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To me, when students are engaged in a rigorous task, they are sinking their teeth into something that requires them to struggle a bit -- productively. It might inspire some healthy confusion, and the answers won't come easily.

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o Analyze multiple sources of evidence
across time periods, themes, issues
o Analyze diverse complex abstract
perspectives
o Gather, analyze, and organize information
from multiple sources
o Analyze discourse styles or bias in speeches,
legal briefs, etc., across time or authors
o Compare and contrast confl icting
judgments or policies (e.g., Supreme
Court decisions)

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Students are able to respond to HOW/WHY questions

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Students are able to respond to HOW/WHY questions

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Making claims and supporting them with evidence.

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Making claims and supporting them with evidence.

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creating meaningful historical context for the contemporary world

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Allowing students to express themselves in relation to the content

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Allowing students to express themselves in relation to the content

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Students engaging in tasks meaningful to their lives

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Students engaging in tasks meaningful to their lives

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that includes academic language

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Finding more questions than answers

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Making arguments based on primary and secondary source evidence

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Cognitively demanding tasks in which students are engaged in grade level appropriate readings

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Cognitively demanding tasks in which students are engaged in grade level appropriate readings

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accessing multiple sources with differing viewpoints

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Doing the work of historians