CPALMS Logo Generated on 9/16/2025 at 3:59 PM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org//PreviewStandard/Preview/6186
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.
Standard #: LAFS.1112.RH.2.5Archived Standard
Standard Information
General Information
Subject Area: English Language Arts
Grade: 1112
Strand: Reading Standards for Literacy in History/Social Studies 6–12
Cluster: Craft and Structure -
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Related Courses
Related Resources
Lesson Plan
  • Reading Like a Historian: Declaration of Independence # In this lesson, students study primary and secondary sources in an effort to answer the central historical question: Why did the Founders write the Declaration of Independence? Students will examine contrasting views by two historians. Then they will read the preamble of the Declaration (2 versions of varying reading complexity are provided) and rewrite it in their own words. Students will also examine a simplified list of the grievances against King George specified in the Declaration. Finally, students and teacher attempt to answer the central question and determine which featured historian has the better argument.
Original Student Tutorials
  • What Is an American? Evaluating the Structure of an Argument – Part Three # Examine what it means to be an American by analyzing a speech delivered by the U.S. Secretary of the Interior, Harold L. Ickes, in 1941. This tutorial is Part Three of a three-part series. In this tutorial, you will read more excerpts from Ickes’ speech, and then you will evaluate the effectiveness of his argument's structure.  Be sure to complete the first two parts before completing Part Three. Click HERE for Part One. Click HERE for Part Two. 
  • What Is an American? Evaluating the Structure of an Argument – Part Two # Examine what it means to be an American by analyzing a speech delivered by the U.S. Secretary of the Interior, Harold L. Ickes, in 1941. This tutorial is Part Two of a three-part series. In this tutorial, you will read excerpts from Ickes’ speech, and then you will identify his use of rhetorical appeals and analyze the structure of his argument.  Make sure to complete Part One first. Click HERE for Part One. Click HERE for Part Three.
Original Student Tutorials for Language Arts - Grades 6-12
  • What Is an American? Evaluating the Structure of an Argument – Part Three # Examine what it means to be an American by analyzing a speech delivered by the U.S. Secretary of the Interior, Harold L. Ickes, in 1941. This tutorial is Part Three of a three-part series. In this tutorial, you will read more excerpts from Ickes’ speech, and then you will evaluate the effectiveness of his argument's structure.  Be sure to complete the first two parts before completing Part Three. Click HERE for Part One. Click HERE for Part Two. 
  • What Is an American? Evaluating the Structure of an Argument – Part Two # Examine what it means to be an American by analyzing a speech delivered by the U.S. Secretary of the Interior, Harold L. Ickes, in 1941. This tutorial is Part Two of a three-part series. In this tutorial, you will read excerpts from Ickes’ speech, and then you will identify his use of rhetorical appeals and analyze the structure of his argument.  Make sure to complete Part One first. Click HERE for Part One. Click HERE for Part Three.
Print Page | Close this window