English/Language Arts
Grades 9 and 10
Standard LAFS.910.RI.3.9
Primary Standard LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related themes and concepts.
Related Standards
LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
Assessment Limits: Items should be used with paired texts, as at least two documents are necessary to meet the
standard. Items should focus on the similarities and differences between the texts. Items may focus primarily on either
text, but items should indicate or test for understanding of a clear link between the two works.
After reading several seminal U.S. documents of “historical and literary” significance from the 1800’s, 1900’s, and
2000’s, the student be able to:
 Write an essay that examines how one American principle or ideal has evolved since the formation of the
United States in 1787.
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The student will be able to:
 Analyze two or more seminal U.S. documents with “historical and literary” significance, including how
they address related themes.
 Analyze two or more seminal U.S. documents with “historical and literary” significance, including how
they address related concepts.
 Cite “strong and thorough” textual evidence to support analysis of two seminal U.S. documents of
“historical and literary” significance.
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The student will be able to:
 Define the following vocabulary: seminal U.S. document
The student will be able to:
 Identify a common theme in two or more seminal U.S. documents of “historical and literary” significance.
 Identify a common concept in two or more seminal U.S. documents of “historical and literary”
significance.
 Compare two seminal U.S. documents of “historical and literary” significance.
 Contrast two seminal U.S. documents of “historical and literary” significance.
 Use evidence from all texts to support comparison of texts.
 Summarize a seminal U.S. document with” historical and literary” significance.
 Cite textual evidence to support a comparison of two seminal U.S. documents of “historical and literary”
significance.
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The student will be able to:
 Identify an idea that is common to two or more seminal U.S. documents of “historical and literary”
significance.
 Identify evidence from two or more seminal U.S. documents of “historical and literary significance” that
represent a common idea.
 Identify the central idea of a seminal U.S. document of “historical and literary” significance.