Standard 3 : Integration of Knowledge and Ideas (Archived)



This document was generated on CPALMS - www.cpalms.org

General Information

Number: LAFS.1112.RI.3
Title: Integration of Knowledge and Ideas
Type: Cluster
Subject: English Language Arts - Archived
Grade: 1112
Strand: Reading Standards for Informational Text

Related Standards

This cluster includes the following benchmarks
Code Description
LAFS.1112.RI.3.7: 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.
LAFS.1112.RI.3.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
LAFS.1112.RI.3.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


Related Access Points

This cluster includes the following access points.

Access Points

Access Point Number Access Point Title
LAFS.1112.RI.3.AP.7a: 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.
LAFS.1112.RI.3.AP.8a: Identify claims made by the author as being fact or opinion.
LAFS.1112.RI.3.AP.8b: Distinguish reliable sources from non-reliable.
LAFS.1112.RI.3.AP.8c: Evaluate the premises, purposes and argument that the author makes.
LAFS.1112.RI.3.AP.8d: Delineate the premises, purposes, argument and specific claims in two or more texts on related topics.
LAFS.1112.RI.3.AP.8e: Assess the validity of the premises, purposes and arguments across texts on related topics.
LAFS.1112.RI.3.AP.9a: Identify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").
LAFS.1112.RI.3.AP.9b: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").


Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans

Name Description
The Declaration of Independence: Analyzing Changes Made by Congress:

In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in an analysis of the two passages, then write an argumentative essay about the professor's argument.

The Declaration of Independence: Analyzing Changes Made by Congress:

In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in a close-reading analysis of the two passages to understand the professor's argument, explaining it in an essay. The hypocrisy of slavery is the primary theme: Can a people who enslave others validly plead for their own freedom?

Tribal Tributes: Getting to Know Native American History Part 1 of 3:

In Part 1 of this three-lesson mini-unit students will practice and apply research skills through a short research project on Native Americans. Students will work in collaborative groups to gather information on Native Americans from specific regions to develop and present a multimedia project based on their research.

Show Me a Hero, and I Will Write You a Tragedy – F. Scott Fitzgerald - Part 3:

This is Part three of a three-part series on the writings of F. Scott Fitzgerald. Students will analyze F. Scott Fitzgerald's inspirations for both his characters and stories. In this lesson, students will analyze a 1928 portrait of Louise Brooks by Eugene Robert Richee as a stimulus for creating an original character living during the glitter and glamour of the 1920s. Finally, using compiled textual evidence recorded throughout the three lessons, students will create a narrative in the style of Fitzgerald for Louise Brooks.

Teaching Idea

Name Description
Analyzing Grammar Pet Peeves:

This teaching idea is designed to help students analyze grammar pet peeves. Students begin by thinking about their own grammar pet peeves and then read a "Dear Abby" column in which she lists several grammar pet peeves of her own. Students become aware that attitudes about race, social class, moral and ethical character and 'proper' language use are intertwined and that rants such as this one reveal those attitudes. Finally, students discuss the pet peeves as a class while gaining an understanding that issues of race, class, combined with audience expectations, help to determine what is considered 'proper' language use.

Unit/Lesson Sequence

Name Description
The Great Gatsby: Primary Sources from the Roaring Twenties: In order to appreciate historical fiction, students need to understand factual context and recognize how popular culture reflects the values, mores, and events of a time period. Since a newspaper records significant events and attitudes representative of a period, students will create a literary newspaper (8 pages) depicting life of the "Roaring Twenties" utilizing primary source materials from the American Memory collections