If students are able to:

Identify the author’s position on the historical event

• Identify and evaluate the author’s purpose in producing the document

• Hypothesize what the author will say before reading the document

• Evaluate the source’s trustworthiness by considering genre, audience, and purpose

If students are able to:

Understand how context/ background information influences the content of the document

• Recognize that documents are products of particular points in time

If students are able to:

Identify the author’s claims about an event

• Evaluate the evidence and reasoning the author uses to support claims

• Evaluate author’s word choice; understand that language is used deliberately

If students are able to:

Establish what is probable by comparing documents to each other

• Recognize disparities between accounts

What do other documents say?

Do the documents agree? If not, why?

What claims does the author make?

How does the document’s language indicate the author’s perspective?

When and where was the document created?

• What was different then? What was the same?

Who wrote this?

• What is the author’s perspective?

• When was it written?

Who is this?

I believe the children are our __________

Teach them well and let them lead the way

Show them all the beauty they possess inside

(Finish the lyric)

The author probably believes . . .

• I think the audience is . . .

• Based on the source information, I think the author might . . .

• I do/don’t trust this document because .

(Connect the Prompt)

Based on the background information, I understand this document differently because . . .

• The author might have been influenced by _____ (historical context) . . .

• This document might not give me the whole picture because . . .

(Connect the Prompt)

The author agrees/disagrees with . . .

• These documents all agree/ disagree about . . .

• Another document to consider might be . . .

(Connect the prompt)

I think the author chose these words in order to . . .

• The author is trying to convince me . . .

• The author claims . . .

• The evidence used to support the author’s claims is . . .

(Connect the prompt)