resources
Englishment Lesson Plan:
www.learner.org/courses/amerhistory/pdf/Enlightenment_LOne.pdf

IDOE Resource Guide:
https://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-20...

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.