Grades 9-12

Understanding The Common Core State Standards: Reading Standards For Literacy In History

American History & American Government Volume 1

Historical Literacy Resource Guide

SAMPLE: For Demonstration Purposes Only

Historical Literacy: American History & American Government Resource Guide Understanding Common Core State Standards: Reading Standards for Literacy in History/Social Studies

Grades 9-12 Volume I

SAMPLE: For Demonstration Purposes Only

Table of Contents

Introduction............................................................................................................................................. 1

Volume I Focus Standards for History/Social Studies............................................................................ 6

How to Teach Using the Common Core State Standards....................................................................... 8

Online Resources by Standard............................................................................................................... 15

Primary Source Resources to Support History/Social Studies.............................................................. 19

American History Activity Examples: In Brief

Discovery of America and Early Years...................................................................................... 20

American History Activity Examples: In Depth

Influence: Thomas Paine and America’s Future........................................................................ 21



Primary Source Excerpts........................................................................................................... 26



Online Resources for “Influence: Thomas Paine” Activities.................................................... 29

American History Research Project........................................................................................................ 30

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Introduction

Introduction This resource has been provided to help teachers implement the Common Core State Reading Standards in Literacy within the high school content area of History/Social Studies, specifically American History and American Government. There is an additional resource guide for World History and World Geography. This volume is not allinclusive and focuses only on select standards.

Why the Common Core State Standards? • More continuity across the states in standards and assessments



• New standards are more rigorous than most of the current/past individual state standards



• Standards are internationally benchmarked



• More focus on text difficulty and critical reading/thinking ◊ More depth, citing textual evidence



◊ Moving away from “mile wide and inch deep” standards and moving toward a slower, more deliberate exploration into more meaningful and complex texts.

Within the new Common Core State Standards in literacy, there are six noticeable shifts: 1. Increase in nonfiction texts



2. Content area literacy for grades 6-12



3. Increase in text complexity



4. Text-based answers



5. Writing from sources



6. Academic vocabulary

Introduction



Introduction



Introduction



Shifts 1 and 3: Literary Nonfiction/Informational Texts and Text Complexity Two of these shifts - increase in nonfiction texts and increase in text complexity - are closely intertwined and have implications for the content area teacher.

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Introduction

Informational Text: Students are expected to read more about the subject rather than have the teacher supply the information. Therefore, students are reading more informational text (literary nonfiction) and less fiction. By high school, 70% of the reading should be done using informational texts, and only 30% using literary texts. Informational texts require different strategies and can be more demanding than narrative texts. Primary source documents are an integral part of informational texts. For example, students will not just learn about The Gettysburg Address from the teacher or a couple lines in a text book, they will read and thoroughly examine the actual content of The Gettysburg Address. For more information, see http://www.loc.gov/teachers/tps/journal/common_core/article.html.

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Introduction

Text Complexity: Briefly, the CCSS includes a three-part model for measuring text complexity (2010, CCSS Appendix A). These three components work in tandem.

Introduction

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Qu e v an ti a tit t i l at a

ive Qu Reader and Task The Standard’s Model of Text Complexity (CCSS, Appendix A, p. 4)

1) Qualitative Characteristics of a Text (what makes it complex?) Qualitative characteristics refer to those aspects of text complexity that often require close observation and analysis that are best measured or only measurable by an attentive human reader. Qualitative characteristics include:

• Levels of Meaning (literary texts) or Purpose (informational texts):



• Structure



• Language Conventionality and Clarity



• Knowledge Demands

2) Quantitative Measures of a Text (how complex it is) Quantitative factors refer to observable and measurable aspects of a text - such as word length or frequency, sentence length, and text cohesion (typically measured by computer software). The following table demonstrates the new expectations for text complexity using Lexile ranges. Text Complexity Grade Bands and Associated Lexile Ranges for Middle and High School

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Text Complexity Grade 6–8 9–10 11–CCR

Band in the Standards Old Lexile Ranges 860–1010 960–1115 1070–1220

Lexile Ranges Aligned to CCR expectations 955–1155 1080–1305 1215–1355

3) Reader and Task Considerations While the qualitative and quantitative elements focus on the inherent complexity of text, consideration to the reader and the task must also be examined. Reader considerations may include variables such as motivation, knowledge, and experiences, while task considerations may include items such as purpose, complexity of the task assigned, and the questions posed. When determining if the text is appropriate, the teacher combines 2

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Introduction

what is known about the text (qualitative and quantitative measures) with what is known about the student and the task being assigned. When a teacher understands how complex a text is, why or what makes it complex, and has an understanding of the student’s knowledge and capabilities, as well as the difficulty of the task, the teacher is able to determine what educational supports are needed.

For more information and examples regarding text complexity within the CCSS, go to: http://www.corestandards.org/assets/Appendix_A.pdf.

Introduction

It is important to note that text complexity is not necessarily synonymous with text difficulty. According to Marc Bauerlein’s article, Too Dumb for Complex Texts (2011, Educational Leadership, pp. 28-32), complex text often contains “…dense meanings, elaborate structure, sophisticated vocabulary, and subtle authorial intentions… [which] require a slower labor. Readers can’t proceed to the next paragraph without grasping the previous one, can’t glide over unfamiliar words and phrases, and they can’t forget what they read four pages earlier.” Bauerlein goes on to say that complex text demands a willingness to probe, the capacity for uninterrupted thinking, and a receptivity to deep thinking. This requires the reader to slow down and think while reading complex texts.

For primary source text exemplars, go to http://www.corestandards.org/assets/Appendix_B.pdf.

Introduction

Shift 2: Content Area Literacy - Why are you, the History/Social Studies teacher, being asked to teach reading in your content area? Traditionally, when a student couldn’t read, content area teachers would often teach by substituting non-reading methods such as pure lecture, movies, etc. As a content area teacher, you are in an ideal position to teach reading based on the needs of your specific area for the following reasons:



• You can focus on specific approaches, skills, and strategies using multiple subject-specific texts, and reinforce critical thinking skills within your discipline.



• Even a text that an English teacher already includes in her curriculum may be approached differently by a history teacher. Historians focus on issues of causation and corroboration in ways that English teachers might not think about, and are particularly interested in separating fact from speculation and understanding how cultural or political context can affect an author’s voice and point of view. You are uniquely positioned to teach reading strategies which focus on these issues and encourage critical thinking.



• Y ou are more fully aware of academic vocabulary within your discipline, as well as clauses such as “Over the next decade, events led to war” and “They made enemies by their harsh standards.” (Fang & Schleppegrell [2008], Reading in second content areas: A language-based pedagogy; University of Michigan Press), that give additional context to historical events.



• You can reinforce comprehension skills from a historical perspective, for example: the concept of sequence through chronology and timelines; setting through reviewing historical locations and how they affect the events and characters; character analysis of historical characters through multiple historical

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Introduction

• Content area literacy is a unique thing, and you are the expert in your content area. You know what it means to be literate in history; ELA and reading teachers don’t. Reading and writing as a historian is different from reading and writing literature. Analyzing a historical text requires unique skills, and has a unique purpose. History has its own language and its own ways of disseminating and evaluating text. Introduction



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Introduction

documents; cause and effect by analyzing historical events – often in more than one document – as well as developing vocabulary, note taking skills, the use of graphic organizers, accessing prior knowledge, etc. You, as a content area teacher, can teach a variety of strategies within your discipline that will provide effective instruction in both reading and history/social studies.

• Y ou can help your students read like an historian by first looking at the source, historical evidence and timing, and how the document is written, then by looking at the content and evaluating it and the author’s claims and possible bias.

Shifts 4 and 5: Text-based Answers and Writing from Sources

Introduction

These shifts are related in that the student must return to the text to validate responses, and then take the text connection to the next level by learning to write from multiple sources. Text-based Answers: This shift has to do with evidence-based conversations among the students and teacher or evidence-based writing, thus ensuring that the students are going back to the text and citing evidence to support their answers or arguments/opinions. Requiring the student to give text-based evidence allows the student to connect to the text by paying careful attention to it. It encourages discipline in reading by finding and citing evidence, and eliminates undocumented reasoning often leading to unrelated discussions. It also allows for deeper thinking and understanding of the text.

Introduction

Note – while not all reading and discussions will be at a highly complex level, enough text and student conversation needs to be at a complex level often enough to enable the student to at least be on a trajectory to reach college expectations upon graduation. Writing from Sources: This shift requires that students take their writing beyond just the personal narrative. By reading information from multiple sources, connecting and engaging with the text, looking for and citing evidence, the student begins to analyze and synthesize the information and can generate his own informational text, with valid arguments, in a quality research paper.

Introduction

Introduction

Shift 6: Academic Vocabulary Vocabulary instruction is more than teaching words used in everyday speech. The academic vocabulary shift is closely related to text complexity in that students need to focus on words common to grade-level complex texts across their content areas, and have the vocabulary skills (e.g., using context clues, multiple-meaning words, etc.) necessary to determine the meaning of unknown words and phrases. Students will learn domain-specific vocabulary within content areas with a focus on the strategic instruction of pivotal and commonly found words within all content areas (e.g., “discourse” “theory” “generation” “commit”). Academic vocabulary instruction is more about teaching vocabulary skills and not vocabulary words in isolation. Students won’t be just copying new words and their definitions. They will be evaluating word choice within a text and discussing why the word may have been chosen, evaluating shades of meaning between similar words and how choosing one word over another varies the meaning, comparing the word in other texts and contexts, and/or looking for multiple or varied meanings. By focusing on academic vocabulary, the teacher is constantly enabling the student to build their ability to access more complex texts and use appropriate academic vocabulary learned through their reading in their writing and discussions. 4

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Introduction

Information on Common Core State Standards and Implementation General: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf This document contains all of the Common Core State ELA Standards. Scroll to pages 61 and 64 to view the standards for History/Social Studies. Don’t forget to review the Anchor Standards and grade level standards listed on the earlier pages. Link to Appendices A-C for additional information, exemplars, and writing samples: • http://www.corestandards.org/assets/Appendix_A.pdf



• http://www.corestandards.org/assets/Appendix_B.pdf



• http://www.corestandards.org/assets/Appendix_C.pdf

Introduction



http://vimeo.com Search Common Core for videos on how the CCSS will affect education, the architects of the project, and information on teaching to the new standards. http://www.eyeoneducation.com/bookstore/client/client_pages/pdfs/5ThingsCCSS_Davis.pdf This helpful article lists 5 things that every teacher should be doing to meet the CCSS. Introduction

http://www.smekenseducation.com/ This site includes many helpful resources for teaching to meet the CCSS expectations. Type Common Core in the search box. http://www.readwritethink.org This site contains many resources that will be helpful in implementing the Common Core Standards. Go to classroom resources for graphic organizers, print outs, writing prompts, etc.

History/Social Studies Implementation: http://teachinghistory.org/nhec-blog/25306 National History Education Clearinghouse The Common Core literacy pieces are unpacked, and examples are provided along with the rationale in this article. Introduction

http://www.gilderlehrman.org/history-by-era/literature-and-language-arts/resources/teachingcommon-core This Gilder Lehrman Institute of American History provides some background on teaching history in the context of CCSS and also provides a good selection of primary sources and other resources. http://blueprintforhistory.wordpress.com/2011/12/23/teaching-common-core-literacy-standards-inhistory-classes/ This article is about teaching Common Core Literacy Standards specifically in history classes. http://historyblueprint.org/index.htm This history site includes resources and graphic organizers that can be used in conjunction with teaching the CCSS history standards.

Introduction

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Common Core State Standards Volume I Focus Standards for History/Social Studies

CCSS: Volume I Focus History/Social Studies

Implementing the Common Core is a process, not an event. The instructional shifts we discussed earlier will take time. While all the standards are important, each volume of this resource guide will focus on only a small subset of the history/social studies literacy standards, to give teachers time to experiment and practice with a few new challenges each year. The following table outlines the Volume 1 focus standards. Grades 9-10 students: Grades 11-12 students: RH.11-12.1 Cite specific textual evidence to RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to support analysis of primary and secondary sources, such features as the date and origin of the information. connecting insights gained from specific details to an understanding of the text as a whole. RH.9-10.5 Analyze how a text uses structure to emphasize RH.11-12.5 Analyze in detail how a complex primary source key points or advance an explanation or analysis. is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH.9-10.8 Assess the extent to which the reasoning RH.11-12.8 Evaluate an author’s premises, claims, and and evidence in a text support the author’s claims. evidence by corroborating or challenging them with other information. RH.9-10.9 Compare and contrast treatments of the RH.11-12.9 Integrate information from diverse sources, same topic in several primary and secondary sources. both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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In addition, the writing focus for the research project will be on the following standard: Grades 11-12 students: WHST.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

CCSS: Volume I Focus History/Social Studies

Grades 9-10 students: WHST.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s c. Use words, phrases, and clauses to link the major sections knowledge level, concerns, values, and possible biases. of the text, create cohesion, and clarify the relationships c. Use words, phrases, and clauses as well as varied between claim(s) and reasons, between reasons and syntax to link the major sections of the text, create evidence, and between claim(s) and counterclaims. cohesion, and clarify the relationships between claim(s) d. Establish and maintain a formal style and objective and reasons, between reasons and evidence, and tone while attending to the norms and conventions of between claim(s) and counterclaims. the discipline in which they are writing. d. Establish and maintain a formal style and objective e. Provide a concluding statement or section that tone while attending to the norms and conventions of follows from and supports the argument presented. the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

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How to Teach Using the Common Core State Standards The Common Core anchor standards and secondary content literacy standards are similar and work together to provide the expectations. The anchor standards for literacy are broader, while the content literacy standards are more specific to the content area. With more emphasis being put on reading informational texts, content area teachers will need to provide much of the reading of these texts within their area. Students will need to read more primary source documents and compare the information with that found in secondary source documents, all the while analyzing and evaluating both. Authors’ claims will be evaluated. Text structure will be analyzed. And students will be required to cite textual evidence in their responses, both in discussion and in their writings. Let’s look a little closer at these expectations and key areas that will need to be reinforced in order to meet the standards.

Teach Using Commmon Core State Standards

Primary and Secondary Sources Several standards refer to primary and secondary source documents. What is a primary source document? How does it differ from a secondary source document? Simply put, a primary source is the original document or source with first-hand information created at or near the time of the event. These include historical documents such as the Declaration of Independence and the Gettysburg Address, speeches made by presidents, legal documents, statistical data, original research studies or experiment results, art pieces, etc. Secondary sources are documents written about a primary source. An article with a commentator’s thoughts about the president’s inaugural address is a secondary source. Secondary sources are typically articles (e.g., text book, newspapers, magazines), reviews, commentaries, biographies, and evaluations of someone’s work or an event. An eyewitness account of a car accident is a primary source; the nightly news story about the accident is a secondary source. It is important to assess both primary and secondary sources to determine authenticity and validity. When determining if a document or artifact is a primary or secondary source, or if the information in the document can be trusted, students should be taught to ask the following questions:

• Is this a first-hand eyewitness account? Was the author present at the event being described? If not, where did the information come from? Do other accounts corroborate the information?



• Did an expert in the field personally examine the artifact (e.g., an original painting or print of a painting) and review it, or did a novice review it or just read a review about the object?



• Is the document true? This may sound basic, but do experts recognize the authenticity of the document? Just because it sounds true, doesn’t always mean it is. For example, if a recent discovery of a never-before-seen diary of Thomas Jefferson appears online, and it contains contradictory facts about the Revolutionary War, the diary may look authentic, and read like a primary source document, but without being verified by historians and corroborated using other evidence, it wouldn’t yet be considered a primary source document. Students must learn to analyze and evaluate the information, looking for evidence as to its validity, especially when using internet sources.



• Are sources cited in a secondary document, giving credit to other authors or articles? Is there enough evidence to corroborate what is being said?

When comparing primary and secondary sources, students should also ask questions such as: 8

• Why did the author write this document (primary and secondary)? HS American History/Government Teacher Resource Guide

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• Does the information match or contradict each other?



• Are facts included that can be verified?



• Do the authors have an agenda? Is bias evident? Does one document include more opinion than fact?

Students must analyze and determine if the author’s evidence is based on first or second-hand sources, and as a result, if there is enough evidence to validate the claims. They must analyze the structure of the text to determine how the parts contribute to the whole. They must compare and evaluate primary and secondary sources to confirm or refute the evidence. By learning to question the source and distinguish between the evidence in primary and secondary sources and compare and corroborate the information in both, the student will be better able to analyze and either dispute or validate claims made by the authors. In order to encourage critical thinking and make the best use of multiple texts, ask questions that require the students to draw on what they’ve learned through reading multiple sources. Again, ask: Why did the author write the document? Does the information in various accounts match, or is there conflicting information? Do the documents contain facts? By analyzing and evaluating the information they’ve read, the students can then synthesize the information as a whole and determine what arguments they need to make to refute or confirm what they’ve read.

Resources about Using Primary and Secondary Sources: Teach Using Commmon Core State Standards

http://teachinghistory.org/best-practices/using-primary-sources/14578 (Teaching History) This is an excellent resource for guiding students into a deeper analysis of primary sources. The guides focus on life histories, objects, and photographs. http://www.loc.gov/teachers/tps/journal/common_core/pdf/common_core.pdf (Teaching with Primary Sources Journal) This site contains the article, “Primary Sources and the Common Core State Standards” and is a resource for using primary sources. http://www.ithacalibrary.com/sp/subjects/primary (Ithaca College Library) The site clearly defines primary and secondary sources, what is included in each category, and differentiating between the two. It also includes information on when a source can be both a primary and secondary source, and even when to consider tertiary sources. http://www.loc.gov/teachers/tps/journal/common_core/article.html is a link to the article, “Primary Sources: At the Heart of the Common Core Standards.” The article summarizes the importance of using primary sources to meet the expectations of the CCSS and includes examples, information on finding sources, and how they are used. http://learni.st/learnings/21699-what-is-historical-thinking The video on this site is about thinking historically and includes information on using and comparing sources. http://ssnces.ncdpi.wikispaces.net/file/view/Conference+Presentation-Using+Library+of+Congr ess+Primary+Sources+-Using+Lincoln’s+Assassination+as+The+Example+Content.pdf This slide presentation demonstrates how a teacher can use primary sources to make a lesson fun and engaging. http://www.ehow.com/info_12181616_critique-sources.html This short article explains how to critique sources and evaluate for credibility.

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Analyzing Text Students must learn to analyze text independently. One of the ways this can be done is to read. Reread. Reread again. And again, if necessary. In a world of quick IMs and text messages, students equate reading quickly with being a good reader. They need to be retaught what it means to delve deeply into a text and dig for understanding, which takes more than one reading of the text. It takes time to learn to analyze text and it doesn’t happen overnight. Students must be given time to investigate the text. It takes patience on the part of the student, as well as the teacher. Getting students to dig deeply into a text requires a different set of questions and tasks from a teacher—much more than requests for basic comprehension. This can be challenging for teachers, as the language in historical documents can easily become overwhelming for students, leading teachers to resort to secondary documents rather than helping the students gain the skill of untangling and making sense of rich text. One of the first steps to analyzing text is to determine text structure and look for text features. Students should scan the text for specific text features such as titles/headings, subtitles, italics, key words, etc., and ask themselves why they think the author arranged the text in this way and/or added the noted features. The student should also determine how the text is structured (chronological, cause/effect, compare/contrast, problem/solution, narrative or table, combination, etc.) and how the structure affects the readability and contributes to the overall message conveyed.

Teach Using Commmon Core State Standards

Teachers can help students analyze text, specifically primary source or more difficult texts, by examining:

• Text structure –how the text is structured (e.g., chronological, cause/effect), any text features that were included (e.g., headings, bolded text), type of text/how the text is presented (e.g., prose, poetry, narrative, play), as well as patterns, similarities, repetitions, figures of speech, etc.



• Text meaning - what exactly the text says and what inferences can be made, if any; are facts included or just opinion? Is there anything that seems out of place or doesn’t make sense (not just in comprehending the text, but based on the student’s knowledge of the author or time period)?



• Author - his voice, claims, arguments, and possible bias; information about the author and his background, society and history during his life, etc.



• Language - specific word choice/vocabulary and phrases, and the historical significance of the word if it is an older document; determine how “the little pieces” or details, which include word choice, connect to the whole.



• Historical context – what was happening during this period, and how might it have affected the author and his claims?

These are all skills and strategies that students must learn before they can gain academic independence. Encourage the student to read with a pencil - take notes, write down questions, look for things that don’t make sense. Question the author and look for answers. The following questions from the article, “Analyzing a Text” (author not listed) found at http://learni.st/learnings/29118-analyzing-a-text are great examples of questions that will help analyze the text and provide more information. General questions that you can use as a model to formulate specific questions about a specific text: 1. What is the problem or question that motivates the author?

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2. From what context is the author writing? 3. What assumptions does the author bring to the text? 4. What argument is the author putting forth? 5. What contradictions do you find in the text? Why are they there? How do they affect your understanding of the text? 6. What evidence does the author use to support his or her assertions? Why? 7. How is the text structured? How does the structure affect your understanding of the theme or argument? 8. What rhetorical choices (concerning style or word choice, for example) does the author make? How do these choices help to convey the meaning of the text? In a play, for example you might ask how the author’s choice of setting relates to the theme of the play. In a poem, you might ask how the voice (who is speaking--the poet or someone else) helps to convey the theme. You do not need to consider all rhetorical strategies in your own analysis.

Teach Using Commmon Core State Standards

9. What do you think are the key passages in the text? Why are they important? How do they work with the rest of the text to convey the author’s meaning? 10. What assumptions do you bring to this text? To what extent has the author considered your needs as a reader? Encourage discussion between students, note taking, text annotation, and the use of graphic organizers that allow students to plot information, to aid in the text analysis. Also encourage students to explore their own creativity while analyzing text by allowing them to look for new solutions and/or perspectives, and finding unusual or interesting connections between different texts.

Resources about Analyzing Text: http://learni.st/learnings/29118-analyzing-a-text (The Writing Center, Cambridge MA) The article defines text and analysis, answers why text should be analyzed, and includes general questions that can be modeled when analyzing text with students. http://www.gilderlehrman.org/history-by-era/literature-and-language-arts/resources/teachingcommon-core (The Gilder Lehrman Institute of American History) This is an excellent resource for all American History topics; the article is specific to analyzing historical texts and includes links to Common Core units in American History. http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html (iTeach. iCoach. iBlog) “Five Close Teaching Strategies to Support the Common Core” – excellent blog article on using close reading strategies to help analyze text.

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Citing Textual Evidence Students are expected to think more critically and defend their rationale and answers by going back to the text and citing evidence when responding to questions or making claims based on the text. The average student prefers to generalize their answers, or infer information that may not be accurate based on the text. By encouraging the student to “prove” his/her answer, the student will think more critically and make more accurate inferences while reading. Citing textual evidence goes hand in hand with analyzing text, and is perhaps one of the most significant changes in the way teachers will meet the expectations of the CCSS.

Teach Using Commmon Core State Standards

Previous reading strategies have included pre-reading questions focused on accessing the student’s prior knowledge and experience in order to help the student make personal connections to the text. While accessing prior knowledge seems like a very worthwhile strategy and shouldn’t be entirely eliminated, the new standards expect the teacher to move quickly into the text and focus on text-dependent questions. Authors of the CCSS encourage teachers to now take the time previously spent in prior knowledge questioning to be spent in the actual text. As teachers develop and ask questions that require their students to respond with answers supported by text, not personal experiences or feelings, the students will begin to draw their own conclusions about the text during and after reading, thus avoiding parroting back previous teacher comments in response to “prior knowledge” questions. Students will still connect to the text, but the connections are based on the text itself, and not as much on personal experiences. By asking text based questions, students will begin to form their own opinions and reactions to the text, not those given to them by the teacher. The biggest challenge for the teacher is to create text-based quality questions, not trivial questions or those not based on the text. Achieve the Core (see link below) has a free article, “Guide to Creating Questions for Close Analytic Reading” (not copyrighted) about creating text dependent questions. According to the article, …a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them. For example, in a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text dependent questions:

• Why did the North fight the Civil War?



• Have you ever been to a funeral or gravesite?



• Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

[Note: This is not to say that these types of questions are not still important. Students do need personal connections, and these types of questions still have their place in generating hooks and engaging students. However, teacher should move into the text and begin to focus on text-based questions as soon as possible.] The overarching problem with these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them. Responding to these sorts of questions instead requires students to go outside the text. Such questions can be tempting to ask because they are likely to get students talking, but they take students away from considering the actual point Lincoln is making. They seek to 12

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elicit a personal or general response that relies on individual experience and opinion, and answering them will not move students closer to understanding the text of the “Gettysburg Address.” Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading. Typical text dependent questions ask students to perform one or more of the following tasks: • Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words



• Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another



• Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole



• Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts



• Question why authors choose to begin and end when they do



• Note and assess patterns of writing and what they achieve



• Consider what the text leaves uncertain or unstated

Teach Using Commmon Core State Standards



An effective set of text dependent questions delves systematically into a text to guide students in extracting the key meanings or ideas found there. They typically begin by exploring specific words, details, and arguments and then moves on to examine the impact of those specifics on the text as a whole. Along the way they target academic vocabulary and specific sentence structures as critical focus points for gaining comprehension. The article goes on to list seven steps for generating a complete and coherent body of text dependent questions: 1) Identify the Core Understandings and Key Ideas of the Text 2) Start Small to Build Confidence 3) Target Vocabulary and Text Structure 4) Tackle Tough Sections Head-on 5) Create Coherent Sequences of Text Dependent Questions 6) Identify the Standards That Are Being Addressed 7) Create the Culminating Assessment Go to http://www.achievethecore.org/steal-these-tools/text-dependent-questions (copy and paste link into address bar) for the complete article.

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As mentioned in the Analyzing Text section, annotating text is one way students can analyze text and make citing textual evidence easier, because it will have been marked in some way. Teach them some close reading annotation skills, so that citing evidence will be easier for them. Annotating and note taking will also help the students to think about what they are reading and look for important facts, claims, arguments, and other pieces of evidence that will deepen meaning as they read. If using text that cannot be marked, encourage students to use sticky notes, note cards, or a journal.

Resources about Citing Textual Evidence: http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html (iTeach. iCoach. iBlog) “Five Close Teaching Strategies to Support the Common Core” – excellent blog article on using close reading strategies to help analyze text. http://www.achievethecore.org/ (Achieve The Core – you will need to copy and paste the link) is dedicated to helping teachers understand and implement the CCSS. All information is available with no worry of copyright infringement. This site provides free, high-quality resources to educators. The article on creating text based questions is from this site.

Teach Using Commmon Core State Standards

http://www.collaborizeclassroom.com/Resources/Core_HS_hist_sm.pdf This link is to a table listing the history/social studies standards and an activity that can be done to implement the standard. http://www.sde.idaho.gov/site/social_studies/docs/core/Cite%20Evidence.pdf This PDF history lesson from an Idaho district is based on the history/social studies standard RH.1 for citing evidence. http://learni.st/users/chapma61/boards/3639-informational-reading-eighth-grade-citing-textualevidence (Learnist) This 10 minute video teaches 8th grade students about citing evidence (literacy standard RI.1), but is still relevant in helping all secondary teachers with citing textual evidence. Examples of graphic organizers are also included in lesson.

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Online Resources by Standard (The following internet resources are based on the Volume 1 focus standards. Note: All links in this document are live at the time of this writing and sites have been reviewed for appropriate content and advertising. We cannot control content that may be added, or sites that may be discontinued in the future. All sites should be reviewed by the teacher for appropriateness if being given to students. ) RH.11-12.1 Cite specific textual evidence to support RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending analysis of primary and secondary sources, connecting insights gained from specific details to an to such features as the date and origin of the understanding of the text as a whole. information. http://secondarysolutionsblog.com/2012/03/attacking-the-common-core-standards-informationaltexts-part-three-using-textual-evidence-to-support-inferences-within-a-non-fiction-text/ This blog site contains ideas, tips, and tools for the middle and high school teacher. The article in the link is about using and citing textual evidence. http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html This article gives information about using textual evidence and also contains activities that can be used during instruction. Some activities may need to be modified for older students. http://www.sde.idaho.gov/site/social_studies/docs/core/Cite%20Evidence.pdf This PDF history lesson from an Idaho district is based on the history/social studies standard RH.1 for citing evidence. http://langwitches.org/blog/2012/03/01/annotexting/ The site gives information about helping students annotate texts in order to deepen learning, cite evidence, and make evidence based inferences. http://learni.st/users/ann.vaseliades/boards/2307-cite-textual-evidence - The video on this site is about thinking historically; it focuses on five key aspects particularly relevant to the K-12 classroom and includes information about citing evidence. Online Resources by Standard

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RH.11-12.5 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. http://www.literacydesigncollaborative.org/ The Literacy Design Collaborative is a loosely affiliated group of partners interested in making sure secondary teachers have strong supports for teaching literacy in content areas. The LDC framework is used to create LDC tasks, modules, and courses designed to teach students to meet the new Common Core Literacy Standards while also learning to meet content demands at high levels of performance. There is a link to several useful templates. RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

http://www.learner.org/jnorth/tm/ReadStrat7.html Identifying the structure of a text helps readers read efficiently and organize ideas for synthesizing and summarizing. The site provides information about text structures and strategies that fit a particular text based on knowledge of how the information is organized, therefore allowing students to anticipate what information will be revealed in a selection by understanding text structure. http://www.scholastic.com/teachers/top-teaching/2012/05/analyzing-text-structures The site addresses the topic of analyzing text structure and how the author uses information within the structure, as well as comparing and contrasting how two authors utilize information from historical events when writing in different genres. Lesson plan included, although it will need to be modified for older students. http://www.adlit.org/strategies/23336/ This site is an excellent resource for teaching secondary students about text structure and how information within a written text is organized. It provides information to help students recognize common text structures that can help students monitor their comprehension.

Online Resources by Standard

http://www.austinschools.org/curriculum/la/resources/documents/instResources/LA_res_TxtStruc_ ORS_Module.pdf This comprehensive document thoroughly examines text structure and text features. It was written for teachers of elementary students, but the information is worthwhile for secondary teachers not familiar with teaching text structure and features. RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. http://www.choices.edu/about/common-core.php The site, aligned with CCSS, helps teach students to support claims and arguments through the use of role-play and historical texts. The lessons cost, but the site spurs ideas for lessons that can be created by the teacher. http://www.globaled.uconn.edu/files/C-E-R%20Brainstorm%20final.pdf This site contains a persuasive argumentation teaching activity in which students learn about claims, evidence, and reasoning; academic vs. propagandist persuasion; and assertions, questions, proposals. http://www.sde.idaho.gov/site/social_studies/docs/core/Fact,%20Opinion,%20Reasoning.pdf This document is specific to the RH.8 standard and gives ideas and lessons for teaching this standard. Graphic organizers also included. http://teachinghistory.org/best-practices/teaching-with-textbooks/20574 This article teaches students to question the text and examine it for bias. The main site contains multiple ideas and resources for teaching history.

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RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. http://teachinghistory.org/teaching-materials/lesson-plan-reviews/25034 This page contains a lesson in which students read several versions of the story of the first Thanksgiving. They analyze the source and perspective of each version, and discuss the reasons that the story of the first Thanksgiving might generate so much controversy. It’s a good example of comparing and contrasting multiple sources. The main site contains many such examples. Type compare and contrast multiple sources in the search box for more ideas. http://www.sde.idaho.gov/site/social_studies/docs/core/Text%20Comparisons.pdf This document is specific to the RH.9 standard and gives ideas and lessons for teaching this standard. Graphic organizers also included. http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpsources/ This site contains lesson plan for comparing and contrasting three sources. It’s written for elementary, but is a good reference for older grades as well. http://www.ehow.com/how_7733886_contrast-primary-secondary-source.html This resource focuses more on comparing/contrasting primary sources from secondary sources while writing. http://www.swcs.k12.oh.us/home/studentlearning/FOV1-0003B1BB/FOV1-0003B1BE/5th%20grade%20 resource%20book/5th%20compare-contrast/5th%20-%20compare-contrast.pdf This document fully explains the concept and gives examples. Some examples will need to be modified for older students.

Online Resources by Standard

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WHST.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WHST.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations c. Use words, phrases, and clauses to link the major sections of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. of the text, create cohesion, and clarify the relationships c. Use words, phrases, and clauses as well as between claim(s) and reasons, between reasons and varied syntax to link the major sections of the evidence, and between claim(s) and counterclaims. text, create cohesion, and clarify the relationships d. Establish and maintain a formal style and objective between claim(s) and reasons, between reasons and tone while attending to the norms and conventions of evidence, and between claim(s) and counterclaims. the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Online Resources by Standard

e. Provide a concluding statement or section that follows from and supports the argument presented. http://www.ehow.com/how_7733886_contrast-primary-secondary-source.html This resource focuses more on comparing and contrasting primary sources from secondary sources while writing. http://learni.st/users/421/boards/3428-using-claims-counter-claims-evidence-and-reasoning-tosupport-arguments-in-writing This is an excellent resource for writing arguments based on CCSS expectations. Videos, examples, and activities are included. http://www.heinemann.com/shared/onlineresources/E01396/introAndChapter1.pdf This document contains the introduction and first chapter of Teaching Argument Writing Grades 6-12. The focus is on how to write an argument, supporting claims with relevant evidence and clear reasoning. Even though it’s only the beginning of the book, it still contains valuable information. http://reading-la.greenwich.wikispaces.net/file/view/Argument+article.pdf This document focuses on teaching argument in critical thinking and writing. http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Writing%2011-12/Argument/Intro%20to%20Argument. pdf This document explains how to meet CCSS expectations in writing an argument, and includes lesson examples. http://learni.st/learnings/21939-what-is-evidence-and-how-do-you-use-it This article demonstrates that good writing is supported with solid evidence. It is written for college students but does a good job explaining what evidence is, where to find it, and how to use it to support arguments. 18

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Primary Source Resources to Support History/Social Studies http://www.constitution.org/primarysources/primarysources.html The site contains a massive collection of the literature and documents which were most relevant to the colonists’ lives in America. http://www.archives.gov/education/lessons/ The National Archives contains documents that are listed by era and also includes lesson plans for the documents. http://Google.com Search for primary source documents using Google. Type “Primary Source Documents” in the box. It will automatically list additional suggestions for era and major events. Click on choice for the remainder of the search or continue with your own topic, and a full selection will appear. http://teachinghistory.org/ This site is the home of the National History Education Clearinghouse, a single destination for K-12 American history content, teaching methods, and much more, including information helpful for meeting CCSS expectations. http://www.gilderlehrman.org/history-by-era/literature-and-language-arts/resources/teaching-common-core This Gilder Lehrman Institute of American History provides some background on teaching history in the context of CCSS and also provides a good selection of primary sources and other resources. http://engageny.org/resource/the-gettysburg-address-a-curricular-exemplar-in-literacy/ This video is an excellent example of a CCSS lesson using The Gettysburg Address.



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Primary Source Resources

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American History Activity Examples

American History Activity Examples Era: Discovery of America and Early Years Standard and Document(s) RH.1, RH.5 Diary of Columbus: http://www.vlib.us/amdocs/acolon.html

RH.1, RH.8, RH.9 Mayflower Compact: http://avalon.law.yale.edu/17th_century/ mayflower.asp

RH.1, RH.5, RH.8, RH.9 Washington’s Obituary: http://www.earlyamerica.com/ earlyamerica/obits/washington.html RH.1, RH.5, RH.9 Lewis and Clark Expedition Journals http://lewisandclarkjournals.unl.edu/

RH.1, RH.5, RH.8, RH.9 Gold Rush “eye witness” account http://www.eyewitnesstohistory.com/ pfcaliforniagoldrush.htm

Activities: Students will review Columbus’s diary excerpt and analyze the text structure and how it affects the flow and ability to read the document. Determine and explain how the structure contributes to the overall understanding of the diary. Ask text-based questions about the voyage. Students will compare examples of other government compacts (e.g., Family Compact) and other secondary sources about the Mayflower Compact. Compare/contrast present day “laws” with the Compact and discuss how they’ve changed over time. Determine why they’ve changed and base arguments on valid claims. Ask text-based questions about the documents. Review Washington’s obituary (and subsequent news articles in same link). Analyze the information, structure, and claims. Compare it to other historical documents about how and when he died. Compare/contrast it to another president’s obituary (suggest FDR) and a current day celebrity. Ask text-based questions. Choose a variety of journal entries from the start of the trip in 1803, late 1804, and nearing the end in 1806. Compare and contrast the tone and mood of the entries from the start of the expedition, to the winter of 1804, to the completion of the trip in 1806. Compare the information with secondary sources about the expedition. Analyze and evaluate the claims in the secondary sources for accuracy. Determine how the text structure of the journals differs from the information in the secondary sources and which one leads to better understanding of the whole. Ask text-based questions. Students will read the “eye witness” account of the Gold Rush and analyze the information for authenticity, determine if the claims made are real, and base reasons on text. Compare the information with secondary accounts of the Gold Rush. Review the structure of the text, how the writer presents his information, and how it affects the overall understanding. Look for text features (bolding, graphics, italics, etc.) in the document and determine how they affect the way the account is read. Ask textbased questions.

Please note: This is a sample document. Complete resource guide includes support for all historical periods and all topics in American Government. 20

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Influence: Thomas Paine and America’s Future 11th Grade American History Activity Examples This following is an example of how a teacher can use primary and secondary source documents to incorporate the four standards emphasized within Volume 1 of this guide. These activities can take place over multiple days. The total number of days will be determined by the number of subthemes and the amount of reading selected. Influence: Thomas Paine

Grades 11 students: RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.5 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. RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Period: American Revolution Topic: Influence: Thomas Paine and America’s Future • How can one person influence the future of an entire nation? • What events and people influenced the writings of Thomas Paine? • How did Paine’s writings influence his contemporaries and the events of the time, specifically Thomas Jefferson, Ben Franklin, the Declaration of Independence, and ultimately, the future of the United States? Primary source documents: Common Sense (1776), The American Crisis (1776-83), Declaration of Independence (1776), The Tea Party Movement (present day) (Excerpts follow activities.) Secondary source documents: See internet links that follow the activities; research additional links, articles, texts, and books. Choose an article from the Tea Party movement (http://teaparty.org) so that students can compare primary source documents with present day events. Also, find a current article about the Tea Party that is not included in their website. Sample key words/phrases: • influence • (from Common Sense) sufficiently fashionable, superficial appearance, formidable outcry, tumult, converts

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Influence: Thomas Paine

• Investigate the history of Thomas Paine through multiple resources, including primary sources (e.g., digital, text book, library, etc.). 1  are  2.1 Students

expected to analyze the text features and structure in order to determine how to get the most information out of the text.

think-aloud:  2.2 Model

“I see headings and subheadings. I wonder why the author divided it this way. This must be an important point the author wants me to recognize. Hmmm, I see some words like ‘as a result,’ ‘consequently,’ ‘in order to’ – this must mean this is structured as cause and effect. I will need to watch for causes and their effects as I’m reading.”

Influence: Thomas Paine

Influence: Thomas Paine

Tasks:

Influence: Thomas Paine Influence: Thomas Paine

exposed to primary sources and multiple texts in order to investigate the topic.

• Analyze the text structure and features of each document read to determine how the text features and structure emphasizes key points, the overall readability, and access to information. Determine how the information is presented (i.e., cause effect, sequential), and how it affects and/or contributes the understanding of the overall content. (RH.5) 2.1 2.2 • Determine what/who influenced Paine during this time of American History and the effects of these influences. Notable influences: his Quaker background, Ben Franklin and Thomas Jefferson, civil unrest, British tyranny, etc. Compare and contrast the effects of the influences from each source, and synthesize the information into one main understanding of the greatest influences. (RH.9) 3  • Cite evidence in responding to questions, during discussion and/or in writing, regarding influences and their impact on his life and the lives of others (positive and/or negative). (RH.1.) (See excerpts and resource links that follow for primary and secondary sources.) 4 

Activity Examples: • Start activity topic with a discussion on the word influence and what it means. Dig deeply into the word, its nuances, multiple-meanings, implications, and connotations. 5 Ask: Is it possible for one person or a small group of like-minded individuals to really change history? Discuss what types of influences build us into who we are and how we can, in turn, make a lasting influence on others. 6  • Have students read information on Paine’s Quaker upbringing, Quaker beliefs, and his writings regarding his beliefs; ask text-based questions such as: How did Paine’s Quaker background influence his life? How did Paine reconcile his current beliefs with his Quaker pacifist upbringing? Did Paine completely abdicate his Quaker beliefs? Explain. How does his story compare to later or present day revolutionaries? (RH.1 and RH.9.) • Have students read information on the relationship between Paine and Franklin, then discuss with a small group the following questions: How did Ben Franklin influence Paine’s life? Did Paine influence Franklin in any way? Explain. If Paine hadn’t met 22

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 student will need 3 The

to gather information from several diverse sources and integrate the information into a coherent idea.

must  4 Teachers

ask text-based questions so that the students can answer the questions based on what was read.

 student is 5 The

expected to dig deeply into all aspects of a single word, not just define it.

 students are 6 The

being engaged in a limited activity accessing prior knowledge regarding influence. The goal is to get their thought processes moving and engage them, but not to waste valuable reading time on discussion that will take away from the text.

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• Read information on Paine and Thomas Jefferson. Respond to the following questions with a partner, then share with group: How did Paine influence Thomas Jefferson? Did Paine impact the Declaration of Independence in any way? If so, how. Cite evidence. (RH.1, RH.8, and RH.9)



◊ Analyze each section of this statement, and discuss what Paine wanted the reader to understand, the conclusions he made, and if his claims are accurate. 7  ◊ Ask and discuss: what is meant by superficial appearance? Formidable outcry? Tumult? Converts? Analyze the language Paine uses and why he chose the words he did. Were they just common words of the time, or were they chosen carefully in order to gain more understanding of his cause? Give examples. 8



◊ Continue reading the excerpts and discuss (or journal), and evaluate Paine’s writings and compare them with the other information learned about Paine through secondary sources. Explain what you think he meant and why? Common Sense became a best seller of the age. How did these thoughts influence the colonials? Were Paine’s beliefs valid? Do you agree or disagree with Paine’s writings? Why/why not? Assess and evaluate Paine’s claims and cite evidence for why you believe his opinions were or weren’t valid and why you agree or disagree. Cite secondary sources as well. (RH.1, RH.8) 9 

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expected to evaluate the claims made by the author and corroborate them with other information, and then argue in defense of his claims or challenge them, citing evidence.

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Influence: Thomas Paine

• Compare and analyze the language of Common Sense with the language of the Declaration of Independence. Evaluate both. Were the claims accurate? Is there any common language? Is it possible that Jefferson and Paine discussed the information and Paine contributed without being one of the actual authors? Cite evidence; look for common language, dates written, and common influences. (RH.1, RH.8, and RH.9)

 student is 9 The

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expected to dig deeper into the text and critically analyze the language used, what is meant, and if the claims are valid. This cannot be done in a quick reading. It takes time and thought to analyze and synthesize the thoughts to gain full understanding of what is being said.



“Wow, there’s a lot of information in these few words. I need to slow down and re-read this a couple more times. I wonder what he means by ‘…a long habit of not thinking a thing wrong.’ I think maybe he’s referring to believing in something that’s not true for a long period of time…. I know one meaning of the word habit is to do something over and over, like a routine. He might mean that it’s become a routine to think something is not wrong, when maybe it is….”

Influence: Thomas Paine

are  8 Students

think-aloud:  7 Model

Influence: Thomas Paine

• Discussion: read the following excerpts from Common Sense (next section) and discuss. Draw attention to the bolded text (bolding added for discussion and not part of the text, however, capitalized words are part of the original text) and discuss as a group. Evaluate the statement: “…a long habit of not thinking a thing WRONG, gives it a superficial appearance of being RIGHT, and raises at first a formidable outcry in defense of custom. But the tumult soon subsides. Time makes more converts than reason.” Note: a great deal of time can be spent on this quote. Divide it as follows, and discuss in sections: “…a long habit of not thinking a thing WRONG, gives it a superficial appearance of being RIGHT, / and raises at first a formidable outcry in defense of custom. / But the tumult soon subsides. /Time makes more converts than reason.”

Influence: Thomas Paine

Franklin, how might this have changed American History? Base answers on text and cite your evidence. (RH.1., RH.8, and RH.9)

Influence: Thomas Paine Influence: Thomas Paine Influence: Thomas Paine Influence: Thomas Paine Influence: Thomas Paine

• Read portions (or all, if time allows) of Common Sense and The American Crisis. Note: Common Sense was published prior the Declaration of Independence. The American Crisis (AKA – The Crisis) is a series of articles published the winter after the Declaration of Independence, through 1783. Evaluate Paine’s claims and determine their truth based on secondary source documents leading up to the Revolution. (RH.8, RH.9) • Read information on human rights and documents stating Paine was considered a human rights’ advocate. Answer the following: Why was Paine considered a human rights’ advocate? Is this an accurate depiction? Is this claim based on evidence? If his writings helped modern human rights, explain how. Did his beliefs/writings affect future women’s rights or the abolishment of slavery in any way? If so, how? Did his Quaker upbringing influence his beliefs regarding human rights? Explain. (Note: the Quakers formed the first Antislavery Society in 1775.) Cite evidence. (RH.1, RH.8, RH.9) 10  • Read the first paragraph of the December 23, 1776 installment of The American Crisis and first and last paragraph of the April 19, 1783 excerpts (next section). Analyze the change in tone between the two and Common Sense and compare/contrast. (RH.9)

 student will 10 The

integrate the knowledge he’s learned from multiple sources and draw conclusions regarding the impact of Paine’s influence on events occurring decades or even hundreds of years later, referring back to original theme of influence.

• View the following 2-minute online video: http://www.history.com/topics/declaration-of-independence/ videos#the-people-speak-2 - Matt Damon recites the Declaration of Independence and interjects his thoughts as he recites.

◊ Evaluate the following Damon quote “The history we hear, it’s all based on who’s telling the story. It’s always going to be from somebody’s point of view. You have to think about who’s telling you and why. You can’t just accept what you read or what you’re told….” Is his opinion valid? Evaluate the sentence, “It’s always going to be from somebody’s point of view.” Evaluate Damon’s claims. Determine how his comments relate to the Declaration of Independence and if Thomas Paine would agree or disagree. Cite evidence for answers. (RH.1, RH.8, RH.9) 11 

technology  11 Include

and digital resources. Also include secondary sources from current events or people to draw correlations or stimulate conversation regarding the influence of primary source documents on today’s society.

• Instruct students to view (or show as a class) the Tea Party movement website, and read the information about what the movement believes (http://teaparty.org/ about-us/). Compare/contrast the Tea Party beliefs to the beliefs of the American Revolutionaries as found in Thomas Paine’s Common Sense and American Crisis, and/or the Declaration of Independence. How are they similar? Different? (Teacher: View several articles on the website and choose one or two for the students to analyze.) Analyze the content of one of the articles on the website. Is there any bias? Do the authors corroborate their statements with facts? Did Paine show bias and corroborate his statements with facts? Would the Tea Party agree with Paine’s statement, “Society in every state is a blessing, but Government, even in its best state, is but a necessary evil; in its worst state an intolerable one…?” Why or why not? Cite evidence for your answers. (Teacher: find another current article about the Tea Party, but not from their website.) Ask students to compare the second article to the article read from the website. Did the author substantiate his claims? Is there a reverse bias evident? Would the author of the second article agree with Paine’s statement above? Evaluate each author’s premises, claims, and evidence by corroborating or challenging them with other information; synthesize all of the information into a coherent understanding of an idea or event, noting 24

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 student should 12 The

Influence: Thomas Paine

make comparisons between the primary sources and present day documents and determine if the primary source still has relevance and influence on what is happening today. The student will also compare another present day source from a differing political view with the first article and Paine’s statement in order to synthesize all of the information into a coherent understanding of all documents.

Influence: Thomas Paine

discrepancies among sources. Read the last statement of The Tea Party Movement: “The true founders of the Tea Party were the brave Patriots who dared challenge the status quo in 1773; we are merely their beneficiaries.” Based on your readings, would the patriots agree or disagree with this statement. Cite textual evidence to corroborate your response. (RH.1, RH.8, RH.9) 12 

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Influence: Thomas Paine

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Primary Source Excerpts Common Sense excerpts: From the Introduction: Perhaps the sentiments contained in the following pages, are not YET sufficiently fashionable to procure them general favour; a long habit of not thinking a thing WRONG, gives it a superficial appearance of being RIGHT, and raises at first a formidable outcry in defense of custom. But the tumult soon subsides. Time makes more converts than reason. As a long and violent abuse of power, is generally the Means of calling the right of it in question (and in Matters too which might never have been thought of, had not the Sufferers been aggravated into the inquiry) and as the King of England hath undertaken in his OWN RIGHT, to support the Parliament in what he calls THEIRS, and as the good people of this country are grievously oppressed by the combination, they have an undoubted privilege to inquire into the pretensions of both, and equally to reject the usurpation of either. In the following sheets, the author hath studiously avoided every thing which is personal among ourselves. Compliments as well as censure to individuals make no part thereof. The wise, and the worthy, need not the triumph of a pamphlet; and those whose sentiments are injudicious, or unfriendly, will cease of themselves unless too much pains are bestowed upon their conversion. The cause of America is in a great measure the cause of all mankind. Many circumstances hath, and will arise, which are not local, but universal, and through which the principles of all Lovers of Mankind are affected, and in the Event of which, their Affections are interested. The laying a Country desolate with Fire and Sword, declaring War against the natural rights of all Mankind, and extirpating the Defenders thereof from the Face of the Earth, is the Concern of every Man to whom Nature hath given the Power of feeling; of which Class, regardless of Party Censure, is the AUTHOR.

Influence: Thomas Paine

Influence: Thomas Paine

Influence: Thomas Paine

Influence: Thomas Paine and America’s Future

From first two paragraphs of section: Of the Origin and Design of Government in General, with Concise Remarks on the English Constitution:

Influence: Thomas Paine

Influence: Thomas Paine

SOME writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness POSITIVELY by uniting our affections, the latter NEGATIVELY by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher. Society in every state is a blessing, but Government, even in its best state, is but a necessary evil; in its worst state an intolerable one: for when we suffer, or are exposed to the same miseries BY A GOVERNMENT, which we might expect in a country WITHOUT GOVERNMENT, our calamity is heightened by reflecting that we furnish the means by which we suffer. Government, like dress, is the badge of lost innocence; the palaces of kings are built upon the ruins of the bowers of paradise. For were the impulses of conscience clear, uniform and irresistibly obeyed, man would need no other lawgiver; but that not being the case, he finds it necessary to surrender up a part of his property to furnish means for the protection of the rest; and this he is induced to do by the same prudence which in every other case advises him, out of two evils to choose the least. Wherefore, security being the true design and end of government, it unanswerably follows that whatever form thereof appears most likely to ensure it to us, with the least expense and greatest benefit, is preferable to all others. (bolding added) 26

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Influence: Thomas Paine

The American Crisis excerpts: From the first paragraph of December 23, 1776:

Influence: Thomas Paine

THESE are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated. From the first and last paragraph of Philadelphia, April 19, 1783:

Influence: Thomas Paine

(first paragraph) THOUGHTS ON THE PEACE, AND THE PROBABLE ADVANTAGES THEREOF. THESE are times that tried men’s souls, and they are over- and the greatest and completest revolution the world ever knew, gloriously and happily accomplished. But to pass from the extremes of danger to safety — from the tumult of war to the tranquillity of peace, though sweet in contemplation, requires a gradual composure of the senses to receive it. Even calmness has the power of stunning, when it opens too instantly upon us. The long and raging hurricane that should cease in a moment, would leave us in a state rather of wonder than enjoyment; and some moments of recollection must pass, before we could be capable of tasting the felicity of repose. There are but few instances, in which the mind is fitted for sudden transitions: it takes in its pleasures by reflection and comparison and those must have time to act, before the relish for new scenes is complete. (last paragraph) But as the scenes of war are closed, and every man preparing for home and happier times, I therefore take my leave of the subject. I have most sincerely followed it from beginning to end, and through all its turns and windings: and whatever country I may hereafter be in, I shall always feel an honest pride at the part I have taken and acted, and a gratitude to nature and providence for putting it in my power to be of some use to mankind.

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Influence: Thomas Paine

©2012 Catapult Learning

Influence: Thomas Paine

Declaration of Independence excerpts: From the first two paragraphs: When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

Influence: Thomas Paine

Influence: Thomas Paine

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.-Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. Tea Party Movement excerpts: From the final four paragraphs of The Tea Party Movement section located at http://teaparty.org/about-us/:

Influence: Thomas Paine

Influence: Thomas Paine

As citizens became increasingly frustrated by “politics as usual,” patriots across America began seeking a new voice, one that echoes from the pages of history. What would we name this voice? It soon became obvious, for our very own heritage held the key to unleashing the American Spirit. The Tea Party was the perfect choice. The Tea Party concept was far superior because it removed all the obstacles of party lines along with the baggage of confused issues, and focused only on a few key points. From this humble beginning a movement was born. The Tea Party Movement…. …Today, tens of millions of Patriot voices resonate in unison “We The People Rule!” In spite of ongoing hateful ridicule from socialists and leftists, we stood our post, day by day, month by month and now year in and year out. We will not stop. Needless to say, this Tea Party Movement has grown far beyond belief, from a handful of brave Patriots to tens of millions. Many have been declared as the founder of the modern-day Tea Party; to that we can say: “The true founders of the Tea Party were the brave Patriots who dared challenge the status quo in 1773; we are merely their beneficiaries.” [bolding added]

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Online Resources for “Influence: Thomas Paine” Activities The following resources will facilitate the instruction on Thomas Paine and the Revolutionary War, and supplement the reading. It’s not all inclusive and teachers/students should include additional resources, both print and digital. http://www.ask.com/wiki/Thomas_Paine?qsrc=3044 A more comprehensive biography of Thomas Paine, highlighting his early life, his writings, ideas on slavery and Agrarian Justice, religious views, later years, legacy, and quotes by others about him. http://www.constitution.org/tp/comsense.htm This is a link to the Common Sense transcript, by Thomas Paine, the first work to openly ask for independence from Great Britain. http://www.ushistory.org/PAINE/crisis/index.htm This link is to the transcript of The American Crisis, a collection of articles written by Thomas Paine during the American Revolutionary War. In 1776, Paine wrote Common Sense, an extremely popular and successful pamphlet arguing for independence from England. The essays collected here constitute Paine’s ongoing support for an independent and self-governing America through the many severe crises of the Revolutionary War. General Washington found the first essay so inspiring, he ordered that it be read to the troops at Valley Forge.

http://www.connecticutsar.org/patriots/paine_thomas.htm The Connecticut Society of the Sons of the American Revolution: Thomas Paine’s Influence on the American Revolution is a contest winning essay written by a high school student relating information about Thomas Paine’s life and his influence during the time of the American Revolution. The site also houses many other articles about the American Revolution. http://historysheroes.e2bn.org/hero/81 Thomas Paine - The man who put Human Rights on the map. This article outlines how Thomas Paine contributed to equality and human rights. The site also includes his story, quotes about him from other famous Americans, background on the age in which he lived, short videos, and some interactive activities. http://www.history.com/topics/declaration-of-independence This history site contains a video series about the Declaration of Independence and events that led up to it and the American Revolution. http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_history_content. html&title=Declaration%20of%20Independence%3A%20A%20Transcription This site gives a full history of the Declaration of Independence, starting with the events of what led up to its inception, the authors, signatures, and what has happened to it from the 1700s to the present. http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_transcript_content. html&title=NARA%20%7C%20The%20Declaration%20of%20Independence%3A%20A%20Transcription This page is a full transcription of the Declaration of Independence.

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Online Resources for Influence: Thomas Paine

http://www.njreadforlife.org/painetext3.html Thomas Paine: an American Patriot by New Jersey Newspaper Foundation, based on manuscript by Mae Kramer Silver. This site includes a discussion about Paine’s Quaker heritage and beliefs, and Ben Franklin’s influence on him.

American History Research Project The research project is an example of an 11th grade written research project with a focus on the expectations of the following writing standard. Grades 11-12 students: WHST.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

American History Research Project

Assignment: Option 1: Write a research paper in which you analyze the American Revolution movement and its key players and the current Tea Party Movement and its key players. Analyze and synthesize the information to determine if there are any similarities between the two or if they are completely different, despite the Tea Party’s claims of being similar. Write an argument to support your claims, using valid reasoning and relevant and sufficient evidence. Option 2: Write a research paper comparing/contrasting how information was presented to society during the time of the American Revolution and how it’s presented today. Analyze both methods and the affects of the printed word in early American history compared to how information is presented in the digital age. Analyze and synthesize the information to determine which is preferable; write an argument to support your claims, using valid reasoning and relevant and sufficient evidence.

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Students are given a choice, which is more motivational. Each option requires students to research multiple sources, including primary sources. Students are expected to analyze and synthesize the text in order to gain enough information to determine an argument. The argument should be supported with relevant and sufficient evidence, and valid reasoning.

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Research Project Guidelines: Style/format

• Use APA style format (see http://www.apastyle.org/ for information)



• Include title page



• Include 10-12 pages of content, typed, double-spaced, 12 font, Calibri



• Include Works Cited page



◊ Include a minimum of 5 credible sources, no more than 3 from the internet; at least one must be a primary source.



◊ Citations must be included in text when referencing texts from sources.



• Include at least 2 footnotes.

Timeline Students have 6 weeks to complete the paper. One class period a week will be set aside to research, work on the paper in class, and get help. The rest will be done as homework.

Week 1 – determine option 1 or option 2; begin research



Week 2 – continue research, take notes and create outline



Week 3 – finalize sources and begin rough draft



Week 4 – share draft with a partner, peer edit



Week 5 – apply edits to rough draft, check against rubric



Week 6 – do final review and turn in paper American History Research Project

Grading (rubric follows) A = 16-18 points B = 13-15 points C = 9-12 points D = 6-8 points F = 5 or less points

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The criteria represent the expectations of the standard as well as the guidelines of the assignment. Students are graded on how well they organize and support their claims and argument, analyze and synthesize the research, present their ideas, write the paper according to grade level conventions, cite

Rubric 

evidence, and use language/vocabulary.

American History Research Project

Criteria Introduction

3

2

Paper introduces a precise, knowledgeable claim and contains a well- developed introduction with clear explanation of the topic and argument, purpose, background information, details and opinion. It is organized, and has a concluding statement.

The introductory paragraph introduces a precise, knowledgeable claim, states the topic and argument, contains some background information, purpose and opinion, but does not give details, or a solid concluding statement.

Introduction does not state a precise, knowledgeable claim, but does state the topic/ argument. It does not adequately explain the topic or give background information. It lacks purpose, details and/or opinion, and a solid concluding statement.

The topic and argument are vague or unclear. There is no background and details are just a random set of unrelated information. There is no opinion or concluding statement or statement doesn’t fit the topic.

Development and Organization

Paper creates an organization that logically sequences claim, counterclaims, reasons, evidence, and demonstrates a logical and thorough development of points throughout. There is a solid and logical progression of ideas and clear structure. The writer uses words, phrases, and clauses as well as varied syntax to transition, so that transitions are clear and paper flows smoothly. Paper fits within the designated 10-12 pages.

Paper creates an organization that logically sequences claim, counterclaims, reasons, and evidence. It demonstrates adequate development of points that support the topic. Most thoughts are logically developed and follow a logical progression of ideas and structure. The writer uses words, phrases, clauses, and varied syntax to transition. Paper fits within the designated 10-12 pages.

The writer presents claims and evidence for claims, but the points and progression of ideas is sometimes choppy and awkward. Many points are superficial and do not support the argument. Transitions are evident, but appear sporadically. Page count off by 1-2 pages.

The progression and arrangement of the paper is unclear and illogical. The paper lacks direction; details and information do not make sense or follow any sort of structure. Organization is not evident. Transitions are not evident. Number of pages off by 3 or more pages.

Works Cited

Paper follows APA format; sources cited carefully and documented accurately. Number of sources fits guidelines. Source material is smoothly integrated into the text.

Paper mostly follows APA format; source material is used and documented accurately, but not always in designated format. Number of sources fit guidelines, but some sources lack credibility.

Sources used, but insertion often awkward. Sources are cited and documented, but not in the APA format. Sources did not follow guidelines and some sources lack credibility.

The paper lacks the minimum sources and/or sources are not accurately documented. APA format not used for any sources.

Argument

The writer demonstrates critical thought and develops the claim and counterclaims fairly and thoroughly with relevant evidence. Analysis and synthesis of ideas evident.

The writer demonstrates critical thought and develops the claim and counterclaims fairly and thoroughly, however relevant evidence is limited or not applicable to argument. Analysis and synthesis of ideas evident

The writer does not demonstrate critical thought; claim and counterclaims do not always demonstrate fairness, and evidence not consistently given. Analysis and synthesis of ideas is limited.

The writer does not demonstrate critical thought; claims and counterclaims are very limited or non-existent. Evidence to claims is limited or non-existent, as is analysis and synthesis of ideas.

Language

The writer consistently uses words that create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. A formal style and objective tone was established and consistently maintained. Academic vocabulary evident.

The writer mostly uses words that create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. A formal style and objective tone was established and mostly maintained. Academic vocabulary evident.

The writer does not use words that create cohesion or clarify relationships between claims and counter claims. The writer did maintain a formal style and objective tone. Academic vocabulary limited.

The writer does not use words that create cohesion or clarify relationships between claims and counterclaims. There was no formal style or objective tone. Vocabulary is below grade level.

Mechanics Sentence Structure Punctuation & Capitalization

Sentence structure is correct. Grammar, punctuation and capitalization are correct with no errors.

Sentence structure is generally correct, but some awkward sentences do appear. There are one or two errors in grammar, punctuation and/or capitalization.

The work contains some minor structural weaknesses and three – four grammatical, punctuation, or capitalization errors.

Work contains multiple incorrect sentence structures. There are five or more errors in grammar, punctuation and/ or capitalization.

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