General Information
Test Item Specifications
- Requires the student to select sentences or phrases from each work that show similarities or differences between how the works address related themes and concepts.
- Requires the student to select a similarity or difference between the works’ treatment of themes and concepts and then select how this affects the meaning of the works.
- Requires the student to select examples from the text that show the works’ similarities or differences in their treatments of similar themes and/or concepts.
- Requires the student to select an explanation of how the works treat similar themes/concepts in a similar or different manner.
- Requires the student to analyze how the two texts treat similar themes or concepts in one or two sentences.
- Requires the student to select multiple sentences from a passage that share similarities with the ideas of another passage in the set.
- Requires the student to first select a generalized similarity or difference between passages and then to select a phrase or sentence from an excerpt from each that illustrates this similarity or difference.
- Requires the student to complete a table by analyzing seminal U.S. documents in light of their presentation of related themes and concepts.
Items should be used with paired texts, as at least two documents are necessary to meet the standard. Items should focus on the similarities and differences between the texts. Items may focus primarily on either text, but items should indicate or test for understanding of a clear link between the two works.
Items assessing this standard may be used with two or more grade-appropriate seminal U.S. documents. Texts may vary in complexity.
The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
Task Demand
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
Sample Response Mechanisms
Selectable Hot Text
Multiple Choice
Open Response
Multiselect
Task Demand
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
Sample Response Mechanisms
EBSR
Table Match
Related Courses
Related Resources
Lesson Plan
| Name | Description |
| Analyzing Logos, Ethos, Pathos in "The Meaning of July Fourth for the Negro" | Students will read, understand, and analyze a speech by Fredrick Douglass. Students will write an essay to support their analysis of the central idea of Douglass's speech, "The Meaning of July Fourth for the Negro." |
Original Student Tutorial
| Name | Description |
| Analyzing Related Concepts in Historical U.S. Documents | In this tutorial, you'll practice identifying and analyzing how specific concepts are addressed in texts from two different time periods. The featured texts include the Bill of Rights and an excerpt from the "Four Freedoms" speech by President Franklin D. Roosevelt. You'll practice analyzing the similarities and differences in how the two texts address certain concepts. |
Unit/Lesson Sequences
| Name | Description |
| Sample English 2 Curriculum Plan Using CMAP | This sample English II CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the English II course. This CMAP is divided into 14 English Language Arts units and includes every standard from Florida's official course description for English II. The units and standards are customizable, and the CMAP allows instructors to add lessons, class notes, homework sheets, and other resources as needed. This CMAP also includes a row that automatically filters and displays e-learning Original Student Tutorials that are aligned to the standards and available on CPALMS. Learn more about the sample English II CMAP, its features, and its customizability by watching this video: Using this CMAPTo view an introduction on the CMAP tool, please . To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account. To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app. To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu. All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx |
| Close Reading Exemplar: The Gettysburg Address | This unit exemplar from Student Achievement Partner web resources has been developed to guide students and instructors in a close reading of Lincoln's Gettysburg Address. The activities and actions follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Lincoln's speech through a series of text dependent tasks and questions that ultimately develop college and career ready skills identified in the Florida State Standards. This unit can be broken down into three sections of instruction and reflection on the part of students and their teachers, which is followed by additional activities, some designed for history/social studies and some for ELA classrooms. |
Student Resources
Original Student Tutorial
| Name | Description |
| Analyzing Related Concepts in Historical U.S. Documents: | In this tutorial, you'll practice identifying and analyzing how specific concepts are addressed in texts from two different time periods. The featured texts include the Bill of Rights and an excerpt from the "Four Freedoms" speech by President Franklin D. Roosevelt. You'll practice analyzing the similarities and differences in how the two texts address certain concepts. |