The Learning Standards in the left column are goals for student learning in this unit of study.

I believe students' input is important in determining how students' progress will be measured, so we will discuss these standards in class.

Learning Standards CCSS.ELA-Literacy, RH 11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-Literacy, RH 11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Novice Does not understand the author's claims in the material and therefore, the student's interpretation and understandings of the relevant historical documents is faulty.

Nearing Proficient Reads and may remember materials, but only partially interprets and understands the content of relevant historical documents.

Proficient Successfully reads, interprets, understands and remembers the content of relevant historical documents.

Advanced Successfully reads, interprets, understands and remembers the content of relevant historical documents. Also recognizes the authors' positions and purposes in writing the document. Understands the context of the period when the relevant historical documents were written and successfully relates the context to evaluate the authors' premises, claims and evidence and can infer what influence the context has had on various stakeholders. Thoroughly evaluates authors' premises, claims and evidence by substantial research and investigation on a variety of historical resources, which the student uses to clearly validate, refute and judge the attributes of the authors' work. Student makes hypothesizes on the reasons for disparities or corroborations.

Understands the context Does not understand the of the period when the Has gaps in understanding context of the historical relevant historical the historical context of documents were written period and does not relate the period when the the context's influence on and successfully relates relevant historical the authors' premises and the context to evaluate the documents were written. claims. authors' premises, claims and evidence.

Understands that Does not recognize additional research will CCSS.ELA-Literacy, RH disparities and corroborate or refute the 11-12.8 Evaluate an confirmations, or has not authors' premises, claims author's premises, claims, completed additional and evidence, but and evidence by research in order to additional historical corroborating or corroborate or refute the research has been challenging them with authors' premises, claims insufficient to evaluate the other information. authors' premises, claims and evidence.. and/or evidence.

Evaluates authors' premises, claims and evidence using research from a variety of historical resources to corroborate or refute attributes of the authors' work.

The Learning Standards in the left column are goals for student learning in this unit of study. I believe students' input is important in determining how students' progress will be measured, so we will discuss these standards in class.

Learning Standards Writing Standards W.6 11-12 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Novice

Nearing Proficient

Proficient

Advanced

May choose and use one or two digital tools in their writing product, which added little or no value to their writing product.

Chooses appropriate digital tools Chooses digital tools that Chooses appropriate for specific writing product and offer some value in digital tools to enhance applies them effectively. A variety of digital tools are used for supporting their writing the quality of writing product, which may not products and applies them a large spectrum of purposes to have operated smoothly. effectively . form a coherent, functional product.

Writing Standards W.6 11-12 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Student has conducted sufficient research and Final writing product does revised drafts based on not reflect sufficient self-reflections on the research or planning. The work, and made final product has not been appropriate revisions in sufficiently refined. response to constructive feedback.

Student has conducted sufficient research, gives credits for others' contributions, and drafts have been revised sufficiently, based on selfreflections on the work and made appropriate revisions in response to constructive feedback.

Product is used multi-genre, cites contributors, and is based on sufficient research, including iResearch, and revisions to drafts based on self-reflections on the work and made appropriate revisions in response to constructive feedback.

The Learning Standards in the left column are goals for student learning in this unit of study. I believe students' input is important in determining how students' progress will be measured, so we will discuss these standards in class.

Learning Standards

Novice

Nearing Proficient

Proficient

Advanced Chooses from among a large assortment of digital tools, chosen for specific characteristics that are used to effectively, gather, evaluate and use targeted information to furthers understanding, build upon concepts and create new products.

NETS 3. Research and information fluency. Students apply digital tools to gather, evaluate, and use information.

Exhibits little information fluency. Lacks the capacity to effectively choose and use digital tools to appropriately gather, evaluate, and use information.

Exhibits some information fluency, with basic skills for choosing and using technology, however limited knowledge and skills may hinder learning.

Uses an assortment of digital resources to effectively gather, evaluate, and use information that supports and furthers student's learning.

Requires detailed a. Plan strategies to guide Lacks understanding on guidance, assistance and inquiry b. Locate, using I-Research to locate, coaching to implement Iorganize, analyze, Research to locate, organize, analyze, evaluate, synthesize, and evaluate, synthesize, and organize, analyze, ethically use information ethically use information evaluate, synthesize, and from a variety of sources from a variety of sources ethically use information and media from a variety of sources and media and media b. Plan and manage activities to develop a solution or complete a project Skills lacking for planning and managing activities to develop a solution or complete a project Needs assistance to plan and manage activities to develop a solution or complete a project

Successfully plans and implements I-Research to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Independently plans and implements I-Research to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Effectively plans and manages activities to develop a solution or complete a project

Effectively plans and manages activities and assists other students in developing a solution or completing a project

The Learning Standards in the left column are goals for student learning in this unit of study. I believe students' input is important in determining how students' progress will be measured, so we will discuss these standards in class.

Learning Standards

Novice

Nearing Proficient

Proficient

Advanced Successfully chooses appropriate digital tools for specific purposes of learning activities and applies them effectively. Uses a variety of digital tools are used for a large spectrum of purposes to form a coherent, functional product.

Can evaluate and select c. Evaluate and select Requires assistance in information on some information sources and choosing digital tools for sources and digital tools, digital tools based on the specific tasks based on the appropriateness to appropriateness to specific tasks specific tasks

Successfully evaluates and selects information sources and digital tools based on the appropriateness to specific tasks

Requires assistance in processing data and d. Process data and report needs extensive result instruction to report results

May need some assistance Successfully processes in processing data and/or data and reports results providing a report results

Successfully processes data, reports results and makes inferences based on analysis of the data