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RI.11-12.1Common CoreELAReading Informational TextGrades 11-12

RI.11-12.1: Strong Evidence, Inference and Uncertainty in Informational Texts

In plain English: RI.11-12.1 is the Common Core ELA standard that asks students in grades 11-12 to cite strong and thorough textual evidence for what an informational text says explicitly and for the inferences drawn from it, and to determine where the text leaves matters uncertain. Students separate what an author reports, concludes and cannot know. It is usually taught in English 11 and English 12.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Informational Text · Cluster: Key Ideas and Details · Official standard

01

Lesson Plan

65-75 min

Overview

Students cite strong and thorough evidence for three kinds of analysis: what an informational text states, what can be inferred from it, and where it leaves matters uncertain. The third demand is what the grades 11-12 standard adds. A text can leave a matter uncertain because the author says so, because the author claims more than the evidence shows, because the record stops, or because the author has a reason to present events one way. Students learn to name the uncertainty precisely and to support that judgment with quoted words, just as they support an inference.

The texts come from the British Antarctic Expedition of 1910-1913. Captain Robert Falcon Scott and four companions reached the South Pole in January 1912, found that Roald Amundsen's Norwegian party had arrived first, and died on the return journey. Students model the skills on Scott's journal, analyze his "Message to the Public" for the quiz, and for homework test a later explanation of one question Scott could not answer, from Apsley Cherry-Garrard's The Worst Journey in the World (1922).

Learning Objectives

By the end of this lesson, students will be able to:

  • Cite strong and thorough evidence for what an informational text states explicitly
  • Support inferences with quoted evidence and a stated line of reasoning
  • Determine where a text leaves matters uncertain and explain why, citing the words that show it
  • Distinguish an author's hedged statements, confident inferences and reported facts
  • Evaluate whether an author's certainty is justified by the evidence the text gives

Prior Knowledge Required

Students should already be comfortable with:

  • Citing strong and thorough evidence for explicit meaning and inferences RI.9-10.1
  • Identifying an author's claim and the evidence offered for it
  • Integrating short quotations into their own sentences, with paragraph numbers

Lesson Procedure

65-75 minutes of class time across 5 phases.

  1. Warm-Up10 minutes

    Project a short notice written for this page and ask students to sort its content into three columns.

    Warm-Up Prompt

    "Notice to families: 'At 2:15 p.m. on Tuesday the power went out in the science wing. Students were moved to the library within ten minutes. The cause is still being investigated; a crew was seen working on the line behind the gym earlier that day.' What does the notice state? What can you infer? What does it leave uncertain?"

    Students will usually list the time and the move as stated, infer that the work behind the gym may be related, and note that the cause is uncertain. Push on the middle column: the notice places two facts side by side without connecting them. Is that an inference the notice invites or one it avoids? Tell students that RI.11-12.1 asks them to make this three-way distinction and to cite the words for each.

  2. Direct Instruction20 minutes

    Part 1: Four ways a text leaves matters uncertain. Present Diagram 1, then the table. Stress that "uncertain" is a claim about the text and needs evidence like any other claim.

    Where a text leaves matters uncertain
    SignalWhat to look forWhat to cite
    The author hedgesthink, perhaps, seems, I suppose, I don't knowThe hedging word and the claim it qualifies
    The claim outruns the evidencecertainly, no doubt, no one could have, every detailThe strong claim and the evidence given (or missing) for it
    The record stops or skipsa gap in dates, an event reported only by its resultThe last words before the gap and the first after it
    The author has a stakea defense no one has asked for, praise of oneself or one's groupThe sentence that defends and the event it answers

    Part 2: Model with Scott's journal. On the return from the Pole, Edgar Evans died on February 17, 1912. Captain Lawrence Oates, whose feet were badly frostbitten, was slowing the party; Scott and the others also call him "Titus." This entry was written in the tent some days later and was found with Scott's body eight months after it was written. Read it aloud, then think aloud through the worked examples.

    Friday, March 16 or Saturday 17.—Lost track of dates, but think the last correct. Tragedy all along the line. At lunch, the day before yesterday, poor Titus Oates said he couldn't go on; he proposed we should leave him in his sleeping-bag. That we could not do, and induced him to come on, on the afternoon march. In spite of its awful nature for him he struggled on and we made a few miles. At night he was worse and we knew the end had come.

    Should this be found I want these facts recorded. Oates' last thoughts were of his Mother, but immediately before he took pride in thinking that his regiment would be pleased with the bold way in which he met his death. We can testify to his bravery. He has borne intense suffering for weeks without complaint, and to the very last was able and willing to discuss outside subjects. He did not—would not—give up hope to the very end. He was a brave soul. This was the end. He slept through the night before last, hoping not to wake; but he woke in the morning—yesterday. It was blowing a blizzard. He said, 'I am just going outside and may be some time.' He went out into the blizzard and we have not seen him since.

    I take this opportunity of saying that we have stuck to our sick companions to the last. In case of Edgar Evans, when absolutely out of food and he lay insensible, the safety of the remainder seemed to demand his abandonment, but Providence mercifully removed him at this critical moment. He died a natural death, and we did not leave him till two hours after his death. We knew that poor Oates was walking to his death, but though we tried to dissuade him, we knew it was the act of a brave man and an English gentleman. We all hope to meet the end with a similar spirit, and assuredly the end is not far.

    I can only write at lunch and then only occasionally. The cold is intense, -40° at midday. My companions are unendingly cheerful, but we are all on the verge of serious frostbites, and though we constantly talk of fetching through I don't think anyone of us believes it in his heart.

    We are cold on the march now, and at all times except meals. Yesterday we had to lay up for a blizzard and to-day we move dreadfully slowly. We are at No. 14 pony camp, only two pony marches from One Ton Depôt. We leave here our theodolite, a camera, and Oates' sleeping-bags. Diaries, &c., and geological specimens carried at Wilson's special request, will be found with us or on our sledge.

    Robert Falcon Scott, Scott's Last Expedition, Volume I: the journal entry for March 16 or 17, 1912 (1913). Public domain (published 1913). Source text.
    • Explicit: what Scott reports

      What does the entry state about Oates's last actions?

      Result: Paragraph 2 reports his words and his departure: "He said, 'I am just going outside and may be some time.' He went out into the blizzard and we have not seen him since." Stated precisely, the text says Oates left; it never reports that anyone saw him die.

    • Inference: supported with thorough evidence

      Claim: Oates chose to leave so that he would no longer slow the others.

      Result: Three quotations cover the claim: he "proposed we should leave him in his sleeping-bag" (paragraph 1), he "slept through the night before last, hoping not to wake" (paragraph 2), and Scott writes, "We knew that poor Oates was walking to his death" (paragraph 3). Each one adds a step: a wish to be left, a hope to die, and his companions' reading of his choice.

    • Uncertain: the author says so

      How certain is the date of the entry?

      Result: Scott flags the doubt himself: "Lost track of dates, but think the last correct." The heading gives two dates ("March 16 or Saturday 17"), so the day of Oates's death cannot be fixed from this text alone.

    • Uncertain: the text stops short

      "The safety of the remainder seemed to demand his abandonment, but Providence mercifully removed him at this critical moment." (paragraph 3)

      Result: Scott raises the question of leaving Evans behind and then closes it: Evans died before the party had to decide. What the party would have done if he had lived is left open, and "seemed to demand" shows that Scott himself treats it as a serious possibility.

    • Strong evidence: choosing between quotations

      Claim: Scott wrote with future readers' judgment of the party in mind.

      Result: Strong: "Should this be found I want these facts recorded" and "I take this opportunity of saying that we have stuck to our sick companions to the last." Both address readers who are not yet there. Weak: "The cold is intense, -40° at midday." It is accurate and vivid, but it says nothing about readers or judgment.

  3. Guided Practice15 minutes

    Pairs read the last entries of the journal. They make a three-column chart, Stated, Inferred and Uncertain, and place at least two quotations in each column with paragraph numbers. The omission mark [...] shows where three short entries (March 21-23) are left out. Use Diagram 2 with question 3.

    Sunday, March 18.—To-day, lunch, we are 21 miles from the depot. Ill fortune presses, but better may come. We have had more wind and drift from ahead yesterday; had to stop marching; wind N.W., force 4, temp. -35°. No human being could face it, and we are worn out nearly.

    My right foot has gone, nearly all the toes—two days ago I was proud possessor of best feet. These are the steps of my downfall. Like an ass I mixed a small spoonful of curry powder with my melted pemmican—it gave me violent indigestion. I lay awake and in pain all night; woke and felt done on the march; foot went and I didn't know it. A very small measure of neglect and have a foot which is not pleasant to contemplate. Bowers takes first place in condition, but there is not much to choose after all. The others are still confident of getting through—or pretend to be—I don't know! We have the last half fill of oil in our primus and a very small quantity of spirit—this alone between us and thirst. The wind is fair for the moment, and that is perhaps a fact to help. The mileage would have seemed ridiculously small on our outward journey.

    Monday, March 19.—Lunch. We camped with difficulty last night, and were dreadfully cold till after our supper of cold pemmican and biscuit and a half a pannikin of cocoa cooked over the spirit. Then, contrary to expectation, we got warm and all slept well. To-day we started in the usual dragging manner. Sledge dreadfully heavy. We are 15 1/2 miles from the depot and ought to get there in three days. What progress! We have two days' food but barely a day's fuel. All our feet are getting bad—Wilson's best, my right foot worst, left all right. There is no chance to nurse one's feet till we can get hot food into us. Amputation is the least I can hope for now, but will the trouble spread? That is the serious question. The weather doesn't give us a chance—the wind from N. to N.W. and -40° temp, to-day.

    [...]

    Thursday, March 29.—Since the 21st we have had a continuous gale from W.S.W. and S.W. We had fuel to make two cups of tea apiece and bare food for two days on the 20th. Every day we have been ready to start for our depot 11 miles away, but outside the door of the tent it remains a scene of whirling drift. I do not think we can hope for any better things now. We shall stick it out to the end, but we are getting weaker, of course, and the end cannot be far.

    It seems a pity, but I do not think I can write more.

    R. SCOTT.

    For God's sake look after our people.

    Robert Falcon Scott, Scott's Last Expedition, Volume I: the last journal entries, March 18-29, 1912 (excerpt) (1913). Public domain (published 1913). Source text.
    1. What does Scott state about the party's food and fuel on March 19? (explicit)
    2. In paragraph 2, Scott writes that the others are "still confident of getting through." What do the words that follow suggest about how well he can know that? (uncertain)
    3. Scott gives three distances to the depot in these entries. What can you infer from them about the last ten days, and what do these entries leave uncertain about how the end came? (inference and uncertainty)

    Debrief: the strongest pairs will notice that the journal cannot report its own ending. Ask: which of your "uncertain" quotations shows that Scott knew he could not tell the whole story? Students often choose "It seems a pity, but I do not think I can write more."

  4. Independent Practice15-20 minutes

    Scott wrote his "Message to the Public" in the tent in the last days of March 1912, addressed to readers in Britain. It was printed with his journal in 1913. The Barrier is the Great Ice Barrier (today the Ross Ice Shelf); the Beardmore Glacier is the route between the Barrier and the polar plateau; One Ton Camp was a supply depot on the Barrier. The final paragraph of the Message is not included. Students answer quiz questions 1-20 on their own with the passage open, citing paragraph numbers.

    The causes of the disaster are not due to faulty organisation, but to misfortune in all risks which had to be undertaken.

    1. The loss of pony transport in March 1911 obliged me to start later than I had intended, and obliged the limits of stuff transported to be narrowed.

    2. The weather throughout the outward journey, and especially the long gale in 83° S., stopped us.

    3. The soft snow in lower reaches of glacier again reduced pace.

    We fought these untoward events with a will and conquered, but it cut into our provision reserve.

    Every detail of our food supplies, clothing and depôts made on the interior ice-sheet and over that long stretch of 700 miles to the Pole and back, worked out to perfection. The advance party would have returned to the glacier in fine form and with surplus of food, but for the astonishing failure of the man whom we had least expected to fail. Edgar Evans was thought the strongest man of the party.

    The Beardmore Glacier is not difficult in fine weather, but on our return we did not get a single completely fine day; this with a sick companion enormously increased our anxieties.

    As I have said elsewhere we got into frightfully rough ice and Edgar Evans received a concussion of the brain—he died a natural death, but left us a shaken party with the season unduly advanced.

    But all the facts above enumerated were as nothing to the surprise which awaited us on the Barrier. I maintain that our arrangements for returning were quite adequate, and that no one in the world would have expected the temperatures and surfaces which we encountered at this time of the year. On the summit in lat. 85° 86° we had -20°, -30°. On the Barrier in lat. 82°, 10,000 feet lower, we had -30° in the day, -47° at night pretty regularly, with continuous head wind during our day marches. It is clear that these circumstances come on very suddenly, and our wreck is certainly due to this sudden advent of severe weather, which does not seem to have any satisfactory cause. I do not think human beings ever came through such a month as we have come through, and we should have got through in spite of the weather but for the sickening of a second companion, Captain Oates, and a shortage of fuel in our depôts for which I cannot account, and finally, but for the storm which has fallen on us within 11 miles of the depôt at which we hoped to secure our final supplies. Surely misfortune could scarcely have exceeded this last blow. We arrived within 11 miles of our old One Ton Camp with fuel for one last meal and food for two days. For four days we have been unable to leave the tent—the gale howling about us. We are weak, writing is difficult, but for my own sake I do not regret this journey, which has shown that Englishmen can endure hardships, help one another, and meet death with as great a fortitude as ever in the past. We took risks, we knew we took them; things have come out against us, and therefore we have no cause for complaint, but bow to the will of Providence, determined still to do our best to the last. But if we have been willing to give our lives to this enterprise, which is for the honour of our country, I appeal to our countrymen to see that those who depend on us are properly cared for.

    Robert Falcon Scott, Scott's Last Expedition, Volume I: "Message to the Public" (all but the final paragraph) (1913). Public domain (published 1913). Source text.
  5. Closure5-10 minutes

    Exit ticket: "Choose one sentence from Scott's journal. Write one sentence about what it states, one about what it suggests, and one about what it leaves uncertain. Quote the words that support each." Sort the tickets by which column is weakest to plan the next lesson.

    Teacher note on content and language. These texts describe men dying of cold and hunger, and the journal records that Oates walked out to his death. Prepare students before reading and allow a pass on reading aloud. The words are quoted exactly from 1912-1922: Scott speaks of "an English gentleman" and of what "Englishmen" can endure, and he frames the deaths as the will of "Providence." These are the values of the author and his time, and students can analyze them as evidence of his purpose.

    Homework passage. Apsley Cherry-Garrard helped lay the depot at One Ton Camp in 1911, took food there for the Polar Party in March 1912, and was with the search party that found Scott's tent in November 1912. Paragraphs 1-2 come from his diary on that search journey, written in November 1912; "the First Return Party" was the first of the three man-hauling teams to turn back on the way to the Pole (from the top of the Beardmore Glacier, December 1911), taking its share of each depot, and "Birdie" is Henry Bowers, who died with Scott. Paragraphs 3-6 are a separate text, written ten years later for his book, published in 1922; the omission mark [...] separates the two.

    I am very very sorry that this question of the shortage of oil has arisen. We in the First Return Party were most careful with our measurement—having a ruler of Wright's and a piece of bamboo with which we did it: measuring the total height of oil in each case, and then dividing up the stick accordingly with the ruler: and we were always careful to take a little less than we were entitled to, which was stated to me, and stated by Birdie in his depôt notes, to be one-third of everything in the depôt.

    How the shortage arose is a mystery. And they eleven miles from One Ton and plenty!

    [...]

    Scott complains of a shortage of oil at several of his last depôts. There is no doubt that this shortage was due to the perishing of the leather washers of the tins which contained the paraffin oil. All these tins had been subjected to the warmth of the sun in summer and the autumn temperatures, which were unexpectedly cold. In his Voyage of the Discovery Scott wrote as follows of the tins in which they drew their oil when sledging: "Each tin had a small cork bung, which was a decided weakness; paraffin creeps in the most annoying manner, and a good deal of oil was wasted in this way, especially when the sledges were travelling over rough ground and were shaken or, as frequently happened, capsized. It was impossible to make these bungs quite tight, however closely they were jammed down, so that in spite of a trifling extra weight a much better fitting would have been a metallic screwed bung. To find on opening a fresh tin of oil that it was only three-parts full was very distressing, and of course meant that the cooker had to be used with still greater care."

    [...]

    Our own tins were furnished with the metallic screwed stoppers which Scott recommended. There was no trouble reported until we came up to One Ton Camp when on the Search Journey. Here was the depôt of food and oil which I had laid in the previous autumn for the Polar Party, stowed in a canvas 'tank' which was buried beneath seven feet of snow; the oil was placed on the top of the snow, in order that the red tins might prove an additional mark for the depôt. When we dug out the tank the food inside was almost uneatable owing to the quantity of paraffin which had found its way down through seven feet of snow during the winter and spring.

    We then found the Polar Party and learned of the shortage of oil. After our return to Cape Evans some one was digging about the camp and came across a wooden case containing eight one-gallon tins of paraffin. These had been placed there in September 1911, to be landed at Cape Crozier by the Terra Nova when she came down. The ship could not take them: they were snowed up during the winter, lost and forgotten, until dug up fifteen months afterwards. Three tins were full, three empty, one a third full and one two-thirds full.

    There can be no doubt that the oil, which was specially volatile, tended to vaporize and escape through the stoppers, and that this process was accelerated by the perishing, and I suggest also the hardening and shrinking, of the leather washers. Another expedition will have to be very careful on this point: they might reduce the risk by burying the oil.

    Apsley Cherry-Garrard, The Worst Journey in the World, Volume I: two separate excerpts, his diary of November 1912 from the search journey (paragraphs 1-2) and his 1922 chapter on the oil shortage (paragraphs 3-6) (1922). Public domain (published 1922). Source text.

Differentiation Strategies

For Struggling Students

  • Give the frame: "The text states '___' (paragraph __). It suggests ___. It leaves uncertain ___, because ___."
  • Gloss terms before reading: depot, pemmican, primus (stove), theodolite, Barrier, paraffin (kerosene), washer
  • Start with uncertainty the author signals (hedging words), then move to uncertainty the reader has to find

For Advanced Students

  • Compare the Message with the journal entries and identify one cause Scott gives in one text but not the other; explain what that difference suggests
  • Read the last paragraph of the Message ("Had we lived ...") and argue whether it changes the purpose of the whole document
  • Research one explanation offered later for the fuel shortage or the cold, and judge how much of Scott's uncertainty it resolves

Assessment Guidance

What to Look For

Strong answers keep three things apart: what the text states, what the student infers, and what the text leaves open. Watch for students who treat an author's confident claim as a fact, who call something "uncertain" without quoting the words that show it, or who fill a gap in the record with an answer the text never gives. Thorough answers support each part of a claim, and a judgment of uncertainty is supported as carefully as an inference.

02

Classroom Activities

3 Activities

1

Stated, Inferred or Uncertain?

15 minPairs

Pairs sort eight statements about the journal entry in Direct Instruction into three piles: Stated, Inferred (supported by the text but not stated) and Uncertain (the text does not settle it). Every card needs a quotation that justifies its pile.

The 8 Statement Cards

  1. Oates had been suffering for weeks.
  2. The party left its theodolite and a camera at the camp.
  3. Scott could write only at lunch.
  4. None of Scott's companions believed they would survive.
  5. Scott considered the diaries and geological specimens worth keeping to the end.
  6. Oates told Scott what his last thoughts were.
  7. Scott saw Oates's death as an example for the rest of the party.
  8. The party would reach One Ton Depôt within two days.

Procedure

  • Sort the cards and write the supporting quotation and paragraph number on the back of each
  • For an Inferred card, add one sentence of reasoning
  • For an Uncertain card, name the kind of uncertainty from the Direct Instruction table

Answer Key for the Teacher

  • Stated: card 1 ("He has borne intense suffering for weeks without complaint"), card 2 ("We leave here our theodolite, a camera, and Oates' sleeping-bags") and card 3 ("I can only write at lunch and then only occasionally")
  • Inferred: card 5 (they are carried to the end and "will be found with us or on our sledge") and card 7 ("We all hope to meet the end with a similar spirit")
  • Uncertain: card 4 (Scott only guesses: "I don't think anyone of us believes it in his heart"), card 6 (the entry states Oates's last thoughts but not how Scott learned them) and card 8 (they are "only two pony marches" away, but "to-day we move dreadfully slowly")

Discussion Questions

  • Card 6 sounds stated: the entry does say "Oates' last thoughts were of his Mother." Why is the card still uncertain? What would Scott have needed to write to make it stated?
  • Card 4 is uncertain even though Scott writes a clear sentence about it. What is the difference between an author stating a belief and a text establishing a fact?

Variation for a Shorter Class

Give each pair cards 1, 5, 6 and 8 only, and pool the answers on the board.

2

The Certainty Scale

20 minGroups of 3-4

Groups place six statements from the last journal entries (Guided Practice) on a certainty scale drawn on chart paper, from "stated as certain" to "openly unsure," and defend each position with the exact word that signals it.

The 6 Statements

  1. "Ill fortune presses, but better may come." (paragraph 1)
  2. "The others are still confident of getting through" (paragraph 2)
  3. "The wind is fair for the moment, and that is perhaps a fact to help." (paragraph 2)
  4. "We are 15 1/2 miles from the depot and ought to get there in three days." (paragraph 3)
  5. "I do not think we can hope for any better things now." (paragraph 4)
  6. "the end cannot be far." (paragraph 4)

Procedure

  • Write each statement on a sticky note and place it on the scale
  • Circle the word that decides its position (for example, "may," "perhaps," "ought")
  • For statement 2, read the words that follow it in paragraph 2 and decide whether to move it
  • Write two sentences on how Scott's certainty changes from March 18 to March 29, quoting two notes

Discussion Questions

  • Statements 1 and 6 are the first and last on the list. What does the change from "may" to "cannot" suggest about Scott's view of his chances?
  • Statement 4 uses "ought." Using Diagram 2, what do the later entries show about whether that expectation was met?
3

Evidence Audit

15 minIndividual, then pairs

Students audit a sample paragraph, written for this page, that answers the question "What does Scott's entry show about Oates?" The paragraph uses real quotations but claims more than they prove. Students mark each problem and rewrite the paragraph.

The Sample Paragraph

Scott proves that Oates sacrificed himself to save his friends. Oates said, "I am just going outside and may be some time," so he clearly knew he would die and wanted the others to survive. Scott says that Oates "did not give up hope," which shows that Oates was certain his sacrifice would work. Because of Oates, the rest of the party was saved.

Audit Checklist

  • Is every quotation exact? (Compare "did not give up hope" with paragraph 2.)
  • Is each claim supported, or does it state an inference as a fact?
  • Does any claim fill in something the text leaves uncertain, or contradict what other entries report?
  • Is the evidence thorough: does each part of the claim have its own support?

Procedure

  • Mark each sentence: supported, overstated or unsupported
  • With a partner, rewrite the paragraph so that it separates what Scott states, what he infers and what the entry leaves uncertain

Discussion Questions

  • The sample leaves out the words "would not" from Scott's sentence about hope in paragraph 2. Why do the missing words matter to the meaning?
  • The last sentence says the party was saved. What in the journal entry and in the last entries contradicts it?

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: A Certainty Scale for Claims About a Text

More certain Less certain Stated The text reportsit. "He went out intothe blizzard andwe have not seenhim since." Confident inference The authorconcludes it;check the support. "We knew that poorOates was walkingto his death" Hedged The author signalsdoubt. "Lost track ofdates, but thinkthe last correct." Left open The text is silentor stops short. What would theparty have done ifEvans had lived?
Statements in an informational text range from reported facts to matters the text leaves open. Each position needs evidence: the words that report, conclude, hedge or fall silent. The examples come from Scott's journal entry in Direct Instruction.

Diagram 2: Scott's Distances to the Depot, Drawn to Scale

Miles from the depot, as Scott states them 0 5 10 15 20 25 Mar 18 Mar 20 Mar 22 Mar 24 Mar 26 Mar 28 21 mi 15.5 mi 11 mi Dashed: no entry in this excerpt, so the path is unknown Date of the journal entry (1912) miles
The three distances to the depot that Scott states in these entries: 21 miles on March 18, 15 1/2 miles on March 19 and 11 miles on March 29. The party covered 5 1/2 miles between the first two entries, and Scott writes on March 29 that a gale has kept it in the tent "Since the 21st." The numbers are explicit; exactly when the last 4 1/2 miles were covered is not stated in this excerpt, so the dashed line shows only that the two points are connected, not how.

04

Homework Assignment

~30 min

RI.11-12.1 Homework: How Certain Is the Explanation for the Missing Oil?

Directions: Use the Cherry-Garrard excerpts printed in the Closure phase of the lesson plan. Quote exact words and give paragraph numbers for every point. Answer Problems 1-5 in 3-6 sentences each; Problem 6 is a paragraph.

Part 1: What the Text Says Explicitly (Problems 1-2)

  1. According to paragraph 1, how did the First Return Party measure the oil it took from each depot, and how much did it take? Quote the words that state both.
  2. Paragraph 5 describes eight one-gallon tins found at Cape Evans. Quote the sentence that gives their contents, then calculate how many gallons of the original eight were still in the tins.

Part 2: Inferences (Problems 3-4)

  1. In his diary (paragraph 1) Cherry-Garrard writes, "I am very very sorry that this question of the shortage of oil has arisen" and stresses that his party took "a little less than we were entitled to." What can you infer about why he records these details? Support the inference with two quotations.
  2. In paragraph 3 Cherry-Garrard quotes Scott's own earlier book about oil tins. What can you infer about why he chose that source instead of only giving his own opinion?

Part 3: Where the Text Leaves Matters Uncertain (Problems 5-6)

  1. In paragraph 2, written in 1912, Cherry-Garrard calls the shortage "a mystery." In paragraphs 3 and 6, written for his 1922 book, he writes "There is no doubt" and "There can be no doubt." What evidence in paragraphs 4-5 could have changed his view? Then identify at least one word or phrase in paragraph 6 that shows some uncertainty remains.
  2. Write a paragraph (150-200 words) evaluating Cherry-Garrard's explanation of the oil shortage. Cite strong and thorough evidence for what he states and what he infers, and explain at least one matter that the excerpt still leaves uncertain.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
Explicit MeaningAccurate restatement with exact quotations and paragraph numbersMostly accurate, with some inexact or unlocated quotationsMisreads the text or gives no quotations
InferenceInferences follow from the words, with reasoning statedPlausible inferences with thin reasoningUnsupported inferences or inferences stated as fact
UncertaintyNames precisely what is left uncertain and quotes the words that show itNotes uncertainty in general termsTreats every claim in the text as settled
Strong and Thorough SupportBest evidence for each part of each claimRelevant evidence that covers part of a claimEvidence off the point or missing

05

Quiz: 20 Questions

Interactive, with answers

Instructions

All questions are about Scott's "Message to the Public" in the Independent Practice phase of the lesson plan. Paragraph numbers refer to the numbers shown beside that passage. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    According to paragraph 1, what does Scott say the causes of the disaster were not due to?

  2. Question 2 of 20 · Multiple Choice

    According to paragraph 2, what made the party start later than Scott intended?

  3. Question 3 of 20 · Multiple Choice

    According to paragraph 9, what temperatures did the party meet on the Barrier?

  4. Question 4 of 20 · Multiple Choice

    In paragraph 6 Scott writes of "the astonishing failure of the man whom we had least expected to fail" and then adds, "Edgar Evans was thought the strongest man of the party." Why does he add the second sentence?

  5. Question 5 of 20 · Multiple Choice

    "We took risks, we knew we took them; things have come out against us, and therefore we have no cause for complaint" (paragraph 9). What can the reader infer from this sentence?

  6. Question 6 of 20 · Multiple Choice

    Paragraph 9 ends: "I appeal to our countrymen to see that those who depend on us are properly cared for." What does this sentence suggest about one purpose of the Message?

  7. Question 7 of 20 · Multiple Choice

    Paragraph 8 begins, "As I have said elsewhere." What does this phrase tell the reader about the Message as a source?

  8. Question 8 of 20 · Multiple Choice

    Scott writes that the sudden severe weather "does not seem to have any satisfactory cause" (paragraph 9). What does this sentence leave uncertain?

  9. Question 9 of 20 · Multiple Choice

    Scott claims that "no one in the world would have expected the temperatures and surfaces which we encountered" (paragraph 9). Which evidence in the Message does he offer for this claim?

  10. Question 10 of 20 · Multiple Choice

    Which statement does Scott make with a certainty that the rest of paragraph 9 does not fully support?

  11. Question 11 of 20 · Multiple Choice

    "We fought these untoward events with a will and conquered, but it cut into our provision reserve" (paragraph 5). What can the reader infer?

  12. Question 12 of 20 · Multiple Choice

    According to paragraph 9, what supplies did the party have when it arrived within 11 miles of One Ton Camp?

  13. Question 13 of 20 · Multiple Choice

    "For my own sake I do not regret this journey, which has shown that Englishmen can endure hardships, help one another, and meet death with as great a fortitude as ever in the past." What does this sentence suggest about how Scott wants the expedition judged?

  14. Question 14 of 20 · Multiple Choice

    Which quotation is the strongest evidence that Scott expects readers to question his planning?

  15. Question 15 of 20 · Short Answer

    Scott lists "the sickening of a second companion, Captain Oates" among the causes in paragraph 9. Using only the Message, explain what it leaves uncertain about Oates, and why a reader of the Message alone could not settle it.

  16. Question 16 of 20 · Short Answer

    Paragraph 6 says every detail of the depots "worked out to perfection." Find a statement later in the Message that sits uneasily with this claim, quote it, and explain what the Message leaves uncertain as a result.

  17. Question 17 of 20 · Short Answer

    Paragraph 7 begins, "The Beardmore Glacier is not difficult in fine weather." What does the paragraph state about the weather on the glacier during the return, and what can you infer about why Scott opens with what the glacier is like "in fine weather"?

  18. Question 18 of 20 · Short Answer

    Paragraphs 2-4 give three numbered causes. List them with short quotations, then state one thing the three have in common and one thing the Message leaves uncertain about how much each one mattered.

  19. Question 19 of 20 · Short Answer

    In paragraph 8 Scott writes that Evans "received a concussion of the brain" and "died a natural death." What does this paragraph state, what does it leave uncertain, and why might Scott include the words "a natural death"?

  20. Question 20 of 20 · Short Answer

    Write a paragraph (150-200 words) that evaluates Scott's opening claim that the disaster was due to "misfortune," not "faulty organisation." Cite strong and thorough evidence from at least three paragraphs, and identify at least one place where the Message leaves the matter uncertain.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RI.11-12.1 mean?

RI.11-12.1 means that students in grades 11 and 12 support every claim about an informational text with strong and thorough quoted evidence, for what the text states and for what they infer, and that they also determine where the text leaves matters uncertain. "RI" is Reading Informational Text, "11-12" the grade band, and "1" the first standard in the strand.

What does "where the text leaves matters uncertain" mean?

It means identifying what a text does not settle, and saying why. An author may hedge ("I think," "perhaps"), claim more than the evidence shows, stop before an event is explained, or have a reason to tell the story one way. Students name the open question precisely and quote the words that show it is open.

How is RI.11-12.1 different from RI.9-10.1?

The two standards share the same first sentence, "cite strong and thorough textual evidence," for explicit meaning and inferences. RI.11-12.1 adds "including determining where the text leaves matters uncertain." Students move from supporting what a text says and suggests to judging the limits of what it can establish.

What makes evidence strong and thorough at grades 11-12?

Strong evidence fits the exact claim; thorough evidence covers every part of it. At grades 11-12, texts are longer and more complex, so thorough support often draws on several paragraphs, and it includes the evidence that complicates a claim as well as the evidence that supports it.

How can students tell an inference from something the text leaves uncertain?

An inference is a conclusion the words support; an uncertain matter is one the words do not settle either way. If a student can quote words that point toward one answer, it is an inference. If the words point in two directions, or the text is silent where an answer would be, the matter is uncertain. Both need quoted support.

Is pointing out uncertainty the same as criticizing the author?

No. Many strong texts are honest about what they cannot know, and noticing that is a sign of careful reading. Scott writes "for which I cannot account" about the fuel; recognizing the gap is accurate reading, not an attack. Uncertainty becomes a criticism only when an author claims certainty the evidence does not support.

What are common mistakes students make with RI.11-12.1?

Common mistakes are treating an author's confident claim as a fact, filling a gap in the record with an answer the text never gives, calling something "uncertain" without quoting the words that show it, and misquoting a hedge so that it sounds more certain than it is. Activity 3 targets these errors.

How is RI.11-12.1 tested?

It is tested mainly through questions that ask students to choose or write the evidence for a claim. On the digital SAT, the Reading and Writing section's Information and Ideas domain includes Command of Evidence questions, and many state tests pair an inference question with a question asking for its support. Written responses are scored on accurate, relevant, explained evidence.

Why use Scott's journal and Cherry-Garrard's book?

They were written under very different conditions about the same events, which makes the question of certainty concrete. Scott wrote in the tent with no way to check his explanations; Cherry-Garrard wrote first in his diary on the search journey, then ten years later in his book, with more evidence and a stake of his own. Both texts are in the public domain in the United States.

How can parents help a student practice RI.11-12.1 at home?

When your student reads a news story, ask three questions: What does it say for sure? What does it suggest? What does it not know yet? Ask them to point to the sentence for each answer. Stories about ongoing investigations work well, because they often mark what is still unknown.