Overview

Lesson Procedure

70-70 minutes of class time across 5 phases.

1. Warm-Up5 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice20 minutes
5. Closure10 minutes

1. Warm-Up5 minutes

   Warm-Up Prompt

   "You type 1927 flood into a search engine and get a flood in Vermont, a list of songs and a river cruise. Your question is about why Congress changed its flood-control policy after 1927. Write down two things you would change about the search, and one kind of source you would look for that a search engine might not show you."

   Collect answers on the board in two columns: changes to the words, and other places to look (a library catalog, a newspaper database, a journal database). Keep the list for Direct Instruction. Point out that a search matches words, not questions: the searcher has to turn the question into words a search tool can use.

2. Direct Instruction20 minutes

   Define the terms of the standard. An authoritative source is written by someone with expertise on the subject and published by an organization that checks its work, such as a university press, a scholarly journal, a historical society or a government agency. An advanced search uses tools beyond plain keywords: quotation marks for an exact phrase, OR for alternatives, a minus sign to exclude a word, a site: limit for one kind of website, and the filters of a library database or catalog, such as a date range or a subject search. A source is useful when it helps answer the research question itself, which is a higher bar than being about the topic. To integrate information selectively is to bring in only the facts and words that serve the point of a paragraph, with signal phrases ("as the historian Evelyn Marchetti puts it") and transitions that connect them. Plagiarism includes copying words without quotation marks and patchwriting, which keeps a source's sentence and swaps in synonyms. Read Marisol's log (Text 1) aloud, then work through the examples with Diagram 1.

   1Assignment from Mr. Adebayo, U.S. History 10: Write one section (600-800 words) of a research paper that answers a question about the 1920s. Use at least four authoritative sources, with at least one print source and at least one digital source, and add a short note explaining why each source you kept helps answer your question. Cite in MLA 9 style and end with a Works Cited page.

   2My research question: Why did the Mississippi River flood of 1927 lead Congress to give up the "levees only" policy?

   3Search 1, on a general search engine: 1927 flood. The first results were about a flood in Vermont in November 1927, a list of blues songs and a travel page for a river cruise. Only one result was about the Mississippi, and it never mentioned levees.

   4Search 2: "1927 Mississippi flood" levees. The results were better, but most of them retold the story of the flood, and one sold framed photographs of it.

   5Search 3: "levees only" (1927 OR 1928) "Flood Control Act". Now the results were about the policy itself. The first useful one was an article on Mississippi Valley History Online (Source B).

   6Search 4, in the library's historical newspaper database, with the date range set to April 1-30, 1927: Mississippi AND levee AND break. The database found hundreds of articles printed that month. I kept one from the Delta Courier (Source C).

   7Search 5, in the library catalog, as a subject search: Flood control -- Mississippi River -- History. Ms. Kowalczyk, the school librarian, showed me that a subject search finds books catalogued under a topic even when their titles use other words. I found The River and the Law (Source A) on the shelf. She also recommended John M. Barry's Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America (1997), a long history of the flood, but every copy was checked out, so I placed a hold.

   8Two more pages I opened from Search 1: a fan page about the song "When the Levee Breaks" (Source D) and a blog post about the Vermont flood (Source E).

   • Turning a basic search into an advanced one

     Search 1, 1927 flood, matched a Vermont flood, song lists and a cruise (Text 1, paragraph 3).

     Result: Search 3, "levees only" (1927 OR 1928) "Flood Control Act", names the policy and the law as exact phrases and accepts either year, so the results are about the policy, not just the flood (paragraph 5).

   • Searching where a search engine cannot

     Marisol wants accounts written while the flood was happening, not later retellings.

     Result: In the newspaper database she joins three words with AND and sets a date range of April 1-30, 1927 (paragraph 6). The database holds scanned print newspapers that a general search engine does not show, and the date range keeps only articles printed that month.

   • Judging usefulness, not just topic

     Source D, a fan page about the 1929 song "When the Levee Breaks," is about the 1927 flood (Text 4, paragraph 3).

     Result: It is on the topic but not useful for this question: it says nothing about levee policy or Congress, and it has no author, date or sources. It could help a different question, such as how musicians remembered the flood.

   • Integrating selectively

     Sentence [5] of the first draft (Text 5) strings together five facts, one of them about a song.

     Result: The revision keeps one number, the 145 levee breaks, because it shows the scale of the failure, and saves the Caernarvon dynamiting for its own sentence, where it makes the point that the river needed another outlet (Text 6).

   • Citing a print book in MLA 9

     Marisol paraphrases the levees-only theory from page 142 of Source A.

     Result: In-text: (Marchetti 142), the author's last name and the page with no comma between them. Works Cited: Marchetti, Evelyn. The River and the Law: Flood Control in the Mississippi Valley, 1861-1941. Bayou Press, 2016. The book title is in italics because the book is a whole work.

   Use Diagram 1 to name each search move and Diagram 2 to show the narrowing path from results to integrated evidence. Stress that the site: limit and the database filters shape what kinds of sources appear, but the searcher still judges each result.

3. Guided Practice15 minutes

   Pairs read Sources A-E (Texts 2-4) and fill in the chart. For each source they note one detail that shows whether it is authoritative, then decide how much of it belongs in a paper that answers Marisol's question. Ask pairs to point to the exact words that support each decision, and to name one source that would become more useful if the question changed.

   Usefulness chart for Marisol's question (students fill in the empty cells)

   Source	Print or digital?	Who published it, and when?	On the topic?	Helps answer the question? How?	Keep, use for one point, or drop?
   A
   B
   C
   D
   E

   1The River and the Law: Flood Control in the Mississippi Valley, 1861-1941, by Evelyn Marchetti, professor of history. Bayou Press, 2016. From chapter 6, "The Year the River Won."

   2[page 142] For more than half a century, the men who managed the lower Mississippi trusted a single tool. An 1861 report by two Army engineers, Andrew Humphreys and Henry Abbot, had argued that levees alone could control the river. The Mississippi River Commission, created by Congress in 1879, came to follow the same idea, which critics called the "levees only" policy. The theory was that levees would squeeze the river into a narrower channel, where faster water would scour the bottom and carry floods safely to the sea. Outlets and spillways, which let some water escape, were rejected as a waste of the river's force.

   3[page 143] The flood of 1927 broke that faith. After months of heavy rain across the valley, the river broke through its levees in at least 145 places and covered about 27,000 square miles. On April 21, the levee at Mounds Landing, Mississippi, gave way. Eight days later, to protect New Orleans, officials dynamited the levee at Caernarvon, below the city, and flooded two parishes on purpose. That act admitted what the policy had denied: the river sometimes needed somewhere else to go. The Flood Control Act of 1928 put the federal government in charge of flood control on the lower river and paid for a plan that added floodways and spillways to the levees.

   1Mississippi Valley History Online, published by the Lower Mississippi Historical Society. "Levees Only: The Policy the 1927 Flood Ended," by Dr. Samuel Okonjo, historian of the American South. Updated 12 Mar. 2024. Web address: mvhistory.example/levees-only

   2In the spring of 1927, the Mississippi River proved that levees alone could not hold it. The water spread across parts of several states and drove hundreds of thousands of people from their homes. At Greenville, Mississippi, thousands of Black refugees were held for weeks on top of the levee, and many were forced to work on it.

   3The disaster changed the politics of flood control. Before 1927, states and local levee districts paid a large share of the cost of their levees, with only part of it coming from Washington. After 1927, many members of Congress argued that a river draining much of the country was a national problem. Engineers also saw that a system with no way to release water left every levee at risk.

   4The Flood Control Act of 1928, signed by President Calvin Coolidge on May 15, 1928, answered both arguments. It adopted a plan drawn up by the Army's chief engineer, General Edgar Jadwin, that combined stronger levees with floodways and spillways, and the federal government paid most of the cost. The Bonnet Carré Spillway above New Orleans, finished in 1931, was one result.

   1Source C: "Water Pours Through Mounds Landing Break," Delta Courier, 23 Apr. 1927, page 1. No reporter is named. Marisol found it in the Southern Newspaper Archive, a library database of scanned newspapers.

   2From the article: "The water came through the break with a roar that could be heard for miles, and by nightfall the farms below the levee were a lake. Families who had gone to bed on dry land climbed to their rooftops before dawn. Our levee board has done all that levees can do."

   3Source D: "Levee Songs," a fan page on the website BluesVault. No author and no date. It says that the blues song "When the Levee Breaks" was recorded in 1929 by Kansas Joe McCoy and Memphis Minnie, and that its words describe the fear of a levee giving way and the grief of losing a home.

   4Source E: "The Flood of '27," a post on Green Mountain Stories, a travel blog about Vermont, 2022. It describes a flood in November 1927 that washed out roads, bridges and rail lines across Vermont and killed dozens of people.

   5What Marisol still has to decide: which of these sources, if any, help answer her research question, and how much of each one belongs in her paper.

4. Independent Practice20 minutes

   Students read Marisol's first draft (Text 5). For each of its eight sentences they write one label: fine as written, not needed for the point, plagiarism or patchwriting, quotation dropped in without a lead-in, or citation error. Then they compare the draft with her revision (Text 6) and list three changes, naming the part of the standard each change meets. The quiz also uses these texts.

   [1] The Mississippi River flood of 1927 was a huge disaster. [2] For more than half a century, the men who managed the lower Mississippi trusted a single tool. [3] The idea was that levees would push the river into a thinner channel, where quicker water would scrape the bottom and carry floods safely to the ocean (Marchetti 142). [4] In November 1927, another flood killed dozens of people in Vermont. [5] The river broke through its levees in at least 145 places, it covered about 27,000 square miles, the levee at Mounds Landing broke on April 21, officials dynamited the levee at Caernarvon, and the song "When the Levee Breaks" came out in 1929. [6] "Our levee board has done all that levees can do." [7] The Flood Control Act of 1928 adopted a plan by General Edgar Jadwin that combined stronger levees with floodways and spillways (mvhistory.example/levees-only). [8] So Congress changed the policy.

   1Before 1927, flood control on the lower Mississippi rested on one idea. Engineers believed that levees, by forcing the river into a narrow channel, would make it cut its own bed deeper and carry high water out to sea, so the builders of the levee system turned down outlets that would let water escape (Marchetti 142). The flood of 1927 showed the flaw in that reasoning. The river broke through its levees in at least 145 places (Marchetti 143), and a newspaper printed two days after the break at Mounds Landing reported that families "who had gone to bed on dry land climbed to their rooftops before dawn" ("Water Pours"). The clearest sign that the policy had failed came when officials, to save New Orleans, blew open the levee at Caernarvon; as the historian Evelyn Marchetti puts it, the dynamiting "admitted what the policy had denied: the river sometimes needed somewhere else to go" (143). Congress drew two lessons from the disaster. Samuel Okonjo explains that many members came to see the river as "a national problem" and that engineers recognized that "a system with no way to release water left every levee at risk." The Flood Control Act of 1928 responded to both by paying for a federal plan that added floodways and spillways to the levees (Okonjo).

   2Works Cited

   3Marchetti, Evelyn. The River and the Law: Flood Control in the Mississippi Valley, 1861-1941. Bayou Press, 2016.

   4Okonjo, Samuel. "Levees Only: The Policy the 1927 Flood Ended." Mississippi Valley History Online, Lower Mississippi Historical Society, 12 Mar. 2024, mvhistory.example/levees-only.

   5"Water Pours Through Mounds Landing Break." Delta Courier, 23 Apr. 1927, p. 1. Southern Newspaper Archive, southernnews.example/courier-1927-04-23.

   In the last five minutes, hand out Theo's log and source list (Texts 7-8), the science set for the homework. Students circle his two searches and underline each source's publisher.

   1Assignment from Dr. Nakamura, Earth and Environmental Science: Answer a research question about a change in Earth's atmosphere in one paragraph of 150-200 words. Use at least three authoritative sources, print and digital, and explain why each one you use helps answer the question. Cite in MLA 9 style.

   2My research question: Is the ozone hole over Antarctica recovering, and is the Montreal Protocol, the 1987 treaty that phased out ozone-destroying chemicals, the reason?

   3Search 1: ozone. The results were a city's smog alert page, an online store selling "ozone generators" for cleaning the air, and a page about using ozone to clean swimming pools.

   4Search 2: ozone hole getting better. The results mixed news stories from many different years with a sunscreen company's blog. The first result was a 2019 news story saying that year's ozone hole was unusually small.

   5Then Mr. Ferris, the school librarian, showed me the library's science database. There I found two journal articles from the journal Nature, which is printed on paper and also published online (Sources 1 and 2). He also pointed me to the full text of an international scientific assessment from 2022 (Source 3).

   6What I still need: better searches, a decision about which sources actually answer my two-part question, and help citing a journal article and a report.

   1Source 1: Mario J. Molina and F. S. Rowland, "Stratospheric Sink for Chlorofluoromethanes: Chlorine Atom-Catalysed Destruction of Ozone," Nature, volume 249, issue number 5460, 1974, pages 810-812. Summary: The two chemists argued that chlorofluorocarbons (CFCs), gases then used in spray cans and refrigerators, do not break down in the lower atmosphere. They drift up into the stratosphere, where ultraviolet light splits them and frees chlorine atoms, and each chlorine atom can destroy many ozone molecules in a chain of reactions. The article was a warning based on laboratory chemistry and calculations, written before any ozone hole had been measured.

   2Source 2: J. C. Farman, B. G. Gardiner and J. D. Shanklin, "Large Losses of Total Ozone in Antarctica Reveal Seasonal ClOx/NOx Interaction," Nature, volume 315, issue number 6016, 1985, pages 207-210. Summary: Scientists of the British Antarctic Survey reported that ozone measured above their Antarctic stations each spring had fallen sharply since the 1970s, and they linked the losses to chlorine chemistry. The article reported the losses that came to be called the ozone hole.

   3Source 3: World Meteorological Organization, Scientific Assessment of Ozone Depletion: 2022, GAW Report No. 278, 2022, online edition hosted by NOAA's Chemical Sciences Laboratory at csl.noaa.gov/assessments/ozone/2022/. Hundreds of scientists wrote and reviewed it. The executive summary says that "the Montreal Protocol continues to be effective at reducing the atmospheric abundance of ODSs" (ozone-depleting substances) and that "the Antarctic ozone hole has generally diminished in size and depth since the year 2000." It adds: "The 2019 ozone hole was the smallest since 2002. In contrast, both 2020 and 2021 had relatively large and long-lasting late-spring ozone holes." It projects that springtime ozone over Antarctica will return "to 1980 values shortly after mid-century (about 2065)."

   4Source 4: "Why the Ozone Hole Means You Need SPF 50," a blog post on the website of SunShield, a sunscreen company, 2023. No author. It says that "the ozone layer is disappearing" and links to the company's store.

   5Source 5: "Ozone Action Days," a page on the website of the city of Riverton, 2025. It explains that ozone near the ground forms from car exhaust and sunlight, harms the lungs, and is highest on hot summer afternoons.

   6Source 6: "Ozone Hole Shrinks to Smallest Size in Years," by Dana Whitfield, Coastal Daily News website, October 2019. It reports that the 2019 ozone hole was unusually small and quotes a scientist who says that warm weather high over Antarctica that year was a major reason.

5. Closure10 minutes

   Exit ticket: (1) Write one advanced search, with at least two operators, that Marisol could use to learn how the Bonnet Carré Spillway was built. (2) Name one source from today that is on the topic but not useful for Marisol's question, and say what question it could help answer. (3) Explain in one sentence why a citation after copied words does not prevent plagiarism.

   Teacher notes: Marisol, Theo, their teachers and librarians, Dr. Marchetti and Bayou Press, Dr. Okonjo and the Lower Mississippi Historical Society, the Delta Courier, the Southern Newspaper Archive, BluesVault, Green Mountain Stories, SunShield, the city of Riverton, Dana Whitfield and the Coastal Daily News are invented; say so when you hand out the texts. Web addresses ending in .example lead nowhere. The facts in the flood sources are real: the 1861 Humphreys and Abbot report, the Mississippi River Commission of 1879, the 145 levee breaks and about 27,000 square miles flooded, the Mounds Landing break on April 21, 1927, the Caernarvon dynamiting on April 29, the forced labor of Black refugees at Greenville, the Flood Control Act of 1928 and the Bonnet Carré Spillway. John M. Barry's Rising Tide (1997) and the 1929 recording of "When the Levee Breaks" are real. Theo's Sources 1-3 are real, and his quotations from Source 3 are word for word from its executive summary. Source B's paragraph on Greenville describes the treatment of Black refugees; give students time to discuss it if they raise it. The Works Cited entries follow MLA 9; the same moves apply in APA or Chicago style.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   A student researching the radio boom of the 1920s finds that some writers call it the "radio craze" and others the "radio boom." Which search will find pages that use either phrase?

   Aradio craze radio boom 1920s B("radio craze" OR "radio boom") 1920s C"radio craze radio boom" 1920s D"radio craze" -"radio boom" 1920s history

2. Question 2 of 20 · Multiple Choice

   A student researching how Hoover Dam was built keeps getting pages about vacuum cleaners made by the Hoover company. Which change fixes the search hoover construction?

   A"Hoover Dam" construction -vacuum Bhoover OR vacuum construction history Choover construction site:.com D"hoover construction" vacuum

3. Question 3 of 20 · Multiple Choice

   A student wants U.S. government pages about the history of the Tennessee Valley Authority. Which search does that most directly?

   ATennessee Valley Authority history government pages B"Tennessee Valley Authority" history site:.gov C"Tennessee Valley Authority" -history .gov DTennessee OR Valley OR Authority history

4. Question 4 of 20 · Multiple Choice

   A student wants to read how newspapers reported the stock market crash of October 1929 while it was happening. Which setting in a library newspaper database helps most?

   ASorting the results so that the most popular articles appear first BExcluding every article that contains the word crash CA subject search for the broad term economics DA date range of late October to mid-November 1929

5. Question 5 of 20 · Multiple Choice

   Mr. Adebayo requires at least one print source and at least one digital source (Text 1, paragraph 1). Which pair of Marisol's sources meets that requirement most clearly?

   ASource B, the history website, and Source D, the fan page about the song BSource D, the fan page, and Source E, the blog post CSource E, the blog post, and Source B, the history website DSource A, the library book, and Source B, the history website

6. Question 6 of 20 · Multiple Choice

   Source E (Text 4, paragraph 4) came up in Marisol's first search. Why should she leave it out of her paper?

   AIt is a blog, and blogs can never be used in any research paper BIt was posted in 2022, which makes it far too recent to use in a history paper CIt is about the same flood but gives too few details about levees DIt is about a Vermont flood, so it does not bear on her question

7. Question 7 of 20 · Multiple Choice

   How can Source C, the 1927 newspaper article (Text 4, paragraphs 1-2), best serve Marisol's research question?

   AAs her main explanation of why Congress passed the Flood Control Act BAs one piece of evidence that people saw the limits of levees in 1927 CAs proof that the levee board caused the Mounds Landing break DIt cannot serve at all, because a newspaper reporter wrote it

8. Question 8 of 20 · Multiple Choice

   What makes Source A (Text 2) both authoritative and useful for Marisol's question?

   AIt is the longest source, so it must contain the most information BIt was published most recently, so it replaces all older sources CIt is a historian's book explaining the policy and why 1927 undercut it DIt includes vivid details of families climbing onto their rooftops before dawn

9. Question 9 of 20 · Multiple Choice

   Sentence [2] of Marisol's first draft (Text 5) is plagiarism. Why?

   AIt copies a sentence from Source A without quotation marks or citation BIt states an opinion about the flood that none of Marisol's sources supports CIt uses the phrase "half a century" instead of a number of years DIt is a quotation that should have been paraphrased instead

10. Question 10 of 20 · Multiple Choice

    Sentence [3] of the draft (Text 5) has a citation, (Marchetti 142). Why is it still a problem?

    AA book citation must include the publisher as well as the page BIt keeps Source A's sentence and swaps in synonyms, which is patchwriting CIt cites page 142, but the theory is explained only on page 143 of the book DIt paraphrases the source when it should have used no source

11. Question 11 of 20 · Multiple Choice

    Marisol's draft ends with sentence [8], "So Congress changed the policy" (Text 5). How does the end of her revision (Text 6) improve on it?

    AIt drops Congress from the paragraph so that it ends on the flood itself BIt ends with a quotation from Source E about the Vermont flood of 1927 CIt gives Congress's two reasons for the change, with evidence from Source B DIt moves the claim about Congress to the first sentence of the paragraph

12. Question 12 of 20 · Multiple Choice

    Marisol adds a date from "Timeline of the 1927 Flood," an unsigned page on the website of the Delta Heritage Museum, which also publishes the site (the page and museum are invented). Which MLA 9 in-text citation is correct?

    A(Delta Heritage Museum) B("Timeline") C(Timeline of the 1927 Flood, 2021) D(deltaheritage.example)

13. Question 13 of 20 · Multiple Choice

    A web article, "Building the Birds Point-New Madrid Floodway," by Rosa Delgado, was posted on 4 June 2023 on the website River Engineering History, published by the Midwest Rivers Archive, at riverhistory.example/floodway. Which Works Cited entry follows MLA 9? (The article and website are invented.)

    ADelgado, Rosa. "Building the Birds Point-New Madrid Floodway." River Engineering History, Midwest Rivers Archive, 4 June 2023, riverhistory.example/floodway. BRosa Delgado. Building the Birds Point-New Madrid Floodway. River Engineering History, June 4, 2023. CDelgado, R. (2023). Building the Birds Point-New Madrid floodway. River Engineering History. riverhistory.example/floodway D"Building the Birds Point-New Madrid Floodway." Delgado, Rosa. Midwest Rivers Archive, River Engineering History, 4 June 2023, riverhistory.example/floodway.

14. Question 14 of 20 · Multiple Choice

    In Text 6, what does the sentence "The flood of 1927 showed the flaw in that reasoning" do for the paragraph?

    AIt gives the source of the 145 levee breaks BIt quotes Source B to support a claim about Congress CIt links the policy to the evidence that the policy failed DIt adds a new fact that none of Marisol's five sources mention anywhere

15. Question 15 of 20 · Multiple Choice

    Theo's Source 2 (Text 8, paragraph 2) has three authors. Which MLA 9 Works Cited entry is correct?

    AFarman, J. C., et al. "Large Losses of Total Ozone in Antarctica Reveal Seasonal ClOx/NOx Interaction." Nature, vol. 315, no. 6016, 1985, pp. 207-10. BFarman, J. C., B. G. Gardiner and J. D. Shanklin. Large Losses of Total Ozone in Antarctica. Nature, 1985. CFarman, J. C., Gardiner, B. G., & Shanklin, J. D. (1985). Large losses of total ozone in Antarctica reveal seasonal ClOx/NOx interaction. Nature, 315(6016), 207-210. D"Large Losses of Total Ozone in Antarctica Reveal Seasonal ClOx/NOx Interaction." Nature, Farman, J. C., 1985.

16. Question 16 of 20 · Short Answer

    Marisol wants to learn more about the Greenville levee camp in 1927. Write two advanced searches: one for a general search engine and one for the library's newspaper database. Use at least two different tools across the two searches, and explain what each tool does.

    Show model answer

17. Question 17 of 20 · Short Answer

    Suppose Marisol's question were instead How did people living in the Mississippi Delta experience the 1927 flood? Which two of Sources A-E would become more useful, and why? Name one source that would become less useful.

    Show model answer

18. Question 18 of 20 · Short Answer

    Sentence [6] of Marisol's draft (Text 5) is a quotation dropped into the paragraph with no lead-in and no citation. Rewrite it as one sentence that introduces the quotation with a signal phrase, connects it to the idea that levees had limits, and cites it correctly in MLA 9.

    Show model answer

19. Question 19 of 20 · Short Answer

    Write the MLA 9 Works Cited entry for this print magazine article: "Sandbags and Steamboats," by Lena Hart, in the magazine American River History, spring 2020, pages 34-39. (The article and magazine are invented for practice.)

    Show model answer

20. Question 20 of 20 · Short Answer

    A classmate using Source B (Text 3, paragraph 4) wants to show that the 1928 law ended the levees-only policy. She writes: "The Flood Control Act of 1928 was signed by President Calvin Coolidge on May 15, 1928, and it adopted a plan drawn up by the Army's chief engineer, General Edgar Jadwin, and it combined stronger levees with floodways and spillways, and the federal government paid most of the cost." Rewrite it as one sentence in your own words that keeps only what supports her point, with an MLA in-text citation, and name one detail you cut and why.

    Show model answer

These standards connect to WHST.9-10.8: 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.