Whether students are constructing Gathering and Evaluating opinions, explanation, or arguments, Sources they will gather information from a variety of sources and evaluate the Individually and with others, relevance of that information. In this students… section, students are asked to work with the sources that they gather and/or are D3.1.9-12. Gather relevant provided for them. It is important for information from multiple sources students to use online and print sources, representing a wide range of views and they need to be mindful that not all while using the origin, authority, sources are relevant to their task. They structure, context, and corroborative also need to understand that there are value of the sources to guide the general Common Core literacy skills, selection. such as identifying an author’s purpose, D3.2.9-12. Evaluate the credibility of main idea, and point of view, that will a source by examining how experts help in evaluating the usefulness of a value the source. source. Developing Claims and This subsection focuses on Using Evidence argumentation. In contrast to opinions and explanations, argumentation Individually and with others, involves the ability to understand the students… source-to-evidence relationship. That relationship emphasizes the D3.3.9-12. Identify evidence development of claims and that draws information directly counterclaims and the purposeful and substantively from multiple selection of evidence in support of those sources to detect claims and counterclaims. Students will inconsistencies in evidence in learn to develop claims using evidence, order to revise or strengthen but their initial claims will often be claims. tentative and probing. As students delve D3.4.9-12. Refine claims and deeper into the available sources, they counterclaims attending to precision, construct more sophisticated claims and significance, and knowledge conveyed counterclaims that draw on evidence through the claim while pointing out the from multiple sources. Whether those strengths and limitations of both. claims are implicitly or explicitly stated in student products, they will reflect the evidence students have selected from the sources they have consulted. C3 Framework INDICATORS: Grades 9-12 C3 INDICATORS DESCRIPTION APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS
Gathering and Evaluating Sources Individually and with others, students… D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. Developing Claims and Using Evidence Individually and with others, students… D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D3.4.9-12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. In this section, students are asked to work with the sources that they gather and/or are provided for them. It is important for students to use online and print sources, and they need to be mindful that not all sources are relevant to their task. They also need to understand that there are general Common Core literacy skills, such as identifying an author’s purpose, main idea, and point of view, that will help in evaluating the usefulness of a source. This subsection focuses on argumentation. In contrast to opinions and explanations, argumentation involves the ability to understand the source-to-evidence relationship. That relationship emphasizes the development of claims and counterclaims and the purposeful selection of evidence in support of those claims and counterclaims. Students will learn to develop claims using evidence, but their initial claims will often be tentative and probing. As students delve deeper into the available sources, they construct more sophisticated claims and counterclaims that draw on evidence from multiple sources. Whether those claims are implicitly or explicitly stated in student products, they will reflect the evidence students have selected from the sources they have consulted. C3 Framework INDICATORS: Grades 9-12 C3 INDICATORS DESCRIPTION APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS
Grade9-12%20Guide.docx