These were written for the 9th-10th grade level. However, this lesson can easily be adjusted for use in an upper-level class and corresponds to the following Common Core Standards. Student assessments and expectation may vary depending upon grade level and ability.
Reading Standards for Informational Text
Standard 8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- Students will be evaluating the arguments and evidence used in the reading on the assassination of Archduke Ferdinand, not with a mind to identifying false statements and fallacious reasoning but rather with the purpose of formulating their own argument about whether the Black Hand was justified and whether or not terrorism is ever an acceptable means to an end.
Text Types and Purposes
Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Students will be writing an argument about whether or not the Black Hand should be considered a terrorist group, and whether they were justified in their actions.
Production and Distribution of Writing
Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will be completing a summative writing assignment in their journals and they should be mindful that they will be assessed on whether the development, organization and style of their arguments are appropriate to the task, purpose, and audience.
Research to Build and Present Knowledge
Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Students will be drawing information from the information texts to support their analysis and the formation of their own ideas and arguments.
Speaking and Listening Standards
Comprehension and Collaboration
Standard 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- Students will be engaging in collaborative discussions of the discussion questions listed at the bottom of the worksheet. These discussions may be with the whole class or they may take the form of a partner activity, small groups, or think-pair-share. Whatever form the discussion takes, students should be mindful of their peers’ responses and listen to the argument their peers make in order to think more critically about the issue of terrorism.
Presentation of Knowledge and Ideas
Standard 4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- Students will be presenting or sharing their ideas and their arguments during the class discussion. If the teacher chooses to do a larger presentation, students should be careful to present their reasoning clearly so that their peers may follow.
Conventions of Standard English
Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- In their writings and in their discussions, students will be held to the conventions of standard English.