Understanding by DesignChanging Faces on the American Frontier

English/ Social Studies Curriculum Unit PlanSubject Area: English and Social Studies Number of Days:30

Course/Grade Level:Grade 7 Unit Title: Changing Faces on the American Frontier Designer:

Lisa Faulkenberglisafa@rcs.k12.in.us

Unit Summary: In this unit, students will focus on the life stories and experiences of adolecents (age 9-20) on the frontier during the years of America’s westward expansion in the 19th Century. It will stress the use of primary source documents to reveal the experiences of typical adolecents within this historical time period contrasted with the experiences of adolecents in America today. Students will be able to compare and contrast the experiences of young people from several locations and cultural groups who were living on the expanding American frontier between Indiana and the west coast of North America. Students will research, discuss and address essential questions related to expectations for young poeple including child labor, gender equity, socioecenomic opportunities related to various cultural groups, and how personal choices and culture affect opportunities for an individual’s future.

Through the integration of Indiana and Common Core English Language Arts and History standards for Grade 7, students will read, write about, listen to, view and speak about primary and secondary sources documents to understand the opportunities and challenges of growing to adulthood in a changing land. Students will culminate their study of these historical artifacts by creating a project that will be part of a museum exhibit about the diversity of experiences on the frontier of the American West in the 19th Century. Students will read and write first person accounts which reflect a personal understanding of the challenges and opportunities of adolecents growing up during this time of rapid historical change.

Materials and Resources for Teaching the Unit:

Collection of non-fiction text at a variety of reading levels on the topic. Central to this unit is the annotated collection of resources collected as part of this ongoing

curriculum development project. The collection includes artifacts, primary and secondary source documents and related contemporary resources and trade books selected to aid middle grades learners in exploring historical questions through personal writings and historical fiction. Contact Lisa Faulkenberg, unit developer for details.

6+1 Traits Rubric. NWREL. 2003

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DESIRED RESULTS (STAGE 1)State Standards and or/Common Core grade level performance indicators addressedNote: Red standards are most clearly taught and assessed within the unit. Other standards listed are

likely to be part of the classroom content and related work.Language StandardsCC.7.L.2 (7.6.8) -- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly. CC.7.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. CC.7.L.4 (7.1.2, 7.1.3) -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

CC.7.L.5 (7.1.1) -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of

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the same period as a means of understanding how authors of fiction use or alter history

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Overarching Understanding(s) from Curriculum Framework Grade or Course Understandings:Students will understand that…

1. Bias exists in all writing.

2. Understanding is shaped by new experience.

3. Our stories endure through history.

4. People adapt to change.

Topical Understanding(s) Specific to Unit: Students will understand that…

5. Adolescents throughout our history share many common experiences and some very marked differences.

6. Economic stability is a key motivation for

people to move from place to place.

7. Writers provide insights about the human

experience through personal accounts of

events.

8. Historians interpret events and artifacts to

support inferences that are most accurate

based on evidence available.

Overarching Essential Question(s) Students will need to consider such overarching questions as…

1. How does where we live influence how we

live?

2. How are stories about other times and

places about me?

3. How do people create something new?

4. How can we determine which perspectives

or ideas are valid?

5. Why do people move from place to place?

Topical Essential Questions for Unit: To understand, students will need to consider such unit questions as....6. How does the author’s use of language

and text features affect our

interpretations of texts?

7. What can we learn from historical

objects?

8. How do authors reflect varying

perspectives about the historical, political,

social, moral and economic events of the

time?

9. How does our examination and use of

varying grammatical structures affect our

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reading, writing, listening and

comprehension of texts?

To understand, students will need to know and be able to do the following…Students will know the following in order to understand the educational experiences of adolescents on the American frontier:

Essential new vocabulary: AutobiographyPersonal narrative/ MemoirAnecdoteFlashbackFrontierImmigrant/ emigrantDiary/ journal TelegraphSubsistencerepetitionbiasevidencememoirpoint of viewcharacterizationsettingManifest DestinyAdaptationSelf-relianceSurveyTreatyFreight

Expectations for group and independent classroom work.

How to use electronic data bases for research such as American Memory, Library of Congress collections,

Common misunderstanding(s): Every adolescent’s life experience is similar to

our own. Media and movies have provided accurate

accounts of life on the frontier. I can read primary source and autobiographical

text in the same way I read a story.

Demonstrate an understanding of the lives

of young people from a different period in

American history.

Write and or perform believable first person

narratives that use realistic setting,

characters and plot to tell compelling

stories.

Pursue interests and personal history.

Compare and contrast the lives of young

people represented in the collection and

their own.

Use technology tools to increase

understanding of the 19th Century as a time

period of change in America.

Analyze primary and secondary sources. Determine the reliability, validity and

authenticity of primary and secondary source documents.

Understand how a memoir or personal narrative, as primary source, can be more effective than a secondary source.

Analyze how an author’s bias can affect a reader’s/viewer’s perspectives about role of individuals or cultural groups in a community.

Take notes and maintain an interactive notebook.

Analyze causes/ effects. Write drafts and memoirs in the first person

using textual supports and historical data. Interpret and use maps. Read time lines. Present orally as group members; participate

in Socratic seminars. 4

Possible considerations to differentiate declarative knowledge, including advanced content and materials for more capable learners or more appropriately accessible materials and content for struggling learners. Essential Questions and Understandings are not differentiated.

Within the collection of primary and secondary source materials, students will have a number of individuals to choose from as a focus. Some are very well documented and closer to students’ own experience. Others require more research and an ability to construct understanding from multiple resources and perspectives that may be very different than what students know already.

Primary and secondary source materials include text, visual, environmental, video and artifacts that help students gain declarative knowledge through a variety of learning modalities.

Use grammatical structures to convey meaning.

Possible considerations to differentiate skills, including advanced skills for more capable learners and more concrete and scaffolded skills for struggling learners. Essential Questions and Understandings are not differentiated.

Provide or encourage use of various primary and secondary sources with varying reading levels.

Use teacher and individual student/group process logs to document the process and progress being used by each student.

Give tiered questions/ learning activities, performance assessments that build on prior knowledge and understandings and prompt continued growth.

Offer flexible grouping based on the match of the task to student readiness, interest, learning style.

Provide time frames for completion of each section of a task.

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Formative Assessments – Checking for UnderstandingBriefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task.

TYPE OF EVIDENCE DESCRIPTION OF THE ASSESSMENT ACTIVITYWHICH

FACET OF UNDERSTANDING IS

EMPHASIZED?

Primary performance task

Each student produces and demonstrates applied use of effective writing strategies presented in class.

Application

Written prompts/ journalsWrite to learn prompts

Interactive student process log that tracks student learning activity daily as outlined on the Content Organized by Week ChartStudents interpret primary source information drawn from journals and first hand accounts of the lives of adolescents living in the frontier and reflect on the similarities and differences between groups of the time and also of their own experiences.

Empathy

Small projects/skill demonstrations/ supporting performancesMini lesson topics that are embedded in instruction to move student skill acquisition forward while mastering relevant content

Readers mark the text to recall important ideas for discussion or response.

Double entry journal ( text says: I think)

Using nonfiction text structures to support understanding ( photographs, timelines, captions)

Concept sorts

anticipation guide

Writing process instruction/feedback

Keyword searches

Revision: Adding details

Writing with authentic voice

The structure and language of narrative writing

Organizing ideas- graphic organizers and interactive note taking , effective summarization

Varying sentence patterns

Developing a character sketch

Application

Student self- Self-evaluate writing with Editing checklist Self-knowledge

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assessments

PBA Student Rubric developed by TAH group

Daily writing and reflection tasks for both declarative knowledge and lit study response.

6+1 Trait Writing Rubric

Observing /conferencing

Anecdotal records of teacher observations during historical fiction Literature Circles with Lit study group observation checklist.

Writing conference checkpoints during revision and prior to final draft

application

Quizzes/ tests

Comprehension questions focused on characters setting and theme from 7th grade level historical fiction selections assigned in class

Academic vocabulary focused on unit of study Memoir writing

Identification of primary and secondary sources and use of historical process skills.

Perspective/ interpretation

Other

Some students will need to demonstrate competence in selected technical and practical skills related to the performance based assessment they select.

application

Diagnostic Assessment(s) To determine students’ readiness (based upon required knowledge and skills),

interests, and learning profiles:

Anticipation guides (Likert scale prompts)

Webbing/graphic organizers

Daily Quick write prompts for writer’s notebook (what would you do if…?)

Vocabulary Concept sorts

What instructional adjustments, groupings or options will be made as a result of the diagnostic evidence:

Concentrated teachings on areas of misunderstanding or lack of basic knowledge

Specific use of strategic reading routines to prepare students for comprehension demands.

Group minilessons based on responses (homogenous or heterogeneous)

Discussion questions for Lit circles and PBA groups by student selections.

Opportunities for individuals or groups to act on the knowledge and learn more or initiate a project

related to the theme living through change on the American frontier.

Stage 2 Continued7

GRASPS details for the primary performance task

Use the GRASP format to provide more detailed information about the primary performance task through which you will assess students’ growing understanding.

GRASPS Use of GRASPS in this Unit

Goal Provide a statement

of the task. Establish the goal,

problem, challenge, or obstacle in the task.

The Wayne County Historical Museum is building a new exhibit space where they hope to help students like you make a personal connection with American history. You have been invited to learn about what life was like for young people growing to adulthood on the changing American frontier, during westward expansion from Indiana to the Pacific coast.

The challenge is to present accurate and engaging interpretations of many diverse people including perspectives of those who are original inhabitants, and those moving to and from the frontier during the Nineteenth century and how their experiences connect with young people today.

Role Define the role of

the students in the task.

State the job of the students for the task.

Students will collaborate to create a variety of projects for addition to the exhibit that tell the stories of history in realistic and interesting ways. Your role is to select an individual or group on which to focus.

Research primary sources about the time and place related to this individual.

Use details from primary and secondary source artifacts to create a realistic interpretation of life on the frontier from the perspective of the selected individual.Assessment choice gridYou may choose the form of your final project. Please keep this table with you each class period for conferences and turn it in with your final project.Choose at least one assessment product for each column

Write Perform Create

On my own

Write a travel log or short story that

reflects the time and place

of the 19th

Century American frontier in characters, setting and

events

Record and publish

An oral history interview with

someone at least 20 years

older than yourself

Create a piece of art that

reflects your understanding of change from

childhood to adulthood in

America

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Collaborating

Reader’s Theatre

Reenact a significant scene from your lit club

selection

Develop a pod cast that

explains your understanding of one of the

cultural groups under study

Create a Weebly website comparing the

lives of adolescents on the American frontier in the 19th century and the 21st

Century

Audience Identify the target

audience within the context of the scenario.

Example audiences might include a client or a committee.

Remember that your exhibit will be viewed by other Richmond youth visiting the museum as well as visitors that may come from almost anywhere. Your exhibit should coordinate with others from the project group to present both accurate historical information about America’s western expansion and engaging interpretation of personal stories collected from youth living through change.

Your audience will want to connect the lives of others with their own in memorable ways.

Product Clarify what the

students will create and why they will create it.

Your exhibit will be one way to use writing, visual display, performance and/ or multimedia to share the stories of adolescents living through periods of great change, how that change influenced them personally and American history. Young people who visit the museum may consider how recording one’s personal experience helps us understand ourselves and others better.

Standards and Criteria Provide students

with a clear picture of success.

Identify specific standards for success.

Issue rubrics to the students.

Exemplar papers of each stage of the writing process and each of the rubric, other performance tasks, criteria & 6+1 traits rubric.

W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

How will the product/performance, role or audience be differentiated to provide options for students’ readiness, interest and/or learning profiles?

Various levels of support / extension opportunities are achieved through observation of the process during student- teacher conferences.

The choice grid for PBA allows students to choose from a variety of rigorous options to maximize student interest and allow students to use secure skills independently and receive support in developing new skills they are interested in.

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Common Student Product AssessmentAssignment expectations

Students will be responsible for maintaining class notes for each day of the unit. Lessons build from day to day and you will need your notes as you work through each week’s assignments.

Students are expected to come to class prepared each day for class discussion according to our posted norms.

Students are expected to complete daily writing and reflection tasks before the end of the period.

Student written work should follow the expectations for quality established by the class. Students are expected to participate fully in the Lit. Study group and maintain written

reflections as a personal response to the reading and to serve as a basis for discussion each session.

Each student will complete a written memoir which includes skills developed in workshop to demonstrate mastery of 7th grade writing expectations and connects to our unit of study.

Student Directions for performance task: Use your research notes from primary and secondary sources and the knowledge you have

gained to create a project that shows your understanding of youth from another time period.

Use mentor texts to guide your “Have a Go” with personal story telling through memoir. To relate an engaging and realistic story.

Collaborate with peers to share information about a variety of groups through discussion of historical literature and historical documents and artifacts.

Special Teacher Direction for performance tasks At beginning of unit, distribute knowledge map of essential content and calendar of project

mileposts.Collect artifacts of student learning process as evidence of learning change over time.

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WHow will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?

“W” IdeasStudents will be introduced to the exemplars of PBA choices and related rubric early on. Regular whole group discussions will focus on the why and related questions and understandings.

H

How will you hook students at the beginning of the unit?

“H” Ideas: What can we learn from historical objects?

Day one will launch with a Primary source Bonanza with photographs, maps. Timelines. Journals, advertisements, etc. and a Gallery Walk (arranged by groups associated with the different locations and groups living on the frontier as organized in the annotated bibliography that accompanies this unit) to generate interest and informally assess background knowledge of students.Students like to tell their own stories and this introduction will allow for students to share in small groups, connections they find with some of the artifacts of the historical time period.

The compelling and authentic purpose and student opportunities for choice for the project will lend motivation as well.

E What events will help students experience and explore the big ideas and questions in the unit? How will you equip them with needed skills and knowledge?

“E1” IdeasEU1 Building on prior knowledge, with guest speakers, trade books, and video examples. E EU2 DESCRIBE strategy allows students to explore primary sources and develop a context for future study.EU3/EU4/ EU5 Interviews and Lit. Circles provide a way for students to share their own stories and related them to the historical accounts under study.EU6 Students use maps, and other artifacts to draw conclusions about places and times under study.EU7 Opportunities to assume a role and interact with others through reader’s theatre and writing assignments gives opportunities for students to defend historical decisions and here how others may look at similar circumstances very differently.EQ8 Mini lessons each day address new skill acquisition, (summarization, rich discussion,

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writing in the workshop, etc.)

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

“R” IdeasConversation and guided discussion are a daily learning tool as well as specific examples of mentor text and modeled- think aloud strategies.Mine/ Ours/ Theirs comparisons based on notes in groups of 3 will aid comparisons of diverse populations and individuals Formative assessment show what individuals know and are ready to learn next.

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

“E2” IdeasThrough think – pair – share activity, Lit. circle self- evaluationstudent /teacher conferencesinteractive bulletin board of examples of lives on the frontier

Compare and contrast the views of different cultures observed in the diverse groups under study Demonstration of skills in memoir writing, use of historical process skills and high order thinking.

T

How will you tailor instruction to meet student need in readiness, learning style, and interest while remaining true to the desired result?

“T” IdeasI will listen carefully to students as they question and share to look for opportunities to tailor instruction. Students carry and complete a travel journal which serves as a differentiated menu of related classroom activities with some they must visit and some they will choose. The artifact of the journal will serve as an individual’s way to keep notes, reflections and to recall key learning.I will provide opportunities for student choice and address the wide variations in readiness through guided selection of classroom materials and providing support and demonstrated examples for challenging reading and writing tasks.

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O

How will you organize learning experiences to maximize engagement and understanding and minimize misconceptions?

“O” Ideas Through careful planning and ongoing

reflection on experiences. I have tried to plan for a wide array of learning styles.

Students will keep new learning notes in their response journals.

Students are provided with a timeline for completion of unit tasks and milestones at the beginning of the unit...

I am willing to be flexible as the needs of the individual learners arise.

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Week Monday Tuesday Wednesday Thursday Friday

1What can we

learn from historical objects?

EQ7Using primary

sources

Launch with Primary Source materials DESCRIBE strategy

EU2 EQ3

Local How to read feature articles in the newspaperSteve Martin MRL Guest SpeakerEU1 EQ8

Library/Research

Vocabulary “Magic square” to assess prior knowledge of unit vocabulary

History Tweets Communication then and now Why do people keep journals?

EQ6 EQ8

early settlement of Wayne Countyusing statistics to draw conclusions about the pastEQ1

Students view primary source materials and draw conclusions defining contemporary and historical frontiers

Students read feature articles:IDCharacteristics& use strategic reading to support comprehensionask relevant questions of speaker

Non- fiction reading selection TBD

Direct instruction in how to use this social media tool Practice writing tweets based on primary source objects or article shared in class Wed.

Students use statistics from Peopling Indiana and the 2010 census to ask and answer questions about settlement and change locally over time.

Assessment : observation of activeparticipationStudents create a working definition of primary and secondary sources

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Assessment :T chart note taking

CC.7.RI.1 (7.2.7) -- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.7.RI.4 -- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. a. Analyze the impact of a specific word choice on meaning and tone.

CC.7.RI.6 (7.2.4) -- Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Read Around the Room- Students move in small groups to compare changes over time in PopulationOccupations/incomesFamily sizeCultural originsUse of resourcesEtc.

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2Why do

people move from place to

place? EQ5

Asking historical questions

State Mapping changes locally- Exploring how our city and state have changed over time EQ7

Lit Study launch

Lit club activity 31

Library

Vocabulary List group label

EQ6

Travel routes local and state and those of the characters in your bookNational road, overland trailsOhio RiverRailroads, ocean voyages EQ6 EQ8

images of the frontier

Post card/letter to persuade family to move-

human face of immigrationEU6 EU1

Economics and

entrepreneurship

Students learn to use Google Earth primary source maps, Then and Now site MRL

Intro book selections

Develop classroom expectations for Lit study including using class WIKI to respond to reading

Develop interpretations that demonstrate careful reading, understanding, and insight regarding increasingly complex pieces of literature.

Assessment/ Standards

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CC.7.W.6 (7.4.7) -- Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CC.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

7.3.5a Identify types of points of view (such as first person, third person, limited and omniscient, subjective and objective) in a literary text.

3How is

character revealed

through the story that is

told?

Memoir: EQ8 EU2 EQ2Custom boxes activity 14Writing character sketchesGuest SpeakerC.Wooldrige

147 film- clip capturing history in the stories of those who lived itEQ2

Library/Research Using a history databaseVocabularyUnderstanding characters through character traits

Lit clubCharacter relationship matrixEQ2 EQ8Draw it Recall it

Where I’m From PoetryEQ9

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(fig. 3.18 J Allen)

Connecting history to our

own experience

Students ask relevant questions based on the presentation of the author

Writer’s workshop peer review

Students locate and interpret on- line resources within the Library of Congress Western Expansion collection

Students draft original poetry based on the form of the example poem

Assessment/ Standards

Exchange of viewsCC.7.RI.5 -- Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

7.5.2b Organize interpretations around several clear ideas, premises, or images from the literary work.

Assessment custom boxes Strategy 14 found on page 57 of 50 ss strategies

4What do we

have in common with

others?EU5

Looking at events through multiple perspectives

Documents of settlers, government officials and Native leaders in conflict over the same land.EU7

Lit Club EQ87.3.5a Identify types of points of view (such as first person, third person, limited and omniscient, subjective and objective) in a literary text.Listen -sketch –label -summarize

Library- Book Talks on Lit Study selections?

oral history: activity 39EU3

oral history: activity 39EU3

Looking at events through multiple perspectives

Students compare single event documented from multiple perspectives

Students compare single event documented from multiple perspectives

Vocabulary: Four CornersAuthentic Language of a place and time

Developing questions for an interview.

Practicing interview skills and organizing results

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Assessment/ Standards

Assessment Written reflection: Write about an experience you know that was affected because of differences in perspective.

Assess independent use of Academic Summary Strategy

Description Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CC.7.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

CC.7.W.10 (7.5.7) -- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

5What stories

endure through history?

EU3

Writing our own stories in a compelling way

Analyzing examples of effective writingEQ6

Lit Club Common Themes

Library/Research

Vocabulary: Concept Circles

Writer’s workshop

Story ArcEQ7

Communication: Songs from the frontier; How does music communicate the experiences of youth on the frontier?

Students use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Students compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

Students use Nancy Atwell’s questions for memoirists to think about topics

Students draft memoir

Students listen to music and examine lyrics of music from the time period and discuss how music impacts the experiences of youth.

Assessment/ Standards

CC.7.W.3 (7.4.2) -- Write narratives to develop real or imagined experiences or events using effective technique,

Apply grade 7 Reading standards to literature

Rubric for class discussion

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relevant descriptive details, and well-structured event sequences.

6-7How does the

ability to adapt

influence individuals?

EU4

Library – Book Talks

Assessment/ Standards

6+1 Traits final draft of writing to be completed

CC.7.RI.3 -- Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Provide a conclusion that follows from and reflects on the narrated experiences or events.

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