Academic standards
- CCSS.ELA-Literacy.RI.9-10.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.9-10.3
- Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced...
- CCSS.ELA-Literacy.RI.9-10.5
- Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text...
- CCSS.ELA-Literacy.RI.9-10.6
- Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- CCSS.ELA-Literacy.RI.9-10.7
- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which...
- CCSS.ELA-Literacy.RL.9-10.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RL.9-10.2
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is...
- CCSS.ELA-Literacy.RL.9-10.3
- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other...
- CCSS.ELA-Literacy.RL.9-10.5
- Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,...
- CCSS.ELA-Literacy.RL.9-10.7
- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment...
- CCSS.ELA-Literacy.RL.9-10.9
- Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the...
- CCSS.ELA-Literacy.SL.9-10.1
- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
- CCSS.ELA-Literacy.W.9-10.8
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of...
- CCSS.ELA-Literacy.W.9-10.9
- Draw evidence from literary or informational texts to support analysis, reflection, and research.
- CLE 3001.2.5
- Understand strategies for expressing ideas clearly and effectively in a variety
of oral contexts.
- CLE 3001.2.7
- Participate in work teams and group discussions.
- CLE 3001.4.2
- Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
- CLE 3001.4.3
- Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
- CLE 3001.4.5
- Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
- CLE 3001.5.1
- Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.
- CLE 3001.5.2
- Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.
- CLE 3001.5.3
- Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
- CLE 3001.5.4
- Analyze the logical features of an argument
- CLE 3001.6.1
- Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
- CLE 3001.6.2
- Analyze the organizational structures of informational and technical texts.
- CLE 3001.8.4
- Analyze works of literature for what is suggested about the historical period in which they were written.
- CLE 3002.2.7
- Participate in work teams and group discussions.
- CLE 3002.4.2
- Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
- CLE 3002.4.3
- Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
- CLE 3002.4.5
- Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
- CLE 3002.5.1
- Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.
- CLE 3002.5.2
- Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions.
- CLE 3002.5.3
- Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
- CLE 3002.5.4
- Analyze the logical features of an argument.
- CLE 3002.6.1
- Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
- CLE 3002.6.2
- Analyze the organizational structures of informational and technical texts.
- CLE 3002.8.4
- Analyze works of literature for what is suggested about the historical period in
which they were written.
- SPI 3001.2.7
- Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility...
- SPI 3001.4.4
- Evaluate the validity of Web pages as sources of information.
- SPI 3001.4.6
- Identify information that must be cited or attributed within a writing sample.
- SPI 3001.5.1
- Make inferences and draw conclusions based on evidence in text.
- SPI 3001.7.7
- Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).
- SPI 3001.8.15
- Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).
- SPI 3001.8.3
- Identify and analyze an authors point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).
- SPI 3001.8.4
- Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does,...
- SPI 3002.2.7
- Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to...
- SPI 3002.4.4
- Evaluate the validity of Web pages as sources of information.
- SPI 3002.4.6
- Identify information that must be cited or attributed within a writing sample.
- SPI 3002.5.1
- Make inferences and draw conclusions based on evidence in text.
- SPI 3002.7.7
- Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).
- SPI 3002.8.15
- Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).
- SPI 3002.8.16
- Analyze how form relates to meaning (e.g., compare a poem and a newspaper on the same theme or topic).
- SPI 3002.8.3
- Identify and analyze an authors point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).
- SPI 3002.8.4
- Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does,...
- TSS.ELA.9-10.RI.CS.5
- Analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
- TSS.ELA.9-10.RI.CS.6
- Determine an author's point of view or purpose and analyze how an author uses rhetoric to advance that point of view or purpose.
- TSS.ELA.9-10.RI.IKI.7
- Evaluate the topic or subject in two diverse formats or media.
- TSS.ELA.9-10.RI.IKI.9
- Analyze a variety of thematically related texts of historical and literary significance for the way they address related topics, facts, and concepts.
- TSS.ELA.9-10.RI.KID.1
- Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
- TSS.ELA.9-10.RI.KID.2
- Determine a central idea of a text and analyze its development; provide an objective or critical summary.
- TSS.ELA.9-10.RI.KID.3
- Analyze how an author presents and develops key ideas and events to impact meaning.
- TSS.ELA.9-10.RL.CS.5
- Analyze how an author's choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise.
- TSS.ELA.9-10.RL.CS.6
- Analyze how point of view and/or author purpose shapes the content and style of diverse texts.
- TSS.ELA.9-10.RL.IKI.7
- Evaluate the topic, subject, and/or theme in two diverse formats or media.
- TSS.ELA.9-10.RL.IKI.9
- Analyze a variety of related literary texts and evaluate how an author draws on, alludes to, or transforms source material to provide a deeper and more...
- TSS.ELA.9-10.RL.KID.1
- Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
- TSS.ELA.9-10.RL.KID.2
- Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.
- TSS.ELA.9-10.RL.KID.3
- Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.
- TSS.ELA.9-10.SL.CC.1
- Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th- 10th grade topics, texts, and...
- TSS.ELA.9-10.W.RBPK.8
- Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of...
- TSS.ELA.9-10.W.RBPK.9
- Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band...
- US.9
- Describe the difference between "old" and "new" immigrants and analyze the assimilation process and consequences for the "new" immigrants and their impact on American...
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
Essential and guiding questions:
How was America presented as a land of opportunity to immigrants? How did feelings of nativism and protectionism shape conversations on immigration?
