Analyze techniques used by the author or a text to reveal or conceal his or her point of view.
Explain in their own words the significance of specific information in written or non-print sources.
Distinguish between what is most and least important in a text.
Place events from literary text in chronological order by locating substantial evidence from the text.
As discussed in the article, what major events occurred from the time George Washington was declared the leader of the continental army, to their victory over the British?
Identify similarities and differences between people, objects, events or ideas drawing accurate conclusion.
How did the British and American armies differ in terms of their organization and supplies?
Identify interrelationships between and among people, objects, events or ideas in written or non-print source.
Determine factors that have clearly influence the outcome of a situation.
Although greatly outnumbered in men and weaponry, what advantages did the American colonists have over the British army?
Identify statements in texts that clearly state the cause(s) and effect(s) of specific effects.
Clarify the meanings of words or descriptive phrases by searching for clues in the text(e.g., sentence structure, context prefixes/suffixes, spelling patterns)
Why do you think the author made a point to state that the American colonists were “most of all…fighting for their freedom” when discussing the advantage they had over the British?
Make accurate generalizations about people and events based on evidence presented in the text.
Identify inaccurate generalizations (e.g., stereotypes) in written or nonprint sources.
Can we say that the American colonists won the war without the help of other nations? What evidence is provided?
Identify details in a challenging text that confirm or disprove conclusions drawn by the author or narrator and by their students, themselves or their peers.
Make reasoned judgments about ideas and events based on evidence from written or nonprint sources.
Unit: 3 Gun Owner: I, not cops, got bad guy
Ideas 16-19
Question
Response
Analyze techniques used by the author or a text to reveal or conceal his or her point of view.
Explain in their own words the significance of specific information in written or non-print sources.
Explain how this quote is significant to the 2nd amendment, “I have served my civic duty, and taken one evil creature off of our streets, something that our impotent criminal justice system had failed to do.”
Distinguish between what is most and least important in a text.
What are some important pieces of information in this article?
Place events from literary text in chronological order by locating substantial evidence from the text.
What are some key chronological events that occurred prior to the shooting?
Identify similarities and differences between people, objects, events or ideas drawing accurate conclusion.
What is a major conclusion one can make about the author’s views on the 2nd amendment?
Identify interrelationships between and among people, objects, events or ideas in written or non-print source.
How did the response of the authorities influence the decision of the homeowner in this article?
Determine factors that have clearly influence the outcome of a situation.
What factors contributed to the outcome of this situation?
Identify statements in texts that clearly state the cause(s) and effect(s) of specific effects.
What statements would indicate a clear cause and effect relationship in this article?
Clarify the meanings of words or descriptive phrases by searching for clues in the text(e.g., sentence structure, context prefixes/suffixes, spelling patterns)
Clarify the author’s meaning of the word “impotent” when describing our criminal justice system.
Make accurate generalizations about people and events based on evidence presented in the text.
Identify inaccurate generalizations (e.g., stereotypes) in written or nonprint sources.
What inaccurate generalizations can be made about guns and/or owners of guns?
Identify details in a challenging text that confirm or disprove conclusions drawn by the author or narrator and by their students, themselves or their peers.
Make reasoned judgments about ideas and events based on evidence from written or nonprint sources.
Unit 4: AP, Political Development Of A New Nation
Title/Source: American History Unit 4, Ap, Political Development of a New Nation
Ideas 16-19
Question
Response
Distinguish between what is most and least important in a text.
What were some qualities of Jefferson that made him a good president?
Place events from literary text in chronological order by locating substantial evidence from the text.
What are some successes of Jefferson’s first term in office?
Identify similarities and differences between people, objects, events or ideas drawing accurate conclusion.
What are some examples of how Jefferson went against his “strict interpretation of the Constitution” views?
Identify statements in texts that clearly state the cause(s) and effect(s) of specific effects.
Why did the Federalists believe Jefferson would be a weak President?
Clarify the meanings of words or descriptive phrases by searching for clues in the text
Jefferson's fondness for philosophical study and his preference for communicating political ideas privately rather than through public debate led Federalists to predict that Jefferson would be a weak, indecisive, and deceitful president. President Jefferson exhibited a flexibility in adapting his principles to execute his goals that caused Federalists to denounce him as an untrustworthy demagogue. However, Jefferson, president of the American Philosophical Society from 1791 to 1815, believed that philosophical principles were useless unless they had a practical application. His persuasiveness in private meetings, conversations, letters, and written addresses allowed him to convey his ideas effectively to the public, coordinate policies with his cabinet, and supervise the passage of legislation through the Republican-controlled Congress. In Jefferson's first term (1801-1805) the repeal of internal taxes; reductions in the army, navy, and federal expenses; and the expiration of the Sedition Act conformed to his principles of restoring a republican government that protected liberty, equality of opportunity, freedom of conscience, and consent of the governed. In 1803 Federalists attacked the Louisiana Purchase as a hypocritical abandonment of Jefferson's strict constructionist interpretation of the Constitution. For Jefferson the Louisiana Purchase required him to modify his strict constructionist philosophy in order to achieve his goal of establishing an "Empire of Liberty"—an American republic of independent, property-owning farmers. The Embargo Act of 1807 was the great failure of Jefferson's second term (1805-1809) because he never clearly communicated to Congress or the public whether the embargo was a delaying tactic until the nation was prepared for war or an alternative to war. In addition Jefferson, the advocate of limited government, came under attack by Federalists for an extraordinary expansion of executive authority to enforce the embargo, including the use of the army, navy, and militia. President Jefferson, weary and disappointed by his second term, looked forward to retiring to Monticello.
