Grades 11-12

Other Rhode Island Library Curriculum sets

• PK
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9-10

Gathers context about the time period, people, and issues surrounding the topic by reading laterally across both primary and secondary sources11-12.1

Gathers context about the time period, people, and issues surrounding the topic by reading laterally across both primary and secondary sources11-12.2

Explores problems or questions for which there are multiple answers or no “best” answer11-12.3

Creates questions to lead to basic information and, in addition, to information that is more critical, complex, and diverse in perspectives11-12.4

Uses search-engine organizational features (e.g., algorithm determining order of results, differentiation of sponsored content, beginning text, URL) to locate web-based information to answer research questions11-12.5

Seeks information from alternative perspectives by browsing the shelves for related books, identifying people and organizations with opposing views, following links to related articles, and conducting additional searches by using key ideas and terms for alternative perspectives11-12.6

Contrasts primary and secondary sources on the topic to determine commonalities and differences in point of view, comprehensiveness, and depth of specific detail11-12.7

Compares information in diverse sources to corroborate accuracy, resolve conflicting evidence, and balance perspectives11-12.8

Analyzes degrees of bias (from slightly slanted perspective to heavily slanted propaganda) and the impact of that bias11-12.9

Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with the text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites)11-12.10

Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with the text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites)11-12.11

Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with the text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites)11-12.12

Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with the text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites)11-12.13

Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with the text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites)

Challenges ideas in text and makes notes of questions to pursue in additional sources11-12. 15

Reflects on notes (perhaps in a reflection column) by asking questions, recording own opinions, challenging, and noting the importance of the idea for the final product11-12. 16

Develops a line of argument or claim that incorporates and/or refutes competing interpretations or conflicting evidence with credible evidence11-12. 17

Builds a conceptual framework by synthesizing ideas gathered from multiple sources11-12. 18

Develops own opinion, perspective, or claim and supports with evidence and a clear line of reasoning11-12. 19

Drafts the presentation/product to present the line of reasoning and evidence for an argument, claim, point of view, interpretation, or new model most effectively with supporting evidence

Publishes final product for an authentic audience and real-world application11-12.20

Publishes final product for an authentic audience and real-world application

Evaluates own product and process throughout the work and uses self-assessment, teacher feedback, and peer feedback to make revisions when necessary11-12.21

Evaluates own product and process throughout the work and uses self-assessment, teacher feedback, and peer feedback to make revisions when necessary11-12.22

Identifies own strengths (academic, social, and emotional) and sets goals about specific ways to improve in the future11-12.23

Builds on real-world experiences to broaden perspective and open creative possibilities (e.g., field trips, makerspaces, hack-a-thons, coding camps, video production centers)

Publishes or presents the solution/model (to an authentic audience if possible) with evidence or line of reasoning about the expected impact11-12.24