'WARS & WHY THEY EXIST' by SIGNIFICANT VOID (sV)
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'WARS & WHY THEY EXIST' by SIGNIFICANT VOID (sV)

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About This Lesson

KALASHNIKOV'S DREAM is an engaging, cross-curricular program presented in four (one hour) media-rich lessons as an Educational Toolkit. The completed program allows students to extend their knowledge, skills and conceptual understanding of language and history as well as a much-needed discussion about wars and why they exist. 

The Toolkit helps students to make connections between history and their opinion. This pioneering program covers a raft of educational standards and comes in two main parts: a Teacher Guide along with a Student Visual Presentation loaded with films and other assets for a truly stimulating classroom experience.

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Check out more free lesson plans and resources on Share My Lesson in the Veterans Day Collection.

Resources

Files

TEACHER GUIDE MASTER.pdf

Activity
February 13, 2020
2.19 MB
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MAIN STUDENT PRESENTATION.pptx

Activity
February 10, 2020
108.88 MB
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External resources
Videos
KALASHNIKOV'S DREAM | Extended Trailer

Standards

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.
Read More About CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Read More About CCSS.ELA-Literacy.SL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Read More About CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Read More About CCSS.ELA-Literacy.RI.11-12.4
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Read More About CCSS.ELA-Literacy.W.11-12.8
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Read More About CCSS.ELA-Literacy.W.9-10.3.a
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Read More About CCSS.ELA-Literacy.W.11-12.3.a
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Read More About CCSS.ELA-Literacy.W.9-10.3.c
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Read More About CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Read More About CCSS.ELA-Literacy.RI.9-10.4
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Read More About CCSS.ELA-Literacy.W.9-10.2.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Read More About CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Read More About CCSS.ELA-Literacy.W.11-12.1.a
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Read More About CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Read More About CCSS.ELA-Literacy.SL.11-12.1.c
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Read More About CCSS.ELA-Literacy.RI.11-12.3
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Read More About CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Read More About CCSS.ELA-Literacy.W.11-12.7
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.a
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Read More About CCSS.ELA-Literacy.L.9-10.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Read More About CCSS.ELA-Literacy.L.11-12.4.d
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Read More About CCSS.ELA-Literacy.W.11-12.2.a
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Read More About CCSS.ELA-Literacy.SL.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Read More About CCSS.ELA-Literacy.RI.11-12.6
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Read More About CCSS.ELA-Literacy.W.9-10.8
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Read More About CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Read More About CCSS.ELA-Literacy.W.11-12.3.b
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Read More About CCSS.ELA-Literacy.L.9-10.1.b
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.11-12.4
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Read More About CCSS.ELA-Literacy.W.9-10.1.c
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Read More About CCSS.ELA-Literacy.SL.9-10.6
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Read More About CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Read More About CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Read More About CCSS.ELA-Literacy.RST.11-12.4
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Read More About CCSS.ELA-Literacy.W.11-12.3.c
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Read More About CCSS.ELA-Literacy.W.11-12.3.d
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.W.9-10.5
Assess how point of view or purpose shapes the content and style of a text.
Read More About CCSS.ELA-Literacy.CCRA.R.6
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.W.11-12.5
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Read More About CCSS.ELA-Literacy.CCRA.SL.6
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.WHST.11-12.5
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.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.
Read More About CCSS.ELA-Literacy.RI.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.11-12.6
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read More About 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.
Read More About CCSS.ELA-Literacy.RI.9-10.1
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.CCRA.SL.4
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Read More About CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Read More About CCSS.ELA-Literacy.RI.11-12.1
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RI.9-10.2
Use parallel structure.
Read More About CCSS.ELA-Literacy.L.9-10.1.a
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Read More About CCSS.ELA-Literacy.WHST.9-10.1.c
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Read More About CCSS.ELA-Literacy.L.9-10.4.a
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Read More About CCSS.ELA-Literacy.WHST.11-12.1.c
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Read More About CCSS.ELA-Literacy.L.11-12.4.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Read More About CCSS.ELA-Literacy.WHST.9-10.1.a
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Read More About CCSS.ELA-Literacy.W.9-10.2.c
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Read More About CCSS.ELA-Literacy.W.11-12.1.c
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Read More About CCSS.ELA-Literacy.WHST.11-12.1.a
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Read More About CCSS.ELA-Literacy.W.11-12.2.c
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.WHST.11-12.4
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Read More About CCSS.ELA-Literacy.L.9-10.5.a
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Read More About CCSS.ELA-Literacy.W.9-10.3.e
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Read More About CCSS.ELA-Literacy.L.11-12.5.a
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Read More About CCSS.ELA-Literacy.W.11-12.3.e
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Read More About CCSS.ELA-Literacy.W.9-10.3.d
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Read More About CCSS.ELA-Literacy.W.9-10.1.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.W.9-10.2.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Read More About CCSS.ELA-Literacy.W.11-12.1.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.W.11-12.2.b
Provide a concluding statement or section that follows from and supports the argument presented.
Read More About CCSS.ELA-Literacy.W.9-10.1.e
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Read More About CCSS.ELA-Literacy.WHST.9-10.7
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.W.9-10.2.f
Provide a concluding statement or section that follows from and supports the argument presented.
Read More About CCSS.ELA-Literacy.W.11-12.1.e
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Read More About CCSS.ELA-Literacy.WHST.11-12.7
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.W.11-12.2.f
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Read More About CCSS.ELA-Literacy.L.11-12.4.c
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.W.9-10.1.d
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Read More About CCSS.ELA-Literacy.RH.9-10.3
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Read More About CCSS.ELA-Literacy.W.9-10.2.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.W.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.W.11-12.1.d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Read More About CCSS.ELA-Literacy.W.11-12.2.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.W.11-12.2.e
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Read More About CCSS.ELA-Literacy.RST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.WHST.9-10.5
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Read More About CCSS.ELA-Literacy.CCRA.L.6
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Read More About CCSS.ELA-Literacy.WHST.9-10.8
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Read More About CCSS.ELA-Literacy.RH.9-10.4
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Read More About CCSS.ELA-Literacy.L.11-12.1.a
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Read More About CCSS.ELA-Literacy.RST.9-10.1
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Read More About CCSS.ELA-Literacy.RL.11-12.6
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Read More About CCSS.ELA-Literacy.RST.9-10.2
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Read More About CCSS.ELA-Literacy.RH.9-10.8
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Read More About CCSS.ELA-Literacy.RH.9-10.10
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Read More About CCSS.ELA-Literacy.RST.11-12.2
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Read More About CCSS.ELA-Literacy.RH.11-12.3
By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
Read More About CCSS.ELA-Literacy.RST.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
Read More About CCSS.ELA-Literacy.RH.11-12.10
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Read More About CCSS.ELA-Literacy.CCRA.L.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Read More About CCSS.ELA-Literacy.RI.11-12.5
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Read More About CCSS.ELA-Literacy.CCRA.L.4
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Read More About CCSS.ELA-Literacy.CCRA.R.3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.CCRA.W.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Read More About CCSS.ELA-Literacy.CCRA.R.4
Read and comprehend complex literary and informational texts independently and proficiently.
Read More About CCSS.ELA-Literacy.CCRA.R.10
Analyze nuances in the meaning of words with similar denotations.
Read More About CCSS.ELA-Literacy.L.9-10.5.b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Read More About CCSS.ELA-Literacy.WHST.9-10.1.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.b
Analyze nuances in the meaning of words with similar denotations.
Read More About CCSS.ELA-Literacy.L.11-12.5.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Read More About CCSS.ELA-Literacy.WHST.11-12.1.b
Provide a concluding statement or section that follows from or supports the argument presented.
Read More About CCSS.ELA-Literacy.WHST.9-10.1.e
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.b
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.WHST.9-10.2.f
Provide a concluding statement or section that follows from or supports the argument presented.
Read More About CCSS.ELA-Literacy.WHST.11-12.1.e
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Read More About CCSS.ELA-Literacy.RH.9-10.1
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.WHST.11-12.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.WHST.9-10.1.d
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.
Read More About CCSS.ELA-Literacy.RH.11-12.1
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Read More About CCSS.ELA-Literacy.SL.9-10.1.a
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Read More About CCSS.ELA-Literacy.SL.9-10.1.b
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Read More About CCSS.ELA-Literacy.SL.9-10.1.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.WHST.11-12.1.d
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Read More About CCSS.ELA-Literacy.SL.11-12.1.a
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Read More About CCSS.ELA-Literacy.SL.11-12.1.b
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Read More About CCSS.ELA-Literacy.SL.11-12.1.d
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.d
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Read More About CCSS.ELA-Literacy.RH.9-10.2
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.
Read More About CCSS.ELA-Literacy.RH.11-12.2
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Read More About CCSS.ELA-Literacy.RH.11-12.9
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Read More About CCSS.ELA-Literacy.CCRA.L.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Read More About CCSS.ELA-Literacy.CCRA.R.1
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Read More About CCSS.ELA-Literacy.CCRA.L.3
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Read More About CCSS.ELA-Literacy.CCRA.R.2
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Read More About CCSS.ELA-Literacy.RL.9-10.6
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Read More About CCSS.ELA-Literacy.CCRA.R.5
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Read More About CCSS.ELA-Literacy.CCRA.R.8
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Read More About CCSS.ELA-Literacy.CCRA.W.7
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Read More About CCSS.ELA-Literacy.CCRA.W.3
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Read More About CCSS.ELA-Literacy.CCRA.SL.1
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Read More About CCSS.ELA-Literacy.RL.9-10.3
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Read More About CCSS.ELA-Literacy.CCRA.W.1
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Read More About CCSS.ELA-Literacy.SL.9-10.5
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Read More About CCSS.ELA-Literacy.CCRA.W.2
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Read More About CCSS.ELA-Literacy.SL.11-12.5
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 shaped and refined by specific details; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RL.9-10.2
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.
Read More About CCSS.ELA-Literacy.RI.9-10.8
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Read More About CCSS.ELA-Literacy.SL.9-10.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RL.11-12.2
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Read More About CCSS.ELA-Literacy.RI.11-12.7
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Read More About CCSS.ELA-Literacy.RST.9-10.6
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Read More About CCSS.ELA-Literacy.CCRA.W.9
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Read More About CCSS.ELA-Literacy.RST.11-12.6
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Read More About CCSS.ELA-Literacy.RH.9-10.5
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
Read More About CCSS.ELA-Literacy.RST.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Read More About CCSS.ELA-Literacy.RH.11-12.5
Draw evidence from informational texts to support analysis, reflection, and research.
Read More About CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Read More About CCSS.ELA-Literacy.WHST.11-12.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read More About CCSS.ELA-Literacy.CCRA.R.9
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
Read More About CCSS.ELA-Literacy.RST.9-10.8
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Read More About CCSS.ELA-Literacy.RH.9-10.6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Read More About CCSS.ELA-Literacy.RH.11-12.6
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Read More About CCSS.ELA-Literacy.RH.11-12.8
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Read More About CCSS.ELA-Literacy.RST.11-12.7
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Read More About CCSS.ELA-Literacy.RST.11-12.9

Reviews

4.7
30 Reviews
Hello again BNWTempest. For your further interest, I have another teacher kit in the 'Why?' series: 'Migration & Why It Happens.' You may find this of equal value. CT
Christopher TEMPLETON
Christopher TEMPLETON
February 14, 2021
Please refer to BNWTempest above on this conversation strong for comments about the successful running of video in this program. Let me know if you have any further issues. CT
Christopher TEMPLETON
Christopher TEMPLETON
February 14, 2021
Thank you BNWTempest for jumping in. Invaluable practical notes on the use of the video in this kit. You strike me as a keen observer. The kit is self improving and I rely heavily on comments like yours to repurpose the program year on year - so do share any further notes you might have after running the program. I am redrafting 'Wars & Why They Exist' right now. Best, CT
Christopher TEMPLETON
Christopher TEMPLETON
February 09, 2021
Absolutely wonderful! Thank you for creating an engaging and comprehensive unit. For those teachers having link problems, they can save the PPT as a pdf. But it sounds like their District may have placed blocking filters, so the students wouldn't be able to access the videos anyway. As long as they are allowed to teach this topic, a workaround is to screen record the videos into their Drive and insert the videos into the Google Slides. Hope that helps!
BNWTempest
BNWTempest
February 06, 2021
Thank you for bringing this to my attention. It's the second reported issue with the videos out of 650 downloads. Isolated yes, but no less serious and there clearly is a software issue to resolve here. Keen to get to the bottom of this. The videos run from the student facing powerpoint, not the teacher guide, so once the student presentation has been opened in PP, you have the opening title slide (slide one). When you click to go to the next slide, the video should run automatically. Are you saying that the video simply doesn't play at this point? It seems that Google slideshow isn't picking up the 'auto run' command - I could perhaps produce a version where you have to click a video icon on slide 2, in order to run the video. This may help. Would you like me to do this? I would just need an email address to send the revised version. It would be a download, because of the large videos files, the final presentation being over 100Mb. Happy to do this. Just let me know what you want me to do.
Christopher TEMPLETON
Christopher TEMPLETON
February 21, 2020
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