These alignments were written with the 11th grade in mind, but this lesson could be adjusted for use with older or younger students. This lesson aligns with the following standards:
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
Standard 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.
- Students will be completing one of several group readings in order to analyze how these sources (which include primary and secondary source texts) describe the United States’ military response after 9/11 and the overall impact that response had on the people and nation of Afghanistan.
Standard 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.
- Once students complete their group readings, they will need to determine the central idea of the text that have read and provide a summary to the members of their jigsaw group. Each students completion of the graphic organizer will hinge upon the other student’s providing an accurate summary of the main points in the article they read.
Craft and Structure
Standard 6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
- Once students have completed the graphic organizer, they will need to synthesize the summaries and main points of all the different articles from their group. They will need to evaluate the authors’ different points of view in order to answer the assessment question of how United States’ presence in Afghanistan has impacted the country.
Integration of Knowledge and Ideas
Standard 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.
- Students will be integrating the several different readings on U.S. presence in Afghanistan in order to address the question of how that presence has affected Afghanistan and whether the impact has been more positive or negative.
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects
Text Types and Purposes
Standard 1: Write arguments focused on discipline-specific content.
- Students will be writing an argument based on the evidence provided in the readings as to whether the United States presence has had more of a positive or negative impact on Afghanistan.