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Day 4
How Do We Build a Defensible Interpretation?
Learning Target
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I can construct and revise a CEA historical interpretation using multiple sources, sourcing, and corroboration.
LESSON OVERVIEW
On Day 4, students move from analyzing sources to building an interpretation. They use multiple sources to write a baseline CEA response: claim, evidence, and analysis/reasoning. Students learn the difference between summarizing sources and explaining how evidence supports a defensible interpretation. They also review academic responsibility, including collaboration versus copying, citation, plagiarism, answer-sharing, unauthorized AI use, and digital citizenship. Students draft their claim, receive structured peer feedback, and revise their interpretation to make it stronger. The unit plan identifies Day 4 as Discuss → Reflect, with evidence of learning including a CEA draft, peer feedback, and revised claim.
AT A GLANCE
In this lesson, students will:
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Review where sources agreed or disagreed.
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Learn what makes an interpretation defensible.
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Review academic responsibility and digital citizenship.
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Study a CEA example.
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Draft a CEA response using at least two sources.
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Use peer feedback to revise the claim or reasoning.
BELL RINGER
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Yesterday, where did the sources agree or disagree? State one supported conclusion and name the evidence that supports it.
OBJECTIVES
Students will be able to:
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Explain what makes a claim defensible.
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Write a CEA historical interpretation.
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Use at least two sources as evidence.
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Explain how evidence supports a claim.
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Use peer feedback to revise a claim or reasoning.
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Follow academic responsibility expectations.
I CAN STATEMENT
By the end of the lesson, I can:
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I can write a historical claim.
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I can support my claim with evidence from multiple sources.
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I can explain how my evidence supports my claim.
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I can revise my interpretation after feedback.
I CAN GUIDE
No understanding: Completely lost. Needs direct help.
Very little understanding. Struggling. Needs major support.
Partial understanding. Knows a little. Needs more practice or guidence.
Good understanding. Mostly gets it. Can worl with minor help.
Full understanding. Completely understands. Can work or explain it by themselves.
Policy Presentation
Review expectations for:
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collaboration versus copying
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citation
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plagiarism
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cheating
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answer-sharing
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unauthorized AI
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digital citizenship
KEY VOCABULARY
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Interpretation: An evidence-based explanation of what the past means.
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CEA: Claim, Evidence, Analysis/Reasoning.
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Claim: A statement or answer that needs evidence.
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Evidence: Information that supports or challenges a claim.
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Analysis: Explanation of what evidence means and why it matters.
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Reasoning: The thinking that connects evidence to a claim.
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Defensible: Able to be supported with evidence and reasoning.
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Revision: A change made to improve thinking or writing.
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Citation: A note showing where evidence came from.
ESL SUPPORTS
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Interpretation: interpretación
Means: an explanation based on evidence
Say it: My interpretation uses evidence. / Mi interpretación usa evidencia. -
Claim: afirmación
Means: an answer that needs evidence
Say it: My claim answers the question. / Mi afirmación responde la pregunta. -
Evidence: evidencia / prueba
Means: proof or support
Say it: Evidence supports my claim. / La evidencia apoya mi afirmación. -
Reasoning: razonamiento
Means: explaining why evidence matters
Say it: Reasoning connects evidence to the claim. / El razonamiento conecta la evidencia con la afirmación. -
Defensible: defendible
Means: supported with evidence
Say it: My claim is defensible. / Mi afirmación es defendible. -
Revise: revisar / mejorar
Means: make it better
Say it: I revise my claim. / Reviso mi afirmación.
COURSE SYLLABUS
Course Overview & Expectations
Grading & Assessment Policy
Late Work Policy
Academic Integrity
Classroom Nrms & Procedures
CURRICULUM MAP
See how all 9 units connect across time periods, themes & skills.
COURSE RESOURCES
