Overview

Lesson Procedure

75-75 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction25 minutes
3. Guided Practice20 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up10 minutes

   Warm-Up Prompt

   "Think of a 'first' or a 'best' claim you have seen on a poster, a sign or a website this year. What would you have to check before you trusted it enough to build a research paper on it?"

   Collect three claims and ask which ones depend on a definition ("first" at what?) and which on a comparison nobody has shown. Then introduce Ruth, an invented senior, and her poster. Her research question is self-generated: it comes from her own noticing, not from a list. Read her Week 1 log and ask what the word "first" turned out to hide.

   1Week 1, Monday. A poster in our U.S. History classroom reads: "Wyoming, 1869: the first place in the nation where women could vote." My question: Why did Wyoming, a territory with far more men than women, become the first place in the United States where women could vote? Mr. Kowalczyk said my question has two parts, "first" and "why," and that I should test "first" before I spend six weeks explaining it.

   2Short project question (one period): Was Wyoming really the first place in the United States where women could vote?

   3Week 1, Tuesday. What I found.

   4New Jersey: its constitution of 1776 gave the vote to "all inhabitants of this Colony, of full age, who are worth fifty pounds proclamation money" and who met a residence rule. Some women who owned enough property voted there until an 1807 state law limited voting to free white male citizens.

   5Utah Territory: its legislature gave women the vote in February 1870, two months after Wyoming acted, and women voted in a Salt Lake City election that same month, before Wyoming women voted in their first general election in September 1870. Congress took the vote away from Utah women in 1887; it came back with statehood in 1896.

   6Wyoming: the act signed on December 10, 1869, gave "every woman of the age of twenty-one years, residing in the territory" the right to vote and to hold office, "the same" as male voters, and Wyoming women have kept that right ever since.

   7My answer: The poster is too simple. Wyoming's 1869 act was the first law in the United States to give women the same voting rights as men and to last. Women with property had voted in New Jersey decades earlier, and Utah women cast ballots before Wyoming women did.

   8For the six-week project, my question has to say "first law," not just "first." Sustained question, version 1: Why did Wyoming give women the vote?

2. Direct Instruction25 minutes

   Read Source 1, Kingman's account of the 1869 legislature, then Source 2, Johnson's paragraph. Students mark every reason Kingman gives for the bill's passage and every word of Johnson's that judges it. Show Diagram 2 before reading Ruth's notes: it maps where each source's information came from.

   1The legislature met October 12, 1869. Wm. H. Bright was elected president of the Council. As he was the author of the woman suffrage bill, and did more than all others to secure its passage, some account of him may be of interest. He was a man of much energy and of good natural endowments, but entirely without school education. He said frankly, "I have never been to school a day in my life, and where I learned to read and write I do not know." His character was not above reproach, but he had an excellent, well-informed wife, and he was a kind, indulgent husband. In fact, he venerated his wife, and submitted to her judgment and influence more willingly than one could have supposed; and she was in favor of woman suffrage. There were a few other men in that legislature, whose wives exercised a similar influence; but Mr. Bright found it up-hill work to get a majority for his bill, and it dragged along until near the close of the session. The character of the arguments he used, and the means he employed to win success are perhaps worthy of notice, as showing the men he had to deal with. I ought to say distinctly, that Mr. Bright was himself fully and firmly convinced of the justice and policy of his bill, and gave his whole energy and influence to secure its passage; he secured some members by arguing to support their pet schemes in return, and some he won over by even less creditable means. He got some votes by admitting that the governor would veto the bill (and it was generally understood that he would), insisting at the same time, that it would give the Democrats an advantage in future elections by showing that they were in favor of liberal measures while the Republican governor and the Republican party were opposed to them. The favorite argument, however, and by far the most effective, was this: it would prove a great advertisement, would make a great deal of talk, and attract attention to the legislature, and the territory, more effectually than anything else. The bill was finally passed and sent to the governor. I must add, however, that many letters were written from different parts of the territory, and particularly by the women, to members of the legislature, urging its passage and approving its object.

   2On receipt of the bill, the governor was in great doubt what course to take. He was inclined to veto it, and had so expressed himself; but he did not like to take the responsibility of offending the women in the territory, or of placing the Republican party in open hostility to a measure which he saw might become of political force and importance. I remember well an interview that Chief-Justice Howe and myself had with him at that time, in which we discussed the policy of the bill, and both of us urged him to sign it with all the arguments we could command. After a protracted consultation we left him still doubtful what he would do. But in the end he signed it, and drew upon himself the bitter curses of those Democrats who had voted for the bill with the expectation that he would veto it. From this time onward, the measure became rather a Republican than a Democratic principle, and found more of its friends in the former party, and more of its enemies in the latter.

   1Woman suffrage was secured in Wyoming by means that bring dishonor upon democracy. Wyoming was organized as a Territory in 1868. Many of its native settlers were from Utah. For its vast, mountainous extent of nearly 98,000 square miles, the census gave a population of only 9,118 persons. Of these the native-born numbered 5,605, foreign-born, 3,513. The males numbered 7,219; the females, 1,899. The "History of Woman Suffrage" records the fact that the measure was secured in the first Territorial legislature through the political trickery of an illiterate and discredited man, who was in the chair. Mr. Bryce, in "The American Commonwealth," alludes in a note to the same fact. Women voted in 1870. In 1871 a bill was passed repealing the suffrage act, but was vetoed by the Governor, on the ground that, having been admitted, it must be given a fair trial. An attempt to pass the repeal over his veto was lost by a single vote. Certainly, the entrance of woman suffrage into Wyoming was not a triumph of democratic progress and principle.

   1Week 2. Source 1 is an account by J. W. Kingman, an associate justice in Wyoming Territory, written sixteen years after the act for the History of Woman Suffrage (1886). The book's editors, Elizabeth Cady Stanton, Susan B. Anthony and Matilda Joslyn Gage, led the suffrage movement. Kingman was there in 1869, and he took part: he and Chief Justice Howe urged the governor to sign the bill.

   2Reasons in Source 1: Bright's own conviction; his wife's influence; deals to support other members' "pet schemes"; a bet that the governor would veto the bill, which would help the Democrats; publicity, the argument Kingman calls "by far the most effective"; and letters, "particularly by the women," urging passage. The governor hesitated, then signed.

   3Version 2: Why did Wyoming's first territorial legislature pass the woman suffrage bill in 1869, and why did Governor John A. Campbell sign it? I narrowed "Wyoming" to one legislature and one year. I also added the governor, because Source 1 shows that his signature was a separate decision.

   4Week 3. Source 2 is Helen Kendrick Johnson's Woman and the Republic (1897), a book written against woman suffrage. She says the measure was secured "through the political trickery of an illiterate and discredited man," and she names the History of Woman Suffrage as her source. I compared her words with Kingman's. Kingman writes that Bright was "entirely without school education," that his "character was not above reproach," and that he won some votes "by even less creditable means." Johnson turns these into "illiterate," "discredited" and "trickery." Kingman also writes that Bright was sincere, that his wife favored suffrage and that women wrote letters for the bill; Johnson leaves all three out.

   5Two discrepancies. First, Johnson says Wyoming "was organized as a Territory in 1868," and Kingman says "May, 1869." Second, Johnson's census figures, 7,219 males and 1,899 females, fit the imbalance in my first question, but her statement that "Many of its native settlers were from Utah" has no source in her paragraph, so I will not use it.

   6Week 4. Mr. Oduya, the librarian, asked whether I can say which reason decided the vote. Kingman judges the publicity argument the most effective, but he was not a member of the legislature and he counts no votes. My final section will report his judgment as his.

   1In December 1869, Wyoming's first territorial legislature passed, and Governor John A. Campbell signed, the first law in the United States to give women the same voting rights as men and keep them. The two sources that describe the decision in detail disagree sharply about what it meant, but they agree more than they seem to about what happened.

   2The fullest account comes from J. W. Kingman, an associate justice who was in the territory at the time (Source 1). He describes several reasons working at once. William H. Bright, who wrote the bill, was "fully and firmly convinced of the justice and policy" of it and was influenced by his wife, who favored woman suffrage. Other members voted for other reasons: some in return for support of "their pet schemes," some expecting the governor to veto the bill and leave the Republicans looking opposed to "liberal measures," and some persuaded by the argument, "by far the most effective" in Kingman's judgment, that the law "would prove a great advertisement" for the territory. Letters from women in different parts of the territory urged passage. The governor, in turn, signed partly because he did not want to offend "the women in the territory" or put his party against a measure that "might become of political force and importance."

   3Helen Kendrick Johnson, writing against woman suffrage in 1897, calls this record "political trickery" (Source 2). Her source for the events, though, is the same History of Woman Suffrage in which Kingman's account appears, so she adds a judgment, not new evidence. Her summary keeps Kingman's criticisms of Bright and leaves out his statement that Bright was sincere.

   4Read together, the sources support a mixed answer: conviction, party calculation and publicity all helped the bill pass, and the governor added a fourth motive, political caution. Kingman's details are the stronger evidence because he was present, although he was an advocate who urged the governor to sign. Neither source shows which motive decided the vote: Kingman was not a legislator and counts no votes. Johnson's conclusion that the law was won "by means that bring dishonor upon democracy" is a judgment about how it passed. Whether the law worked once women used it is a separate question, and the next stage of research would need other sources to answer it.

   Discuss: how does a synthesis handle two sources that agree on events but disagree on their meaning? Then work through the examples.

   • Short project: testing a public claim before explaining it

     The classroom poster says Wyoming was "the first place in the nation where women could vote." Ruth has one class period.

     Result: "First" can mean the first law, the first ballots actually cast, or the first right that lasted. Ruth checks the places that might have come earlier, New Jersey and Utah, against each meaning, one source per place. A short project is often the fastest way to find out whether a sustained question rests on solid ground.

   • Synthesis: checking a summary against the source it summarizes

     Johnson (Text 3) says the History of Woman Suffrage records "political trickery" by "an illiterate and discredited man." That book prints Kingman's account (Text 2).

     Result: Set the words side by side: "entirely without school education" becomes "illiterate"; "character was not above reproach" becomes "discredited"; "less creditable means" becomes "trickery." Each word sharpens Kingman's. When a later source summarizes an earlier one, a researcher quotes the original and says how the summary changed it.

   • Resolving a discrepancy: two dates that are both right

     Johnson says Wyoming "was organized as a Territory in 1868"; Kingman says it "was first organized in May, 1869."

     Result: Congress passed the act creating Wyoming Territory in July 1868, and the territorial government began work in May 1869. The sources describe two different events, so the paper can say "created by Congress in 1868, organized in May 1869" and use both dates correctly.

3. Guided Practice20 minutes

   Move to the technical context. Leilani, an invented physics student, starts from the school's energy screen. Read her first log entry, then Table 1. Pairs predict which month should have used the most electricity, using only the degree-day column.

   1Week 1, Monday. The screen in our school lobby shows how much electricity the new classroom wing uses for heating. The wing is heated by 12 rooftop heat pumps. Its winter report surprised me: the wing used 28,860 kilowatt-hours for heating in January, about two-thirds more than the 17,360 it used in December. My first question was: Are heat pumps worth it for schools? Dr. Szabo, my physics teacher, said that question is about money, policy and climate at every school in the country, and asked what I could find out about our own wing.

   2Short project question (one period): How much does a heat pump's efficiency drop in cold weather?

   3What I found: the maker's datasheet for our units (Source A, Text 7) gives a coefficient of performance, or COP: the heat delivered divided by the electricity used. The COP is 3.6 when the outdoor air is 47 °F and 2.4 when it is 17 °F. On a straight line between those two points, the COP falls by 1.2 over 30 degrees, or 0.04 for each degree. December's mean outdoor temperature was 37 °F and January's was 27 °F (Table 1), so the COP was about 3.2 in December and about 2.8 in January. The same heat took 3.2 / 2.8, about 1.14 times as much electricity in January: 14% more.

   4My answer: In January's colder air, each unit of heat cost about 14% more electricity than in December's. Cold costs efficiency, but 14% is far smaller than the jump I saw on the lobby screen.

   5Week 2. Sustained question, version 1: Why did our new wing use so much more electricity for heating in January than in December? I collected an installer's brochure (Source B), a page that explains heat pump performance (Source C) and an interview with Mr. Grady, the district's facilities manager (Source D). My notes on all four are in Text 7.

   Table 1. The new wing's heating record (invented data for an invented wing with 12 rooftop heat pumps)

   Month	Days	Mean outdoor temperature (°F)	Heating degree days	Heating electricity (kWh)
   November	30	45	600	10,800
   December	31	37	868	17,360
   January	31	27	1,178	28,860

   1Source A: the datasheet for the wing's heat pumps (the brand is invented; the values are typical of real air-source heat pumps). "Heating COP at 47 °F outdoor: 3.6. Heating COP at 17 °F outdoor: 2.4. Backup electric heat strip: 10 kW per unit."

   2Source B: a brochure from a heating installer (the company is invented). "Our heat pumps deliver 3 to 4 times as much heat as the electricity they use, even on the coldest days!"

   3Source C: a page on an invented energy-education website (the facts are real). A heat pump moves heat from the outdoor air into a building, and the colder the outdoor air, the less heat it moves for each unit of electricity. Most heat pumps also have backup electric heat, which turns each unit of electricity into one unit of heat, a COP of 1. A deep nighttime setback can make a heat pump switch on its backup heat in the morning to reach the daytime temperature quickly, especially in cold weather, and that can cancel the savings from the setback. A smaller setback or an earlier, slower warm-up avoids most of it. To compare heating energy across months, energy managers divide it by heating degree days: each degree that a day's mean temperature falls below 65 °F counts as one degree day.

   4Source D: my interview with Mr. Grady. "The wing is set back to 60 °F from 6 p.m. to 6 a.m. and heated back to 70 °F starting at 6 a.m., before school starts at 7:45. The control system logs the backup heat: 60 unit-hours in December and 400 in January, most of them between 6 and 7:30 in the morning. We pay about 18 cents for every kilowatt-hour. I can change the schedule myself from my desk. The contractor would charge $1,500 to add an adaptive warm-up program."

   5My note: Source B and our own numbers seem to disagree. Sources C and D may explain why.

   1Week 3. Resolving the conflict. Source B is right about mild weather: at 47 °F the datasheet gives a COP of 3.6. It is wrong about the coldest days: at 17 °F the COP is 2.4, and backup heat has a COP of 1. To compare the months fairly, I divided each month's heating electricity by its heating degree days (Table 1). November came to 18.0 kWh per degree day, December to 20.0 and January to 24.5. If January had matched December's 20.0, the wing would have used about 23,560 kWh instead of 28,860, so January used about 22.5% more per degree day. My short project showed that the lower COP accounts for about 14% of that.

   2Version 2: Why did our wing use more electricity per degree day in January than in December, and what, if anything, should the school do about it? Source C and Source D together point to the backup heat: a 10-degree setback every night, and a backup-heat log that jumped from 60 unit-hours in December to 400 in January, mostly during the morning warm-up. The schedule is something the school can change, so my question became a problem to solve. Mr. Grady changed the schedule on February 18: the wing is now set back only to 66 °F, and the warm-up starts at 4:30 a.m.

   3Week 5. I compared five school days before the change with five school days after it, with nearly the same weather (Table 2). Use fell from 25.6 to 24.1 kWh per degree day, and the backup heat almost stopped. The old schedule used about 6.2% more electricity per degree day than the new one. The lower COP and the backup heat together explain most of January's extra use per degree day, but I cannot show that they explain all of it, and my December baseline already had some backup heat.

   4Recommendation for Mr. Grady. Keep the new schedule for the rest of the heating season, and keep comparing kWh per degree day each week. In a month as cold as January, saving 1.5 kWh for each of 1,178 degree days is about 1,770 kWh, worth about $320 at 18 cents a kilowatt-hour, and the change cost nothing. Wait on the $1,500 adaptive warm-up program: it would need about five January-like months to pay for itself, and the free schedule change already removed most of the backup heat. Limits: one winter of data, one before-and-after comparison of five school days each, and degree days that adjust for the weather only approximately.

   Table 2. Five school days before and five school days after the February 18 schedule change (invented data)

   Days	Mean outdoor temperature (°F)	Heating degree days per day	Backup heat (unit-hours per day)	Heating electricity (kWh per day)
   February 9-13, old schedule	24	41	16	1,050
   February 23-27, new schedule	25	40	1	964

   Show Diagram 1. Pairs explain in two sentences why January's bar still rises in the right panel even though that panel divides out the extra cold, then work through the example.

   • Technical research: isolating one cause with a before-and-after comparison

     Mr. Grady changed the schedule on February 18. Table 2 compares five school days before the change with five school days after it.

     Result: The weather is nearly the same (41 and 40 degree days a day, 24 °F and 25 °F), and dividing by degree days removes most of that small difference. Source A's straight line puts the COP at about 2.68 and 2.72 on those days, a difference of only about 1.5%. So most of the drop, from 25.6 to 24.1 kWh per degree day, can be credited to the new schedule, and the backup heat fell from 16 to 1 unit-hours a day. Holding the other causes steady is what lets one comparison stand as evidence.

4. Independent Practice15 minutes

   Students begin Activity 3, a six-week research proposal on a question of their own from a current history, science or technical course. Each proposal names one claim inside the question to test with a short project, and at least one source that is likely to disagree with the others.

   The quiz uses Texts 1-8, Tables 1-2 and both diagrams in Warm-Up, Direct Instruction and Guided Practice; point students back to those phases when they take it.

5. Closure5 minutes

   Exit ticket: (1) Name one place where Ruth or Leilani changed the question and the evidence that caused the change. (2) Write one sentence that uses both Kingman and Johnson without adopting either author's judgment. Then hand out the homework: Jonas's research log and two more passages from the same two books, on women jurors in Wyoming Territory in 1870.

   Teacher note on sources: Kingman's account is printed in the History of Woman Suffrage, volume III (1886), edited by Elizabeth Cady Stanton, Susan B. Anthony and Matilda Joslyn Gage; the editors' footnote numbers are left out of the passages. Helen Kendrick Johnson's Woman and the Republic (1897) argued against woman suffrage. Both books use the language of their time about women's "proper" roles and "sex conditions," and both are advocacy: students can treat each judgment as a claim to weigh against the evidence each author gives. The facts in Ruth's short project (New Jersey's 1776 constitution and 1807 law, Utah's 1870 act and its reversal in 1887, and Wyoming's act of December 10, 1869) are from the historical record.

   1Week 1, Monday. After Ruth presented her project, I wanted to know what else changed for women in Wyoming Territory. My first question: What was life like for women in the Wild West?

   2Week 1, Wednesday. Reading further in the same chapter of the History of Woman Suffrage, I found that women served on juries in Laramie City, in Albany County, when the district court met in March 1870. Kingman describes that term in Text 10 and calls the result "a great success." Then I found a paragraph in Helen Kendrick Johnson's book that seems to say the opposite (Text 11).

   3Week 1, Friday. My question for now: Did women's jury service in Wyoming Territory work, and why did it end? My sources so far are Texts 10 and 11. I have four weeks left, and the project is due with a 1,500-word paper.

   1The ladies were then told that those who could not conveniently serve, and those who insisted on being excused, might rise and they should be discharged. Only one rose and she was excused. But a victory had been won of no small moment. Seeing the earnestness of the judges and the dignified character they had given to the affair, the women were encouraged and pleased, and the enemies of equal rights, who had planned, as they thought, a stunning blow to further progress, were silenced and defeated. The current set rapidly in the other direction and applause, as usual, followed success. The business of the court proceeded with marked improvement. The court-room, always crowded, was quiet and decorous in the extreme. The bar in particular was always on its good behavior, and wrangling, abuse and buncome speeches were not heard. When men moved about they walked quietly, on tip-toe, so as to make no noise, and forbore to whisper or make any demonstrations in or around the court-room. The women when called took their chairs in the jury-box with the men, as they do their seats in church, and no annoyance or reluctance was visible from the bench. They gave close and intelligent attention to the details of every case, and the men who sat with them evidently acted with more conscientious care than usual. The verdicts were generally satisfactory, except to convicted criminals. They did not convict every one they tried, but "no guilty man escaped," if there was sufficient evidence to hold him. The lawyers soon found out that the usual tricks and subterfuges in criminal cases would not procure acquittal, and they began to challenge off all the women called. The court checkmated this move by directing the sheriff to summon other women in their places, instead of men, and then came motions for continuances. The result was a great success and was so acknowledged by all disinterested persons. On the grand jury were six women and nine men, and they became such a terror to evil-doers that a stampede began among them and very many left the town forever. Certainly there was never more fearless or efficient work performed by a grand jury.

   [...]

   2As long as Judge Howe remained on the bench he had women on his juries. His first term at Cheyenne, after the law was passed, several women were among the jurors, and they did fully as well, and exerted quite as good an influence there, as the women had recently at Laramie City.

   1The next duty of citizenship is jury service. The leaders said: "We demand, in criminal cases, that most sacred of all rights, trial by jury of our own peers." In regard to jury duty Suffragists are not agreed; which fact alone shows that that service would be felt to be an impairment of sex conditions. So impossible has jury duty been found, even in small communities, that in Wyoming the jury service of women ceased with the first judge who admitted them to serve at all; and in Colorado but one or two women have ever served. The judges there do not allow them to be called. It was found to be expensive, and not promotive of the ends of justice. Whether this is held to be man's cruel withholding of woman's rights or not, it shows that either the sex condition or the co-extensiveness of woman's work with man's must be impaired. Dr. Jacobi says in regard to jury service: "The numerous cases for exemption now admitted for men would be certainly paralleled for women, but they would not always be identical. Men are now more often excused for business; women would be excused on the plea of ill-health. Of course the special plea of family cares with young children would rule out thousands of women during a number of years of their lives."

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Why did Mr. Kowalczyk tell Ruth to test the word "first" before she started her six-week project (Text 1)?

   AShort projects count for more of the final grade than sustained projects do BA six-week explanation of why Wyoming was first might rest on a false claim CThe poster was printed by a museum, so its claim had already been checked DHe wanted her six-week project to be about New Jersey instead of Wyoming

2. Question 2 of 20 · Multiple Choice

   Which claim does Ruth's short project (Text 1) support?

   AWyoming women were the first American women to cast ballots in any election BNew Jersey's 1776 constitution gave women a right to vote that lasted in that state CUtah women have voted without interruption since their territory acted in 1870 DWyoming's 1869 act was the first lasting U.S. law giving women equal voting rights

3. Question 3 of 20 · Multiple Choice

   According to Kingman (Text 2, paragraph 1), which argument did the most to win votes for Bright's bill?

   AThat the law would advertise the territory and draw attention to it BThat the governor would be glad to sign it and would share the credit CThat women across the country had sent petitions to Congress for it DThat Bright's own lack of schooling proved anyone could vote wisely

4. Question 4 of 20 · Multiple Choice

   Which fact about Kingman is both a strength and a limitation of Source 1?

   AHe wrote in 1886, so he could read Johnson's 1897 book before he wrote BHe was a member of the legislature, so he could count every vote that was cast CHe was present and urged the governor to sign, so he saw events as a supporter DHe edited the History of Woman Suffrage, so he chose all of its sources himself

5. Question 5 of 20 · Multiple Choice

   Johnson writes that the History of Woman Suffrage records "the political trickery of an illiterate and discredited man" (Text 3). Which part of Kingman's account (Text 2) does her summary leave out?

   AThat Bright had no school education and did not know where he learned to read BThat Bright was "fully and firmly convinced of the justice and policy of his bill" CThat Bright won some members' votes "by even less creditable means" DThat Bright was president of the Council, the chair of that body

6. Question 6 of 20 · Multiple Choice

   Kingman writes that after the governor signed, the measure "became rather a Republican than a Democratic principle" (Text 2, paragraph 2). What explains the shift?

   ADemocrats who expected a veto turned against it, and a Republican governor signed it BRepublicans in the legislature had written the bill and voted for it without a single exception CThe governor announced that he and his whole party had always supported woman suffrage DWomen voters joined the Republican party in large numbers at the territory's September 1869 election

7. Question 7 of 20 · Multiple Choice

   Which detail in Source 1 best justifies Ruth's decision to add the governor to version 2 of her question (Text 4)?

   ABright was elected president of the Council when the legislature met in October BThe bill "dragged along until near the close of the session" before it passed CLetters were written "particularly by the women" urging the bill's passage DThe governor "was in great doubt what course to take" and had his own reasons

8. Question 8 of 20 · Multiple Choice

   Using Johnson's census figures (Text 3), about how many males were there in Wyoming Territory for every female?

   A1.6 B0.26 C3.8 D4.8

9. Question 9 of 20 · Multiple Choice

   Kingman calls the publicity argument "by far the most effective." How does Ruth's final section (Text 5) use that judgment?

   AIt reports the judgment as Kingman's, since he was not a legislator and counted no votes BIt states as fact that publicity was the reason most of the legislators voted for the bill CIt leaves the judgment out, because any claim made by an advocate must be ignored DIt replaces the judgment with Johnson's view that trickery alone passed the bill

10. Question 10 of 20 · Multiple Choice

    Dr. Szabo said Leilani's first question was about "money, policy and climate at every school in the country" (Text 6). What made her short-project question fit one period?

    AIt asks whether heat pumps are worth their cost at schools across the country BIt asks about one measurable relationship that a single datasheet can answer CIt asks her to predict next winter's use without using any sources at all DIt asks Mr. Grady to decide what the school should do about the heating

11. Question 11 of 20 · Multiple Choice

    Using Source A's two ratings (Text 7) and a straight line between them, as Leilani does in Text 6, about what COP did the heat pumps have at November's mean temperature of 45 °F (Table 1)?

    A3.68 B3.52 C1.80 D1.12

12. Question 12 of 20 · Multiple Choice

    Leilani divides each month's heating electricity by its heating degree days (Text 8). What does January's 24.5 kWh per degree day, higher than December's 20.0, show?

    AJanuary was colder than December, so the wing needed more heat overall BThe wing lost some of its 12 heat pumps between December and January CThe utility charged the school more for each kilowatt-hour in January DSomething besides the extra cold raised the wing's use

13. Question 13 of 20 · Multiple Choice

    How does Leilani reconcile Source B's claim that heat pumps deliver "3 to 4 times as much heat as the electricity they use, even on the coldest days" with the school's data?

    AShe decides Source B is false in every respect and drops it from her notes BShe decides the school's meters must be wrong, because the installer knows best CSource B fits mild weather, but not this wing's coldest days DShe averages Source B's claim with the data and reports a number in between

14. Question 14 of 20 · Multiple Choice

    The new schedule lowered use from 25.6 to 24.1 kWh per degree day (Text 8). Compared with the old schedule, by about what percentage did the change lower use?

    A6.2% B5.9% C1.5% D94.1%

15. Question 15 of 20 · Short Answer

    Ruth's research began with a poster (Text 1). Explain how her short project changed the wording of her sustained question and why that change matters for the paper she will write.

    Show model answer

16. Question 16 of 20 · Short Answer

    Ruth writes that the two sources "agree more than they seem to about what happened" (Text 5, paragraph 1). Name two facts about the 1869 events that both sources accept and one point on which they truly disagree, citing Texts 2 and 3.

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17. Question 17 of 20 · Short Answer

    Leilani's version 2 turned her question into a problem to solve (Text 8). What evidence caused the change, and why does the change fit the standard's words "or solve a problem"?

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18. Question 18 of 20 · Short Answer

    Show with numbers that the colder weather and the lower COP together do not explain all of January's use. Use December's 20.0 kWh per degree day and January's degree days (Table 1), and the COPs of 3.2 and 2.8 from Text 6.

    Show model answer

19. Question 19 of 20 · Short Answer

    Evaluate Leilani's recommendation to keep the new schedule and wait on the $1,500 warm-up program (Text 8). Name one strength of the evidence behind it and one limit, and say whether the recommendation follows from the evidence.

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20. Question 20 of 20 · Short Answer

    Compare how Ruth and Leilani used short projects inside their sustained projects. For each student, say what the short project settled and what the sustained project needed that the short project could not provide.

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These standards connect to WHST.11-12.7: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.