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SQ2 Writing Informational Text: High School

Worksheets, Resources, and Sample Student Responses

Worksheet: WS 16. Architectural Styles

Prompt:

Analyze the architectural styles of Abenaki shelters. How did these structures accommodate their builders’ lifestyles while providing essential protection and comfort?

WS 16 – Adapting Lifeways

Resources

Sample Student Responses

  • A wigwam or conical wigwam is a great mobile home for when you need to follow the seasons.
  • A longhouse means that you can still be warm and protected from the elements due to the bark outside. However, it is not mobile and is good for more permanent settlements.
  • Wigwam and longhouse outsides protect you and keep you warm.
  • Smoke can go up the top and out through the smokehole of the wigwam or longhouse.

See Historical Context essay and Resources for possible additional responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activities can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Grade 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.W.8.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Grade 9–12

CCSS.ELA-Literacy.W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1.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.

SQ2 Writing Informational Text: Middle School

Worksheet, Prompt, Resources, and Sample Student Responses

Worksheet: WS 15. Abenaki Art

Prompt:

What are three types of art made by Abenaki people and how do they connect the artists to the environment in their homeland?

WS 15 – Abenaki Art

Resources

Sample Student Responses

  • Basketmaking: Trees from the forests become baskets which are both useful and decorative. Bonus: naming the specific type of tree! (Brown Ash)
  • Pottery: Abenaki people used clay from riverbanks to make pottery bowls for cooking and food storage before European contact. Artists still make pottery today for use and decoration.
  • Beadwork: Beads made of stone, shell, wood, and copper were being made from local materials before European contact. French and English people brought glass beads of many types which led Abenaki people to develop new designs and styles.
  • Today Abenaki artists still work in these media.

See Historical Context essay and Resources for additional potential responses.

Clay cooking pot illustration from New Hampshire Cookbook. Courtesy of Hopkinton Historical Society. (Jones, n.d.)

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activities can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Grade 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.W.8.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Grade 9–12

CCSS.ELA-Literacy.W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1.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.

SQ1 Writing Informational Text: Grade 3

Worksheet, Resources, and Sample Student Responses

Worksheet Prompt:

How would living near mountains, valleys, woodlands or water affect Abenaki family life? Draw and describe some landforms and natural resources they would look for.

WS 4 – Draw and Describe Resources and Landforms

Resources

Sample Student Responses

  • Woodlands are where people find wood and bark to build homes for their families.
  • If people have woodlands where people hunt animals for food, they don’t have to leave their families for long.
  • Valleys and meadows are where families can live and grow food together.
  • Mountains make traveling to visit friends and family harder.
  • Living near water makes cooking and bathing easier for all members of the family.
  • Rivers and lakes are where people go to catch fish to feed their families.

See Historical Context essay and Resources for possible additional responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Grades 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Grades 9–12

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.

CCSS.ELA-Literacy.W.11-12.2.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.

SQ1 Writing Informational Text: Grades 4 – 5

Worksheets, Resources, and Sample Student Responses

There are two worksheets for Grade 4 and 5, WS 5 and WS 6.

Worksheet WS 5

Prompt: What are some of the geographic features and natural resources an Abenaki family would look for when choosing a place to camp or live? Consider what different members of the family might need.

WS 5 – Geography and Resources

Resources

Sample Student Responses

  • People might choose a place near water—a river, pond, or lake—so they can get water for drinking and cooking. And people of all ages, especially kids, like to swim!
  • Many birds and animals, which people can use for food, come to ponds and streams to drink.
  • Woods and fields are places to gather plants for food or medicine.
  • Hunters can find animals in woods and fields.
  • Mountains, hills, lakeshores, and riverbanks have different kinds of rocks and stone that can be used to make tools.
  • Everyone needs tools. Children learn from their parents how to make tools from different kinds of stone, wood, bone, and animal sinew or plant fiber.

See Historical Context essay and Resources for possible additional responses.

Abenaki gathering at Maidstone State Park. Courtesy of Lisa Ainsworth Plourde. (Plourde, 2024)

Worksheet WS 6

Question: What are some advantages and challenges geography might have played in the lives of Abenaki people? Think about friendship, trade, alliances, and wars.

Worksheet: WS 6 Geography, Land Use, and the Environment

WS 6 – Geography, Land Use, and the Environment

Resources

Sample Student Response

  • Friendship: Rivers make it easy to travel by canoe to visit family members, friends, and allies. Rapids, waterfalls, and strong currents could be challenges to navigation.
  • Trade: Rivers and mountains can shield from invaders, but isolate people from trade partners and other potential allies. Rivers and mountains can sometimes be a barrier.
  • Alliances and War: In wartime, people could use rivers to travel quickly by canoe. They also could hide in mountains and wetlands when people wanted to hurt them.

See Historical Context essay and Resources for additional potential responses.

Azban's Great Journey as told by Brian Chenevert
Azban’s Great Journey (Chenevert, 2014)
Azban - Raccoon
Azban means racoon in Abenaki (American Abenaki Curriculum Committee, 2025)

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Grades 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Grades 9–12

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.

CCSS.ELA-Literacy.W.11-12.2.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.

SQ1 Writing Informational Text: High School

Worksheet, Resources, and Sample Student Responses

Worksheet Prompt:

Analyze how the Abenaki people’s familiarity with the region’s geography gave them advantages or challenges when dealing with neighboring tribes and colonial settlers

WS 8 – Familiarity with Geography

Resources

Sample Student Responses

  • Abenaki people, who knew the land and were deeply familiar with their territory, knew where to go to hide in times of danger. This gave them an advantage over colonial settlers or neighboring tribes who may not know the area as well.
  • In warfare, Abenaki people knew where in the landscape to place sentries and to set up ambushes along travel routes.
  • Abenaki people knew locations to establish signal fires to relay information about attackers—or where to look for signal fires.
  • After years in the region, settlers came to know the land as well as the Native people.
  • Abenaki people knew how the resources available to feed themselves and members of their family or community would vary in different seasons and locations.
  • Trading relationships were possible when people from one area had resources that were useful to people from other areas.

See Historical Context essay and Resources for possible additional responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Grades 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Grades 9–12

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.

CCSS.ELA-Literacy.W.11-12.2.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.

SQ1 Writing Informational Text: Middle School

Worksheet, Resources, and Sample Student Responses

Worksheet Prompt:

Sustainable practices assume that natural resources are limited and that people should act to ensure that resources will be available for people in the future. Discuss how knowledge of geography guided Abenaki natural resource utilization and conservation. How did their geographical awareness contribute to their sustainable practices?

WS 7 – Geography and Sustainable Practices

Resources

Sample Student Responses

  • The Abenaki knew that resources around them were limited, so they took only what they needed and left the rest. By doing so they were able to live on the land until the present day.
  • Abenaki people cultivated plants that were useful so that more would grow for the following year.
  • Abenaki people lived in the same region for hundreds of years and were familiar with the life cycles of the plants and animals that they depended on. Adults shared with the children important information about when and where to find plants and animals and how to make sure some would be there the following year.

See Historical Context essay and Resources for possible additional responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Writing Informational Text activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.

CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Grades 6–8

CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Grades 9–12

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.

CCSS.ELA-Literacy.W.11-12.2.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.

SQ1 Turn-and-Talk and Discussions: Grade 3

GRADE 3 Prompt, Resources, and Sample Student Responses

Prompt

How can you use maps to think about where Abenaki people choose to live?

Resources

Sample Student Responses

  • Maps can help us figure out what parts of the environment have more resources to allow Abenaki people to survive easier.
  • Maps can show us where it is challenging for the Abenaki to live and why.
  • If you know where they did live or do live, you could use the map to say “Why did (or do) they live there?”
  • Maps show locations with rivers. People need water for drinking, cooking, and washing.

See Historical Context essay and Resources for additional potential responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Turn-and-Talk Discussions activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.SL.3.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grades 6–8

CCSS.ELA-Literacy.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Grades 9–12

CCSS.ELA-Literacy.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.11-12.1.a. 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.

SQ1 Turn-and-Talk and Discussions: Grades 4 – 5

Prompt, Resources, and Sample Student Responses

Prompt

How could geography have influenced the Abenaki people’s relationships with other tribes? Think about alliances, trade, and conflicts.

Resources

Sample Student Responses

  • Waterways were great for traveling to meet other people.
  • Mountains make it a lot harder to visit other people because they are hard to climb over.
  • People living in different places might have different kinds of rocks because of the geography, and if they had the kinds that others wanted for tools or weapons, they could trade with them.
  • Some places have lots of good clay and other places don’t. Maybe they traded the clay, or things made with it.

See Historical Context essay and Resources for additional potential responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Turn-and-Talk Discussions activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.SL.3.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grades 6–8

CCSS.ELA-Literacy.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Grades 9–12

CCSS.ELA-Literacy.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.11-12.1.a. 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.

SQ1 Turn-and-Talk and Discussions: High School

Prompt, Resources, and Sample Student Responses

Prompt

Analyze and discuss how geography could have influenced the Abenaki people’s cultural beliefs about the land.

Resources

Sample Student Responses

  • The geography of the Champlain Valley inspired many stories of Odzihozo shaping the land.
  • People used stone, clay, and wood to make tools, so they pictured the Creator using stone and clay to make animals and trees to make people.
  • Certain geographic features may be given iconic status in the culture and become sacred spaces.

See Historical Context essay and Resources for additional potential responses.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Turn-and-Talk Discussions activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.SL.3.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grades 6–8

CCSS.ELA-Literacy.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Grades 9–12

CCSS.ELA-Literacy.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.11-12.1.a. 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.

SQ3 Using Peer Review Partners:  High School

Prompt and Resources

Prompt 1:

Write an essay that discusses two or three aspects of Abenaki culture that have undergone evolution throughout history. What factors do you think precipitated these transformations, and what do they reveal about the Abenaki peoples’ adaptability? Examine the broader implications. Use resources to research, if needed. After you write each draft, share it with a peer, discuss ways to improve it, and use these ideas as a guide for writing your final response.

Materials

There are no materials needed for this activity.

Worksheet

There are no worksheets needed for this activity.

Resources

[Teachers: Please review before screening for your students. This video examines the sacred uses and the misuses of tobacco.]

  • From Calumet to Crisis and Back—Part 2 [Video—9:18 min.] (Circle of Courage, 2009b) [Teachers: Please review before screening for your students. This video examines the sacred uses and the misuses of tobacco.]
  • Other materials from the Resource Bank section of this curriculum

Sample Student Responses

Because students are doing independent research, there are no sample student responses for this activity.

Prompt 2:

Reflect on the resilience of the Abenaki people in adapting their lifeways to the demands of their surroundings. How did their capacity to innovate contribute to their cultural continuity and endurance? 

Materials

There are no materials needed for this activity.

Worksheet

There are no worksheets needed for this activity.

Resources

Sample Student Responses

Because students are doing independent research, there are no sample student responses for this activity.

Standards Alignment

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Peer Review Partners activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CCSS.ELA-Literacy.W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Grades 6–8

CCSS.ELA-Literacy.W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA-Literacy.SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Grades 9–12

CCSS.ELA-Literacy.SL.9-10.1. 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.

CCSS.ELA-Literacy.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Potential Alignment: American Association of School Librarians (AASL) Standards

Learners

VI.B.2. Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by: Acknowledging authorship and demonstrating respect for the intellectual property of others.

School Librarians

I.C.1 School librarians guide learners to maintain focus throughout the inquiry process by:Assisting in assessing the inquiry-based research process.

School Libraries

I.D.2. The school library ensures an inquiry based process for learners by: Reinforcing the role of the school library, information and technology resources in maximizing learning and institutional effectiveness.

Potential Alignment: International Society for Technology in Education (ISTE) Standards

Students

1.6.a. Choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.

Educators

2.6.a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Educational Leaders3.2.e. Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.

Potential Alignment: English Language Arts Standards

Potential Alignment: English Language Arts Standards