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| How do important historical events affect our lives? |
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| Students read, write, and discuss informational texts as they inquire deeper into a topic that interests them from history and how it has impacted the world and their own lives. Students understand why we read and write about history as we explore the impact it has on the current day. Students choose topics, develop questions for inquiry, and choose how to present the information they have learned in a public way so that others can learn from their project as well. Teachers use a variety of historical texts, current event texts, and include both digital resources and print materials for all lessons. This exposes students to a myriad of historical and current events that will help them when determining a research topic. Have students use text aligned with their chosen topic, as well as grade level texts, for the reading sessions.
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| MI: English Language Arts 6-12 Reading: Informational Text 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 6. Assess how point of view or purpose shapes the content and style of a text. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.7.2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.7.2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W.7.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.7.2e. Establish and maintain a formal style. W.7.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
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| - What counts as an important historical event?
Why should we remember specific historical events? How do we learn about history? How does asking questions help us understand our connection to history? How does reading multiple angles of a historical event create a stronger understanding? How do we find and use credible sources?
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| Pre Assessment: Students read and compare two paired texts curated by the teacher and write an on-demand response to the Pre-Assessment prompt. Sample current event texts. Choose two: Sample historical text sets. Choose two:
Possible sources of paired texts for the pre-assessment: Digital Resources could include Newsela, Readworks, CommonLit, databases, informational picture books, informational texts, videos, blogs, magazine subscriptions, etc. Be sure to have texts that have a common topic, but that have different points of view or purposes from one another.
Students will: Read or watch both texts - Write a piece of informational text that includes:
A summary of each article, including the central idea and relevant details The author’s point of view or purpose for each article, including how they differ from one another A conclusion that supports the information presented
Students are encouraged to use any and all relevant evidence from the two articles/texts to support their answers.
Single Point Rubric for Pre-Assessment The results of this on-demand pre-assessment will enable teachers to streamline classroom explicit instruction, as well as identify students who may need more support and scaffolding.
Suggestions for Summative Assessments
Choice board for final project based on Essential Question: How do important historical events impact us today? Students will read, research, ask and answer their own questions, and present this information in a real life context in order to show their proficiency in using informational text and presenting their knowledge through authentic informational writing. Students choose the topic and format of the final project. This will be worked on throughout the unit. Format ideas: slideshow, magazine article, public service announcement, video, webpage, podcast, or informational essay following standard essay format. The included choice board includes teacher information for each product type. Key Questions to student inquiry: How does X event affect, change or impact X? How does a historical event affect society? (Sample: How did Hurricane Katrina impact the people of NOLA?) How does a historical event impact our lives? (How did the spread of Covid-19 impact our lives?) How does a historical event change our country? (How did the events of 9/11 change our country?) How does a racist event change the country? (How did the death of George Floyd affect the people of our country?) How does a disaster affect safety regulations? (How did the sinking of the Titanic affect safety regulations for ships?) Etc.
Single Point Rubric for Post Assessment Note: Standards RI.7.2, RI.7.6, RI.7.9, W.7.2, W.7.8, SL.7.2, SL.7.9, and L.7.3 are assessed in post assessment. Revise based on final project(s) chosen - some standards may need to be assessed informally and/or formally throughout the unit.
Places to publish the final product. Also suggest a “gallery walk” of student projects for all students to review.
| Analyzing Acquiring Applying Conducting Determining Gathering Choosing Using |
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| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
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