Pearson Common Core Literature · Pearson Common Core Literature, ... July?," by Frederick Douglass, 97 . ... Speech in the Convention by Benjamin Franklin, 105 . The Gettysburg Address

A Correlation of

Pearson Common Core Literature

©2015 Grade 11

To the

Oregon Common Core State Standards for Literacy in History/Social Studies,

Science and Technical Subjects Grades 11-12

A Correlation of Pearson Common Core Literature, Grade 11, ©2015 to the Oregon Common Core State Standards

for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12

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Introduction This document demonstrates how Pearson Common Core Literature, ©2015, meets the objectives of the Oregon Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. Correlation page references are to the Student Edition and are cited by activity and page number. Pearson Common Core Literature, ©2015, is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary.

The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.



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Table of Contents

Reading Standards for Literacy in History/Social Studies ...................................... 4 Writing Standards for Literacy in History/Social Studies ..................................... 17 Reading Standards for Literacy in Science and Technical Subjects ....................... 28 Writing Standards for Literacy in Science and Technical Subjects ........................ 34



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Pearson Common Core Literature Grade 11, ©2015

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 11-12.RH.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.

Common Core Workshop Comprehending Complex Texts, lviii–lix Reading for Information Manual & public service announcement, 128–133; letters & floor plan, 178–187; commission & field report, 242–255; diaries & journals (civil war), 492–505; personal history & speech, 614–623; photographs & ballad, 764–771; newspaper articles, 1250–1255; oral history transcript & e-mail, 1398–1407 Political Documents from The Iroquois Constitution by Dekanawidah, 42 “The Declaration of Independence,” by Thomas Jefferson, 112 from “The American Crisis,” by Thomas Paine, 117 “Commission of Meriwether Lewis,” by Thomas Jefferson, 245 Historical Accounts from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca, 48 “Boulders Taller Than the Great Tower of Seville,” by García López de Cárdenas, 52 from “Of Plymouth Plantation,” by William Bradford, 58 “Crossing the Great Divide,” by Meriwether Lewis, 250 from “Mary Chesnut’s Civil War,” by Mary Chesnut, 495 “Recollections of a Private,” by Warren Lee Goss, 500



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(Continued) 11-12.RH.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.

(Continued) “Confederate Account of the Battle of Gettysburg,” by Randolph McKim, 502 from ”Heading West,” by Miriam Davis Colt, 617 “Urban Renewal,” by Sean Ramsey, 1401 “Playing for the Fighting Sixty-Ninth,” by William Harvey, 1403 Letters Letter from the President’s House by John Adams, 181 Letter to Her Daughter From the New White House by Abigail Adams, 182 Letter to His Son by Robert E. Lee, 541 Multiple Perspectives on the Era Common Core: Multiple Perspectives on the Era: Snapshot of the Period, 2–3, 210–211, 462–463, 690–691, 966–967, 1278–1279; Historical Background, 4–5, 212–213, 464–465, 692–693, 968–969, 1280–1281; Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291; Integrate and Evaluate Information, 16, 224, 476, 704, 980, 1292 Literature in Context: Reading in the Content Areas; The Battle of Shiloh (History), 485; Dogs and the Yukon (History), 602; House Calls (History), 836; B-29 Bombers (History), 986; History Repeats Itself (Social Studies), 1132; The Inquisition (History), 1145; Puritans and Nathaniel Hawthorne (History), 1208; The Dominican Republic (Geography), 1301



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11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Comprehending Complex Texts, lviii–lix Reading for Information Writer's perspective, analyze, 178–187; Writer's purpose, identify, 242–255; Evaluate information from charts and graphs, 392–397; Philosophical assumptions, analyze, 614–623; Inferences, draw, 764–771; Online source, evaluate validity and reliability, 938–943; Evaluate the persuasive use of symbols, 1000–1007; Fact and opinion, distinguish between, 1250–1255 Text Set Workshop: From Text to Understanding Meeting of Cultures; The Puritan Influence; A Nation Is Born, 200a ; Fireside and Campfire; Shadows of the Imagination; The Human Spirit and the Natural World; American Masters, 452a ; A Nation Divided; Forging New Frontiers; Living In a Changing World, 680a ; Facing Troubled Times; From Every Corner of the Land; The Harlem Renaissance, 956a ; War Shock; Tradition and Rebellion; Literature of Protest, 1268a Contemporary Fiction; Contemporary Poetry; Contemporary Nonfiction, 1460a Test-Taking Practice Social Science Passage, 200 Memoirs/Autobiography from “The Autobiography,” by Benjamin Franklin, 140 “Straw Into Gold: The Metamorphosis of the Everyday,” by Sandra Cisneros, 158 from “The Interesting Narrative of the Life of Olaudah Equiano,” by Olaudah Equiano, 170 from “Black Boy,” by Richard Wright, 517 from “My Bondage and My Freedom,” by Frederick Douglass, 520



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(Continued) 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

(Continued) “An Account of an Experience With Discrimination,” by Sojourner Truth, 554 from “Life on the Mississippi,” by Mark Twain, 570 from “The Life and Times of the Thunderbolt Kid,” by Bill Bryson, 589 from “Dust Tracks on a Road,” by Zora Neale Hurston, 930 from “The Woman Warrior,” by Maxine Hong Kingston, 1426 from “The Names,” by N. Scott Momaday, 1434 Speeches/Sermons from “Sinners in the Hands of an Angry God," by Jonathan Edwards, 86 from “What to the Slave Is the Fourth of July?," by Frederick Douglass, 97 Speech in the Virginia Convention by Patrick Henry, 100 Speech in the Convention by Benjamin Franklin, 105 The Gettysburg Address by Abraham Lincoln, 538 “I Will Fight No More Forever," by Chief Joseph, 622 Nobel Prize Acceptance Speech by William Faulkner, 828 Inaugural Address by John F. Kennedy, 1104



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11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Common Core Workshop Comprehending Complex Texts, lviii–lix Reading Strategies Historical period, evaluate influences of, 226, 229, 231, 237, 240, 634, 639, 1216, 1218, 1234; Historical perspective, apply, 901, 908; Social commentary, compare, 1346, 1355; Primary sources, relate literary work to, 1392, 1397 Opinion Pieces “Backing the Attack," by Editors of The New York Times, 1005 from “Letter from Birmingham City Jail," by Martin Luther King, Jr, 1109 Review of The Crucible by Brooks Atkinson, 1251 Hysteria Resides at Heart of the Frantic “Crucible” by Kenneth Turan, 1252 Historical Accounts from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca, 48 “Boulders Taller Than the Great Tower of Seville,” by García López de Cárdenas, 52 from “Of Plymouth Plantation,” by William Bradford, 58 “Crossing the Great Divide,” by Meriwether Lewis, 250 from “Mary Chesnut’s Civil War,” by Mary Chesnut, 495 “Recollections of a Private,” by Warren Lee Goss, 500 “Confederate Account of the Battle of Gettysburg,” by Randolph McKim, 502 from ”Heading West,” by Miriam Davis Colt, 617 “Urban Renewal,” by Sean Ramsey, 1401 “Playing for the Fighting Sixty-Ninth,” by William Harvey, 1403 Journalism “A Community’s Roots (abstract) Samir S. Patel, 559 from “Hiroshima,” by John Hersey, 984



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(Continued) 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

(Continued) “A Rock of the Modern Age, Arthur Miller Is Everywhere,” by Mel Gussow, 1253 Literature in Context: Reading in the Content Areas; The Battle of Shiloh (History), 485; Dogs and the Yukon (History), 602; House Calls (History), 836; B-29 Bombers (History), 986; History Repeats Itself (Social Studies), 1132; The Inquisition (History), 1145; Puritans and Nathaniel Hawthorne (History), 1208; The Dominican Republic (Geography), 1301 Reading for Information Writer's perspective, analyze, 178–187 Online source, evaluate validity and reliability, 938–943 Fact and opinion, distinguish between, 1250–1255 Background knowledge, use, 1398–1406 Research Task Write a biographical narrative, 255 Write a research report on women and the Civil War, 505 Make a display about the Westward Expansion, 624



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Craft and Structure 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Common Core Workshop Building Academic Vocabulary, xlviii Technical Domain-Specific Academic Vocabulary: Social Studies, li Vocabulary Across Content Areas, liv–lv Essential Question Vocabulary, 16, 224, 476, 704, 980, 1292 Language Study Workshops: Using a Dictionary and Thesaurus, 198–199, Etymology: Political Science and History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Etymology: Scientific, Medical, and Mathematical Terms, 954–955 For a representative sampling of the integration of vocabulary with social studies related selections, see all vocabulary and literary side notes for the following selections: from The Iroquois Constitution by Dekanawidah – examples, 40, 43, 44, 45; from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca – examples, 46, 49, 50, 51; from “Mary Chesnut’s Civil War,” by Mary Chesnut – 493, 495, 496, 497; “Recollections of a Private,” by Warren Lee Goss – examples, 500, 501; “Confederate Account of the Battle of Gettysburg,” by Randolph McKim – examples, 503, 504



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11-12.RH.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.

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii Reading for Information Manual and public service announcement, 128–133 Letters & floor plan, 178–187 Commission & field report, 242–255 Consumer documents, 392–397 Diaries & journals (civil war), 492–505 Periodical abstract and government form, 558–563 Personal history & speech, 614–623 Photographs & ballad, 764–771 Digital reference tools, 938–943 Poster & editorial cartoon & editorial, 1000–1007 Newspaper articles, 1250–1255 Oral history transcript & e-mail, 1398–1407 Technical report and mission statement, 1442–1447 Analyze Foundational U.S. Documents, 98, 108, 110, 115, 139, 147, 150, 152, 168, 175, 176, 518–524, 538, 1104 Historical Accounts from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca, 48 “Boulders Taller Than the Great Tower of Seville,” by García López de Cárdenas, 52 from “Of Plymouth Plantation,” by William Bradford, 58 “Crossing the Great Divide,” by Meriwether Lewis, 250 from “Mary Chesnut’s Civil War,” by Mary Chesnut, 495 “Recollections of a Private,” by Warren Lee Goss, 500 “Confederate Account of the Battle of Gettysburg,” by Randolph McKim, 502 from ”Heading West,” by Miriam Davis Colt, 617 “Urban Renewal,” by Sean Ramsey, 1401



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(Continued) 11-12.RH.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.

(Continued) “Playing for the Fighting Sixty-Ninth,” by William Harvey, 1403 Speeches/Sermons from “Sinners in the Hands of an Angry God," by Jonathan Edwards, 86 from “What to the Slave Is the Fourth of July?," by Frederick Douglass, 97 Speech in the Virginia Convention by Patrick Henry, 100 Speech in the Convention by Benjamin Franklin, 105 The Gettysburg Address by Abraham Lincoln, 538 “I Will Fight No More Forever," by Chief Joseph, 622 Nobel Prize Acceptance Speech by William Faulkner, 828 Inaugural Address by John F. Kennedy, 1104 Common Core Assessment Workshop: Performance Tasks Analyze Foundational U.S. Documents for Themes, Purposes, and Rhetorical Features, 204 Analyze Text Structure, 456, 684, 960, 1272 Preparing to Read Complex Texts (craft and structure), 207, 459, 687, 1274, 1467



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11-12.RH.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Common Core Workshop The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii Building Knowledge and Insight Analyze Philosophical Assumptions, 40, 43, 45; Author’s Purpose, 56, 62, 64, 66; Sermon, 84, 92; Critique the Appeal to Audience, 98, 105, 108; Social commentary, compare, 1346, 1355; Memoirs, 1424, 1439 Historical Accounts, Speeches, Personal Essays from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca, 48 “Boulders Taller Than the Great Tower of Seville,” by García López de Cárdenas, 52 from “What to the Slave Is the Fourth of July?," by Frederick Douglass, 97 from “The Interesting Narrative of the Life of Olaudah Equiano,” by Olaudah Equiano, 170 from “My Bondage and My Freedom,” by Frederick Douglass, 520 from ”Heading West,” by Miriam Davis Colt, 617 “I Will Fight No More Forever," by Chief Joseph, 622 Performance Tasks (Common Core Assessment Workshop): Evaluate a Work of Nonfiction and Two Foundational Documents, 685 Reading for Information Diaries & journals (civil war), 492–505; Personal history & speech, 614–623; Poster & editorial cartoon & editorial, 1000–1007; Newspaper articles, 1250–1255; Oral history transcript & e-mail, 1398–1407



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Integration of Knowledge and Ideas 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Maps & Timelines Literary Map of the United States, xxxii–lxxxiii Timelines, 4–13, 212–221, 464–473, 692–701, 968–977, 1280–1289 Communications Workshop Analyze a Nonprint Political Advertisement, 952–953; Analyze and Evaluate Entertainment Media, 1264–1265; Compare Print News Coverage, 1456–1457 Writing Workshop Multimedia Presentation, 944–951 Reading for Information Floor Plan, 184–187; Consumer Documents, 392–397; Photographs / Ballad, 764–771; Digital Reference Tools, 938–943; Poster / Editorial Cartoon / Editorial, 1000–1007 Speaking and Listening Media review, 135; Slide presentation, 224; Multimedia presentation, 704; Travel directions, 1292



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11-12.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii Opinion Pieces “Backing the Attack," by Editors of The New York Times, 1005 from “Letter from Birmingham City Jail," by Martin Luther King, Jr, 1109 Review of The Crucible by Brooks Atkinson, 1251 Hysteria Resides at Heart of the Frantic “Crucible” by Kenneth Turan, 1252 Essays About Ideas from “Nature,” by Ralph Waldo Emerson, 366 from “Self-Reliance,” by Ralph Waldo Emerson, 369 from “Walden,” by Henry David Thoreau, 378 from “Civil Disobedience,” by Henry David Thoreau, 388 Writing to Sources Argument (Evaluation of Jonathan Edwards persuasive techniques), 93; Explanatory Text (Essay comparing view of Patrick Henry and Benjamin Franklin), 109; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Argument (Write a letter to the editor commenting on an issue), 1114 Timed Writing Explanatory Text (Write an essay in which you analyze the author’s political opinions), 1249



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11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Historical Accounts, Speeches, Personal Essays from “A Journey Through Texas,” by Alvar Núñez Cabeza de Vaca, 48 “Boulders Taller Than the Great Tower of Seville,” by García López de Cárdenas, 52 from “What to the Slave Is the Fourth of July?," by Frederick Douglass, 97 from “The Interesting Narrative of the Life of Olaudah Equiano,” by Olaudah Equiano, 170 from “My Bondage and My Freedom,” by Frederick Douglass, 520 from ”Heading West,” by Miriam Davis Colt, 617 “I Will Fight No More Forever," by Chief Joseph, 622 Performance Tasks (Common Core Assessment Workshop): Evaluate a Work of Nonfiction and Two Foundational Documents, 685 Reading for Information Diaries & journals (civil war), 492–505; Personal history & speech, 614–623; Poster & editorial cartoon & editorial, 1000–1007; Newspaper articles, 1250–1255; Oral history transcript & e-mail, 1398–1407

Range of Reading and Level of Text Complexity 11-12.RH.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

Independent Reading (Social Science Texts), 206, 458, 686, 961, 1273, 1466. Also see Online Text Set and Comprehending Complex Texts, lviii–lix.



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Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 11-12.WHST.1 Write arguments focused on discipline-specific content. 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 the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form 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 or supports the argument presented.

Common Core Workshop Composing an Argument, lxx–lxxi Writing Workshop Argumentative Text: Multimedia Presentation, 944–951; Argument: Persuasive Essay, 1256–1263 Writing to Sources Argument (Evaluation of Jonathan Edwards persuasive techniques), 93; Argumentative Text (Persuasive editorial modeled on works by Jefferson and Paine), 121; Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391; Informative Text (Introduction for collection of spirituals), 535; Argument (Write a letter to the editor commenting on an issue), 1114; Argument (Write a “friend of the court” brief), 1215 Timed Writing; Argument (Essay about civic involvement), 133; Position Statement (Essay about use of photography during Civil War), 683; Argument (Essay about using online research tools), 943; Position Statement (Essay about humanity’s feature), 959; Position Statement (Write an essay in which you discuss the ideas of work, career, and status), 1271; Argument (Write about who should preserve heritage sites), 1447



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11-12.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex

ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Informative Text (Historical Investigation Report), 664–675 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Explanatory Text (Speech introducing William Bradford), 67; Explanatory Text (Essay comparing view of Patrick Henry and Benjamin Franklin), 109; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Museum placard for museum exhibit about Olaudah Equiano), 177; Informative Text (Introduction for collection of spirituals), 535; Explanatory Text (Compare-and-contrast essay about writings of Abraham Lincoln and Robert E. Lee), 543; Informative Text (Rewrite Sojourner Truth’s account as a newspaper article), 557; Informative Text (Write an essay connecting the events described in “The Turtle” to the lives of ordinary people during the Great Depression), 763; Explanatory Text (Write a compare and contrast essay about themes in “Hiroshima” and “The Death of the Ball Turret Gunner,” 999; Explanatory Text (Analyzing how poems reflect struggles of African Americans during the mid-twentieth century), 1069; Explanatory Text (Letter about American situation since 2001), 1397 Timed Writing Explanatory Text (Write an analytical essay comparing and contrasting explorations of cultural heritage), 919; Explanatory Text (Write an essay in which you analyze the author’s political opinions), 1249



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11-12.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Writing Workshops Narrative Text (Autobiographical Narrative), 188–195; Narrative Text (Short Story), 1448–1455 Writing to Sources Narrative Text (Write a biographical sketch), 1257

Production and Distribution of Writing 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Informative Text: Historical Investigation Report, 664–675; Informative/Explanatory Text: Multimedia Presentation, 944–951; Argumentative Text: Persuasive Essay, 1256–1263 Timed Writing Argument (Essay about civic involvement), 133; Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562; Position Statement (Essay about use of photography during Civil War), 683; Explanatory Text (Write an analytical essay comparing and contrasting explorations of cultural heritage), 919; Argument (Essay about using online research tools), 943; Position Statement (Essay about humanity’s feature), 959; Explanatory Text (Write an essay in which you analyze the author’s political opinions), 1249; Position Statement (Write an essay in which you discuss the ideas of work, career, and status), 1271; Argument (Write about who should preserve heritage sites), 1447



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(Continued) 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Continued) Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Explanatory Text (Speech introducing William Bradford), 67; Argument (Evaluation of Jonathan Edwards persuasive techniques), 93; Explanatory Text (Essay comparing view of Patrick Henry and Benjamin Franklin), 109; Argumentative Text (Persuasive editorial modeled on works by Jefferson and Paine), 121; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Museum placard for museum exhibit about Olaudah Equiano), 177; Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391; Informative Text (Introduction for collection of spirituals), 535; Explanatory Text (Compare-and-contrast essay about writings of Abraham Lincoln and Robert E. Lee), 543; Informative Text (Rewrite Sojourner Truth’s account as a newspaper article), 557; Informative Text (Write an essay connecting the events described in “The Turtle” to the lives of ordinary people during the Great Depression), 763; Explanatory Text (Write a compare and contrast essay about themes in “Hiroshima” and “The Death of the Ball Turret Gunner,” 999; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061; Explanatory Text (Analyzing how poems reflect struggles of African Americans during the mid-twentieth century), 1069; Argument (Write a letter to the editor commenting on an issue), 1114; Argument (Write a “friend of the court” brief), 1215; Narrative Text (Write a biographical sketch), 1257; Explanatory Text (Letter about American situation since 2001), 1397



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11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Informative Text: Historical Investigation Report, 664–675; Informative/Explanatory Text: Multimedia Presentation, 944–951; Argumentative Text: Persuasive Essay, 1256–1263 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Explanatory Text (Speech introducing William Bradford), 67; Argument (Evaluation of Jonathan Edwards persuasive techniques), 93; Explanatory Text (Essay comparing view of Patrick Henry and Benjamin Franklin), 109; Argumentative Text (Persuasive editorial modeled on works by Jefferson and Paine), 121; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Museum placard for museum exhibit about Olaudah Equiano), 177; Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391; Informative Text (Introduction for collection of spirituals), 535; Explanatory Text (Compare-and-contrast essay about writings of Abraham Lincoln and Robert E. Lee), 543; Informative Text (Rewrite Sojourner Truth’s account as a newspaper article), 557; Informative Text (Write an essay connecting the events described in “The Turtle” to the lives of ordinary people during the Great Depression), 763; Explanatory Text (Write a compare and contrast essay about themes in “Hiroshima” and “The Death of the Ball Turret Gunner,” 999; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061; Explanatory Text (Analyzing how poems reflect struggles of African



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(Continued) 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

(Continued) Americans during the mid-twentieth century), 1069; Argument (Write a letter to the editor commenting on an issue), 1114; Argument (Write a “friend of the court” brief), 1215; Narrative Text (Write a biographical sketch), 1257; Explanatory Text (Letter about American situation since 2001), 1397

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

Common Core Workshop: Print and Digital Resources & Media Resources, lxxiii Writing Workshop Multimedia Presentation, 944–951; Publishing and Presenting, 195, 447, 675, 1263, 1455 Research Task Construct an illustrated timeline, 187; Create a Computer Slide Show, 1008 Writing to Sources Electronic Slide Presentation, 535; Formal Oral Presentation, 565; Multi-Genre Response to Literature, 910; Multi-Genre Response to Poetry, 1078; Ad Campaign, 1363 Solve a Research Problem Find reliable print and online sources about inventions, 224; Conduct targeted research on popular form of American culture, 704; Use technology to interview someone who lived through the 1960s, 980



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Research to Build and Present Knowledge 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Common Core Workshop Conducting Research, lxxii–lxxvii Writing Workshop: historical investigation report, 664–675, multimedia presentation, 944–951; Focus on Research, 1256 Text Set Workshop: research, 200b, 452b, 680b, 956b, 1268b, 1460b Research Task, 187, 255, 505, 624, 771, 1008, 1407 Writing to Sources, 67, 177, 763, 1381 Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292



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11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Common Core Workshop Conducting Research, lxxii–lxxvi Writing Workshops Informative Text (Historical Investigation Report), 664–675 Text Set Workshop Research the American Dream, 200b; Research Americans in the arts politics, and sports, 452b; Research ethics of Westward expansion, 680b; Research historical context, 956b; Research for a culture fair, 1460b Solve a Research Problem Locate texts from the oral tradition, 16; Find reliable print and online sources about inventions, 224; Locate commentaries about the public speaking of a famous American, 476 ; Conduct targeted research on popular form of American culture, 704; Use technology to interview someone who lived through the 1960s, 980; Research American writer who writes from dual cultural perspective, 1292 Research Task Construct an annotated and illustrated timeline of the White House, 187; Write a biographical narrative about Sacagawea, 255; Write a research report on women and the Civil War, 505; Make a display about the Westward Expansion, 624; Research the WPA, 771; Research society and culture in the media, 1008; Research the value and values of memorials, 1407



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11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Writing Workshop Informative Text (Historical Investigation Report), 664–675 Writing to Sources Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Explanatory Text (Compare-and-contrast essay about writings of Abraham Lincoln and Robert E. Lee), 543; Explanatory Text (Write a compare and contrast essay about themes in “Hiroshima” and “The Death of the Ball Turret Gunner,” 999 Text Set Workshop Research, 200b, 452b, 680b, 956b, 1268b, 1460b Solve a Research Problem Locate texts from the oral tradition, 16; Find reliable print and online sources about inventions, 224; Locate commentaries about the public speaking of a famous American, 476 ; Conduct targeted research on popular form of American culture, 704; Use technology to interview someone who lived through the 1960s, 980; Research American writer who writes from dual cultural perspective, 1292



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Range of Writing 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Informative Text: Historical Investigation Report, 664–675; Informative/Explanatory Text: Multimedia Presentation, 944–951; Argumentative Text: Persuasive Essay, 1256–1263 Timed Writing Argument (Essay about civic involvement), 133; Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562; Position Statement (Essay about use of photography during Civil War), 683; Explanatory Text (Write an analytical essay comparing and contrasting explorations of cultural heritage), 919; Argument (Essay about using online research tools), 943; Position Statement (Essay about humanity’s feature), 959; Explanatory Text (Write an essay in which you analyze the author’s political opinions), 1249; Position Statement (Write an essay in which you discuss the ideas of work, career, and status), 1271; Argument (Write about who should preserve heritage sites), 1447 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Explanatory Text (Speech introducing William Bradford), 67; Argument (Evaluation of Jonathan Edwards persuasive techniques), 93; Explanatory Text (Essay comparing view of Patrick Henry and Benjamin Franklin), 109; Argumentative Text (Persuasive editorial modeled on works by Jefferson and Paine), 121; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text



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(Continued) 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(Continued) (Museum placard for museum exhibit about Olaudah Equiano), 177; Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391; Informative Text (Introduction for collection of spirituals), 535; Explanatory Text (Compare-and-contrast essay about writings of Abraham Lincoln and Robert E. Lee), 543; Informative Text (Rewrite Sojourner Truth’s account as a newspaper article), 557; Informative Text (Write an essay connecting the events described in “The Turtle” to the lives of ordinary people during the Great Depression), 763; Explanatory Text (Write a compare and contrast essay about themes in “Hiroshima” and “The Death of the Ball Turret Gunner,” 999; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061; Explanatory Text (Analyzing how poems reflect struggles of African Americans during the mid-twentieth century), 1069; Argument (Write a letter to the editor commenting on an issue), 1114; Argument (Write a “friend of the court” brief), 1215; Narrative Text (Write a biographical sketch), 1257; Explanatory Text (Letter about American situation since 2001), 1397



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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details 11-12.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Common Core Workshop Comprehending Complex Texts, lviii–lix Scientific Accounts from Mars Rover Mission Update by Steve Squyres, 69 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443

11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Opportunities to address this objective may be found with the following: Common Core Workshop: Writing an Objective Summary, lvi–lvii; Comprehending Complex Texts, lviii–lix Scientific Accounts from Mars Rover Mission Update by Steve Squyres, 69 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443



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(Continued) 11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

(Continued) Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370

11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Opportunities to address this objective may be found with the following: Common Core Workshop Comprehending Complex Texts, lviii–lix Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443 Functional Text Government Form: Virginia Department of Historic Resources, 561; Online Citation Organizer, 939; Wikipedia Entry, 941 Writing to Sources Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061



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Craft and Structure 11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Common Core Workshop Building Academic Vocabulary, xlviii Technical Domain-Specific Academic Vocabulary: Science, xlix, Mathematics, l, Technology, lii Vocabulary Across Content Areas, liv–lv Vocabulary Acquisition and Use Research the history of the word terrestrial, 254 Language Study Workshop: Etymology: Scientific, Medical, and Mathematical Terms, 954–955

11-12.RST.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Common Core Workshop Comprehending Complex Texts, lviii–lix Scientific Accounts from Mars Rover Mission Update by Steve Squyres, 69 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443 Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370



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11-12.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Scientific Accounts “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Timed Writing Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562 Writing to Sources Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061



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Integration of Knowledge and Ideas 11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Opportunities to address this objective may be found with the following: Reading for Information Evaluate information from charts and graphs, 392–397; Technical report and mission statement, 1442–1447 Writing to Sources Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061

11-12.RST.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxv–lxvii Scientific Accounts from Mars Rover Mission Update by Steve Squyres, 69 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443



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11-12.RST.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Opportunities to address this objective may be found with the following: Common Core Workshop: Print and Digital Resources & Media Resources, lxxiii Scientific Accounts from Mars Rover Mission Update by Steve Squyres, 69 “Water on Tap,” by United States EPA, 393 Kissimmee River Restoration and Upper Basin Initiatives, 395 Technical Accounts “Demographic Aspects of Surnames from Census 2000,” by David L. Word, Charles D. Coleman, 1443 Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370

Range of Reading and Level of Text Complexity 11-12.RST.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Independent Reading (Science Texts), 1274–1275, 1466–1467. Also see Online Text Set and Comprehending Complex Texts, lviii–lix.



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Writing Standards for Literacy in Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 11-12.WHST.1 Write arguments focused on discipline-specific content. 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 the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form 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 or supports the argument presented.

Common Core Workshop Composing an Argument, lxx–lxxi Writing Workshop Argumentative Text (Multimedia Presentation), 944–951; Argument Text (Persuasive Essay), 1256–1263 Writing to Sources Argument (Persuasive article on relevance of Thoreau’s ideas in today’s world), 391 Timed Writing Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562



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11-12.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex

ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Explanatory Text (Reflective Essay), 440–447; Informative Text (Historical Investigation Report), 664–675 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061 Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370



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11-12.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

For related material see: Writing Workshop Narrative Text (Autobiographical Narrative), 188–195; Explanatory Text (Reflective Essay), 440–447; Narrative Text (Short Story), 1448–1455 Research Task Write a biographical narrative about Sacagawea, 255 Writing to Sources Narrative Text (Write a biographical sketch), 1257



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Production and Distribution of Writing 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Conducting Research, lxxii–lxxvii Writing Workshop Explanatory Text (Reflective Essay), 440–447; Informative Text (Historical Investigation Report), 664–675 Writing to Sources Explanatory Text (Write an explorer’s journal entry), 55; Informative Text (Analytical essay on effects of Benjamin Franklin’s plan for self-improvement), 154; Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061 Timed Writing Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562

11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Common Core Workshop Writing an Objective Summary, lvi–lvii Writing Workshop Explanatory Text (Reflective Essay), 440–447; Informative Text (Historical Investigation Report), 664–675 Writing to Sources Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061 Timed Writing Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562



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

For related material see: Common Core Workshop: Print and Digital Resources & Media Resources, lxxiii Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370 Writing Workshops Argumentative Text (Multimedia Presentation), 944–951 Research Task Construct an illustrated timeline, 187; Create a Computer Slide Show, 1008 Solve a Research Problem Find reliable print and online sources about inventions, 224



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Research to Build and Present Knowledge 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Common Core Workshop Conducting Research, lxxii–lxxvii Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370 Research Task Construct an illustrated timeline, 187; Create a Computer Slide Show, 1008 Solve a Research Problem Find reliable print and online sources about inventions, 224

11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Common Core Workshop Conducting Research, lxxii–lxxvii Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370 Research Task Construct an illustrated timeline, 187; Create a Computer Slide Show, 1008 Solve a Research Problem Find reliable print and online sources about inventions, 224



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11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Common Core Workshop Conducting Research, lxxii–lxxvii Writing to Sources Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061 Teacher’s Edition Activities Research the state of scientific understanding in Lewis’s time, 246; Investigating Health and Medicine, 308; Investigating Science, 348; Research Dangers of Cold Weather, 598; Investigating Health and Medicine, 822; Investigating Psychology, 1170; Investigating Health and Medicine, 1210; Investigating Psychology, 1328; Investigating Science, 1370

Range of Writing 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Workshop Writing an Objective Summary, lvi–lvii Writing Workshop Explanatory Text (Reflective Essay), 440–447; Informative Text (Historical Investigation Report), 664–675 Writing to Sources Informative Text (Research plant growth in a science book or on a science Web site (compare to Roethke poem), 1061 Timed Writing Argument (Support an opinion about the management of natural resources), 397; Argument (Write an essay about the importance of archaeology), 562