Controversial Issues

SSCN: Controversial Issues

SSCN.A: Map and Globe Skills

SSCN.B: Information Processing Skills

SSCN.C: World Views, Logical Fallacies, and Constructive Discourse

SSCN.D: Life and Health Issues

SSCN.E: Discrimination Issues

SSCN.F: Constitutional Issues

SSCN.G: Global Issues

SSCN.A.1: compare and contrast the categories of natural, cultural, and political features found on maps

SSCN.A.2: use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

SSCN.A.3: draw conclusions and make generalizations based on information from maps

SSCN.A.4: compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

SSCN.A.5: compare maps with data sets (e.g., charts, tables, graphs) and/or readings to draw conclusions and make generalizations

SSCN.B.6: compare similarities and differences

SSCN.B.7: organize items chronologically

SSCN.B.8: identify and write about issues and/or problems and alternative solutions

SSCN.B.9: distinguish between fact and opinion as used in informational/explanatory text

SSCN.B.10: identify main idea, detail, sequence of events, and cause and effect in a social studies context

SSCN.B.11: identify and use primary and secondary sources

SSCN.B.12: interpret timelines

SSCN.B.13: identify social studies reference resources to use for a specific purpose

SSCN.B.14: construct charts and tables

SSCN.B.15: analyze artifacts

SSCN.B.16: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSCN.B.17: analyze graphs and diagrams

SSCN.B.18: translate dates into centuries, eras, or ages

SSCN.B.19: formulate appropriate research questions

SSCN.B.20: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSCN.B.21: check for consistency of information

SSCN.B.22: interpret political cartoons

SSCN.C.23: analyze the most common fallacies of ordinary reasoning in order to evaluate the validity, clarity, and precision of types of arguments, such as Ad Populum, Ad Hominem, and Slippery Slope

SSCN.C.24: examine the basic principles of constructive discourse in order to engage in rational, thoughtful discussions on public policy issues

SSCN.D.25: analyze and evaluate major life and health issues facing today's society

SSCN.D.26: evaluate the increasing economic demand on community agencies and resources relating to federal programs such as Medicare, Medicaid, and the Affordable Care Act

SSCN.D.27: formulate possible solutions based on an informed perspective rather than an emotional reaction to the issues

SSCN.D.28: identify Life and Health issues currently facing today's society such as obesity, use of GMOs, and Roe v. Wade

SSCN.E.29: analyze current discrimination issues in the United States

SSCN.E.30: examine and evaluate the government's attempts to deal with invidious discrimination, including policies related to Title IX and affirmative action

SSCN.E.31: evaluate whether unjust discrimination harms all Americans or just those who are its target

SSCN.F.32: examine arguments for and against several volatile constitutional issues in the United States, including Second Amendment rights and limits on First Amendment rights

SSCN.F.33: explain why rights guaranteed in the Constitution are relative and are not absolute

SSCN.F.34: identify current issues relevant to Constitutional rights and their interpretation

SSCN.G.35: examine and evaluate several significant global issues confronting the modern world, such as the War on Terror, radical terrorism, wealth disparity, and human rights violations

SSCN.G.36: analyze policy options proposed for each global issue

SSCN.G.37: identify which option would appear to be an optimally effective choice in each case

SSCN.B.6.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCN.B.6.b: write arguments focused on discipline-specific content by developing 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

SSCN.B.6.c: write informative/explanatory texts, including the narration of historical events by providing 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)

SSCN.B.6.d: 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

SSCN.B.7.a: 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

SSCN.B.7.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCN.B.7.c: 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

SSCN.B.8.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSCN.B.8.b: write informative/explanatory texts, including the narration of historical events by providing 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)

SSCN.B.8.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCN.B.8.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

SSCN.B.8.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.8.f: 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

SSCN.B.9.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCN.B.9.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCN.B.9.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCN.B.9.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCN.B.9.e: write arguments focused on discipline-specific content by developing 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

SSCN.B.9.f: write informative/explanatory texts, including the narration of historical events by providing 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)

SSCN.B.9.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCN.B.9.h: 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

SSCN.B.9.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.10.a: 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

SSCN.B.10.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSCN.B.10.c: 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

SSCN.B.10.d: 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

SSCN.B.10.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCN.B.10.f: write arguments focused on discipline-specific content by developing 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

SSCN.B.10.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCN.B.10.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCN.B.10.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSCN.B.10.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.10.k: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.10.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.10.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.10.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCN.B.10.o: 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

SSCN.B.10.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.10.q: 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

SSCN.B.10.r: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSCN.B.11.a: 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

SSCN.B.11.b: 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

SSCN.B.11.c: 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

SSCN.B.11.d: 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

SSCN.B.11.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCN.B.11.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCN.B.11.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCN.B.11.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCN.B.11.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.11.j: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.11.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.11.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.11.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.11.n: 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

SSCN.B.11.o: 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 specific 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

SSCN.B.11.p: draw evidence from informational texts to support analysis, reflection, and research

SSCN.B.11.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSCN.B.12.a: 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

SSCN.B.12.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSCN.B.12.c: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSCN.B.13.a: 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

SSCN.B.13.b: 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

SSCN.B.13.c: 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

SSCN.B.13.d: 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

SSCN.B.13.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCN.B.13.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCN.B.13.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCN.B.13.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCN.B.13.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCN.B.13.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCN.B.13.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCN.B.13.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCN.B.13.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.13.n: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.13.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.13.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.13.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.13.r: 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

SSCN.B.13.s: 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 specific 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

SSCN.B.13.t: draw evidence from informational texts to support analysis, reflection, and research

SSCN.B.14.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.16.a: 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

SSCN.B.16.b: 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)

SSCN.B.16.c: 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

SSCN.B.16.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCN.B.16.e: write arguments focused on discipline-specific content by developing 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

SSCN.B.16.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSCN.B.16.g: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.16.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.16.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.16.j: write informative/explanatory texts, including the narration of historical events by providing 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)

SSCN.B.16.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCN.B.16.l: 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

SSCN.B.16.m: 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

SSCN.B.17.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.19.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCN.B.19.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCN.B.19.c: 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

SSCN.B.20.a: 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

SSCN.B.20.b: 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

SSCN.B.20.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCN.B.20.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCN.B.20.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCN.B.20.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCN.B.20.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCN.B.20.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCN.B.20.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCN.B.20.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCN.B.20.k: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.20.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.20.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.20.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCN.B.20.o: 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 specific 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

SSCN.B.20.p: draw evidence from informational texts to support analysis, reflection, and research

SSCN.B.21.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCN.B.21.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCN.B.21.c: write informative/explanatory texts, including the narration of historical events by developing 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

SSCN.B.21.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCN.B.21.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCN.B.21.f: 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 specific 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

SSCN.B.21.g: draw evidence from informational texts to support analysis, reflection, and research

SSCN.B.22.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension