PhysSciComCore

and secondary sources. ||  || Students will answer higher level text dependent questions using this primary document. ||  ||   || [|Wilbur Wright's letter to Chanute in cursive] [|Wilbur Wright's letter to Chanute in type] ||  ||   ||   ||   || secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. ||  ||   ||   ||   || to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). ||  || Have students read the Cat Scratch narrative and list how items in the narrative follow the scientific method. ||  ||   || used in a text, including vocabulary specific to domains related to history/social studies. ||  ||   ||   ||   || or purpose (e.g., loaded language, inclusion or avoidance of particular facts). ||  ||   ||   ||   || Primary Source: [|Wilbur Wright's letter to Chanute in type] Secondary Source: [] Enrichment: [] ||  || What evidence in Wilbur Wrights letter lends support the material in the NASA article about what he did; including the quote from his father.
 * 1. Cite specific textual evidence to support analysis of primary
 * [|Wright Papers Overview]
 * 2. Determine the central ideas or information of a primary or
 * 3. Identify key steps in a text’s description of a process related
 * 3. Identify key steps in a text’s description of a process related
 * 4. Determine the meaning of words and phrases as they are
 * 4. Determine the meaning of words and phrases as they are
 * 5. Describe how a text presents information (e.g., sequentially, comparatively, causally). ||  ||   ||   ||   ||
 * 6. Identify aspects of a text that reveal an author’s point of view
 * 6. Identify aspects of a text that reveal an author’s point of view
 * 6. Identify aspects of a text that reveal an author’s point of view
 * 7. Integrate visual information with other information in print and digital texts. (e.g., in charts, graphs, photographs, videos, or maps) ||  ||   ||   ||   ||
 * 8. Distinguish among fact, opinion, and reasoned judgment in a text. ||  ||   ||   ||   ||
 * 9. Analyze the relationship between a primary and secondary source on the same topic.
 * 8. Distinguish among fact, opinion, and reasoned judgment in a text. ||  ||   ||   ||   ||
 * 9. Analyze the relationship between a primary and secondary source on the same topic.
 * 9. Analyze the relationship between a primary and secondary source on the same topic.

//"In memory and intellect, there was none like him//. He systemized every thing. His wit was quick and keen. He could say or write anything he wanted to. He was not very talkative. His temper could hardly be stirred. He wrote much. He could deliver a fine speech, but was modest([|ref])." ||  ||   ||
 * 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. ||  ||   ||   ||   ||
 * 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. ||  ||   ||   ||   ||