11-12.LH.3.2

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

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 analyze how complex primary sources are structured.
-I can determine how key sentences, paragraphs, and portion of the text contribute to text as a whole.

-How is this text structured?
-What are the key concepts of the text?
-How do specific sentences, paragraphs, or sections of the text contribute to the text's overall meaning?

Academic Vocabulary

complex primary source
text structure
pattern of organization

Looking Back Looking Ahead

9-10.LH.3.2: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Annotate and analyze primary sources using RACE (or similar) strategy. -Create an outline, web, or graphic of main ideas in a text. -Use graphic (from writing activity) to create a presentation.

-Conduct ""one-sentence interviews"" - The technique allows students an opportunity to verbalize their beliefs after reading a text.

-Students take seven to eight minutes asking each other text related questions and writing down their responses. The technique creates a collaborative, democratic classroom and recognizes the inherent diversity within social studies. Additionally, students have the opportunity to recognize that history is subject to multiple and competing interpretations.

Reading Standards Writing Standards Speaking and Listening Standards
11-12.RN.2.1
11-12.RN.2.3
11-12.W.1  11-12.SL.1
11-12.SL.2.1
11-12.SL.2.4
11-12.SL.3.2
11-12.SL.4.1
Digital Resources
Literacy in the Social Studies Classroom:
Uft.org

Outline of Sam Wineburg's Central Arguments - On the Reading of Historical Texts:
https://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-20...

Study of American History:
www.vlib.us/amdocs/

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.