SocialStudies

=**Team Name: Government Cheese**=
 * 3-2 data results**


 * ** Bach 5th Block-36 Students ** || ** Unstatisfactory ** || ** Partially Profecient ** || ** Profecient ** |||| ** Advanced ** ||  ||   ||   ||   ||   ||   ||
 * ** Overall ** || 3 || 5 || 26 || 2 ||  |||| 77% Prof/Ad |||| 91% pp/p/a |||| .083% UNSAT ||
 * ** Ideas ** || 2 || 6 || 25 || 3 ||  |||| 77% Prof/Ad |||| 94.4 pp/p/a |||| .05% unsat ||
 * ** Organization ** ||  || 5 || 1 || 30 ||   |||| 86% prof/ad |||| 100pp/p/a ||   ||   ||
 * ** WordChoice ** || 3 || 9 || 19 || 4 ||  |||| 63%prof/ad |||| 88% p/pp/a |||| .083%unsat ||
 * ** Sentece Fluency ** || 3 || 12 || 20 || 1 ||  |||| 58%prof/ad |||| 91.6p/pp/a |||| .083% unsat ||
 * ** Voice ** || 6 || 6 || 17 || 7 ||  |||| 66 prof/ad |||| 83% p/pp/a |||| .16%unsat ||
 * ** Conventions ** || 7 || 13 || 13 || 3 ||  |||| 44%prof/ad |||| 80%p/pp/a || .194unsat ||   ||
 * ** Graphic Organizer to help map out ideas/thoughts ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** use of vocabulary was strong ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** ideas/proposed solutions ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** NEEDS ** || sentence fluency |||||| conventions (need to proof read/peer edit) ||  ||   ||   ||   ||   ||   ||   ||
 * ** Strengths ** || Ideas || organization ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Department Data ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  ||   ||   ||   ||   ||   ||   ||   || total || p/a ||   ||
 * Bach ||  ||   ||   ||   ||   ||   ||   ||   || 36 || 28 ||   ||
 * Barkman || 3 || 5 || 5 || 7 ||  || 60 p/ad ||   || 85/p/pp/a/ || 20 || 12 ||   ||
 * Tucker ||  ||   ||   ||   ||   || 45.7 ||   || 80 || 35 || 16 ||   ||
 * Grandt ||  ||   ||   ||   ||   || 72% ||   ||   || 25 || 20 ||   ||
 * Stringfellow ||  ||   ||   ||   ||   ||   ||   ||   || 20 || 0 ||   ||
 * Russell ||  ||   ||   ||   ||   ||   ||   ||   || 16 || 2 ||   ||
 * ||  ||   ||   ||   ||   ||   ||   ||   || 152 || 78 || 51% ||
 * Stringfellow ||  ||   ||   ||   ||   ||   ||   ||   || 20 || 0 ||   ||
 * Russell ||  ||   ||   ||   ||   ||   ||   ||   || 16 || 2 ||   ||
 * ||  ||   ||   ||   ||   ||   ||   ||   || 152 || 78 || 51% ||
 * ||  ||   ||   ||   ||   ||   ||   ||   || 152 || 78 || 51% ||


 * Data team talks 1-26-2011**
 * SMART GOAL Due March 2, 2011**
 * The percentage of 9th grade geography students scoring proficient or higher in problem-solution writing will increase from to 66% to 80 % profecient by March 2, 2011 as measured by using the holostic writing rubric administered on Feburary 4th, 2011.**
 * STRATEGIES:**
 * Graphic organizer for each country with word bank of issues/vocabulary words.**
 * One question. Student chooses issue.**
 * Problem-solution essay as formal assessment.**
 * Data Talks 9-15-10**

Minutes PLS 9-15-2010 Strategies

1) Pre-assessment on Sept. 27 along with intro to Federalism

2) Federalism assignment –Sept 28-Oct 1 *Use graphic organizer  *Venn diagram

3) 4 days to complete 5 paragraph essay *graphic organizer 9-28  *rough draft 9-29  *final draft 9-30 & 10-1

4) See Civics calendar for next unit-Federalism *Pre-assessment 9-27  *Assessment 10-13

Option 1: 5) I Do-demo how to do the thesis statement 6) We Do-teacher and class work together to complete paragraph 2 7) You Do-students complete rest of assignment

Option 2: 8) Use I Do, We Do, You Do to complete each paragraph.

Option 3: 9) Use Option 1, then use small groups to help these students who need extra help.

=**Data Talks 9-8-2010**= =**Smart Goal**= The percentage of freshman scoring proficient or higher on an 11 sentence short constructive response will increase from 74% to 80% by the end of September as measured by the Federalism essay administered on September 30th. Minutes: Social Studies Data Talk 9-2-2010 ** Team name: ** Government Cheese ** Data team focus: ** Academic writing, 11 sentence paragraphs ** Standards: 4.2.c ** Analyze freedom rights and responsibilities granted by the constitution (bill of rights) evaluate the limitations and competition among individual rights. ** Directions: ** Write and 11 sentence paragraph analyzing the pro and cons of the 2nd Amendment ** Prompt/Assessment: ** Exit ticket/11 sentence paragraph ** Rubric: ** 5 point writing scale ** Timeline: ** 1 week

Bring writing data next week and some sample work to look at inter-rater reliability. Bring one example at each of the 4 levels.

Team name 5th block "Just the Facts" focus: reading for understanding Assessment directions; Students will write a paragraph explaining three causes of the Great Depression.

Students will write a five sentence paragraph explaining three causes of the Great Depression. csap rubric Data will be collected by 9/8/10

10/08/10 results:from a five sentence paragraph stating the allied and axis contribution to the start of WWII
 * ||  || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Nadelhoffer || 36 || 0 || 22 || 8 || 6 ||  ||
 * Tinsman || 34 || 0 || 19 || 10 || 5 ||  ||
 * Total ||  ||   ||   ||   ||   ||   ||
 * Total ||  ||   ||   ||   ||   ||   ||
 * Total ||  ||   ||   ||   ||   ||   ||
 * Total ||  ||   ||   ||   ||   ||   ||
 * ||  || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Nadelhoffer || 35 || 7 || 24 || 3 || 1 ||  ||
 * Tinsman || 41 || 6 || 16 || 9 || 10 ||  ||
 * Total || 76 || 13 || 40 || 12 || 11 ||  ||
 * Total || 76 || 13 || 40 || 12 || 11 ||  ||
 * Total || 76 || 13 || 40 || 12 || 11 ||  ||
 * Total || 76 || 13 || 40 || 12 || 11 ||  ||

9/15 entry

art Goal: The percentage of American History IB students scoring proficient or higher in summarizing main points will increase from 60% to 70% by the end of the 2nd week of October as measured by a short constructed response.Student Prompt: How did the democracies of Europe and the U.S. help contribute to the territorial expasion by European dictatorsbefore World War 2 started.


 * ** IF ** …teacher behaviors || ** THEN ** …student behaviors  ||
 * 1. Teacher models the steps of graphic organizer

2. Teacher completes task with student help by asking questions 3. Teacher will model a sample response to the question || Students’ follow the teacher and duplicate steps on their own paper Students will ink, pair, share answers to teacher’s questions Students will paraphrase the teacher ||

10/6 entry Talked about our formative assessment to be administered tomorrow. Worked on making it more specific and our method of using a graphic organizer and some "buzz" words to be included in the writing. Buzz words: Appeasement, American Neutrality, Germany, Italy, Britain, France, America. 10/27/10 entry Our formative assessment will be the creation of an 11-sentence paragraph summarizing the causes and effects of the creation of the Berlin Wall. the three main ideas covered in this paragraph will be: geography, causes, and effects. We will collaborate with "government cheese" with regards to rubrics and scaffolding.

11/10 entry

This is the result


 * ||  || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Nadelhoffer || 17 ||  || 13 || 4 ||   ||   ||
 * Tinsman || 36 ||  || 28 || 8 ||   ||   ||
 * Total || 53 ||  || 41 || 12 ||   ||   ||
 * Total || 53 ||  || 41 || 12 ||   ||   ||
 * Total || 53 ||  || 41 || 12 ||   ||   ||
 * Total || 53 ||  || 41 || 12 ||   ||   ||

** Data team focus: ** Academic writing, 11 sentence paragraphs

Standard: Analyzing causes and effects of significant events in U.S. History
** Prompt/Assessment: ** Exit ticket/11 sentence paragraph ** Rubric: ** 5 point writing scale ** Timeline: ** 1 week 10/18/10- "Just the Facts" Smart Goal The percentage of U.S. History students scoring proficient or higher in identifying cause and effect on a historical event will increase from 70% to 75% by the second week of December as measured by a student generated "T" graphic organizer listing the causes and effects from a selected reading regarding the Civil Rights era.

1/26/11-Just the Facts


 * || Total || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Nadelhoffer || 34 || 3 || 14 -50% proficient or better || 13 || 4 ||  ||
 * Tinsman || 42 || 5 || 22-64% proficient or better || 12 || 3 ||  ||
 * Total || 76 || 8 || 36-58% proficient or better || 25 || 7 ||  ||
 * Total || 76 || 8 || 36-58% proficient or better || 25 || 7 ||  ||
 * Total || 76 || 8 || 36-58% proficient or better || 25 || 7 ||  ||
 * Total || 76 || 8 || 36-58% proficient or better || 25 || 7 ||  ||

Smart Goal The percentage of U.S. History students scoring proficient or higher in identifying causes on a historical event will increase from 58% to 70% by March 2 as measured by students writing and explaning causes from a historical text

Stategies for success:
 * ** IF ** …teacher behaviors || ** THEN ** …student behaviors  ||
 * <span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1.a. Teacher sample

<span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2.a. T- chart <span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3.a Pre test <span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Feedback from pretest || b. Students learn from model

b.Students practice identifying causes and effects

b. Students become more familiar with expectations b.Students learn from their mistakes ||


 * || Total || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Nadelhoffer || 29 || 2 || 10(41% proficient or higher) || 11 || 6 ||  ||
 * Tinsman || 45 || 4 || 19 (51% proficient or higher) || 15 || 7 ||  ||
 * Total || 74 || 6 || 29 || 26 || 13 ||  ||
 * Total || 74 || 6 || 29 || 26 || 13 ||  ||
 * Total || 74 || 6 || 29 || 26 || 13 ||  ||
 * Total || 74 || 6 || 29 || 26 || 13 ||  ||

Team Name: Thomas and the Geo Chicks Block 7 Focus: Reading comprehension Assessment directions: Students will read a current event article and identify who, what, where, and why. Rubric is attached. Data will be collected by 9/8/10

Data Talk 9-15-2010 ** STEP 3: ESTABLISH SMART GOAL **
 * ||  || Advance || Proficient || partial Proficient |||| Unsatisfactory ||
 * Logan || 67 || 0 || 3 || 8 || 56 ||  ||
 * Hill || 66 || 0 || 1 || 5 || 60 ||  ||
 * Gentile || 58 || 0 || 0 || 16 || 40 ||  ||
 * Total || 191 || 0 || 4 || 29 || 156 ||  ||
 * ||  || 0 || 2% || 15% || 82% ||   ||
 * Total || 191 || 0 || 4 || 29 || 156 ||  ||
 * ||  || 0 || 2% || 15% || 82% ||   ||
 * ||  || 0 || 2% || 15% || 82% ||   ||

<span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 10pt;">The percentage of Geography students (content area) scoring proficient or higher in ___reading comprehension__ (skill/concept) will increase from 4% (current reality percentage) to __25%___ (goal percentage) by the end of ___2nd Week of October___ (month or quarter) as measured by___Reading comprehension component checklist____(__assessment tool) administered on __Friday October 1st.__ __(specific date).__

** Adams City High School **

** STEP 4: SELECT COMMON TEACHING STRATEGIES **

<span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Exemplar of Warm-UP (Reading Comprehension) <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Direct Instruction (I Do) Note-taking <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Guided Practice <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Gradual Release <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt; text-align: center;">***must support/match the root causes identified in step 2*** || <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Newspaper Articles || <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Processes: <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Day 1: Predict Process, <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Day 2: Demonstrate the process <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Day 3-8: Practice Who, What, Where, When, and Why || 10/27/2010: Data Talks Thomas and the Geo chicks
 * <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt; text-align: center;">Instructional
 * <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt; text-align: center;">Resources

Continuing with reading strategies and developing proficient readers. We will pre-assess students next week (November 1st or 2nd) and utilize the previous component checklist that is slightly modified.

Civics ladies (7th hour) Smart goal: 30% of students will be proficient using support and evidence in writing by 3-2-2011.

Original Data:






 * Civics Writing ||  ||   ||   ||   ||   ||
 * ||  || Advance || Proficient || Partly Proficient || UnSats ||   ||
 * Gentile ||  || 10 || 22 || 40 || 18 || 90 ||
 * Logan ||  || 0 || 10 || 29 || 46 || 85 ||
 * Hill ||  || 0 || 10 || 19 || 91 || 120 ||
 * ||  || Advance || Proficient || Partly Prof || UnSats ||   ||
 * Gentile ||  || 17 || 30 || 30 || 13 || 90 ||
 * Logan ||  || 4 || 17 || 34 || 30 || 85 ||
 * Hill ||  || 6 || 22 || 65 || 27 || 120 ||
 * Gentile ||  || 17 || 30 || 30 || 13 || 90 ||
 * Logan ||  || 4 || 17 || 34 || 30 || 85 ||
 * Hill ||  || 6 || 22 || 65 || 27 || 120 ||

** Adams City High School ** ** STEP 5: DETERMINE RESULTS INDICATORS **


 * <span style="display: block; font-family: Calibri; line-height: 300%; margin: 0in 0in 0pt; text-align: center;">** IF ** …teacher behaviors || <span style="display: block; font-family: Calibri; line-height: 300%; margin: 0in 0in 0pt; text-align: center;">** THEN ** …student behaviors  ||
 * <span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Teacher models the steps—think aloud

<span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Teacher completes task with student help by asking questions <span style="display: block; font-family: Calibri; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Teacher will instruct students to complete on their own <span style="display: block; font-family: Calibri; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. <span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. || Students’ follow the teacher and duplicate steps on their own paper Students will ink, pair, share answers to teacher’s questions Students will complete the graphic organizer on their own ||

Minutes: IB Data Talk 9-2-2010

Leader: Drake

Timekeeper: Drake

Recorder: Drake

Discussed Norms: Academic Writing. Economy of phrasing

Discussion:

Looked at some random MAPS writing scores, Discussed writing skills that focus on writing and exit tickets of 11 sentence paragraphs. Will look at 11 sentence G.O.

Academic writing will be focus.

** Team name: ** I Think, Therefore I. B.

** Data team focus: ** Academic writing, 11 sentence paragraph

** Standards: 4.2.c ** How religion and philosophy affect events in history

** Directions: ** Write an 11 sentence paragraph summarizing the pro and cons of religious arguments for/against slavery

** Prompt/Assessment: ** Exit ticket/11 sentence paragraph

** Rubric: ** 5 point writing scale

** Timeline: ** 1 week
 * # Sudents || 28 ||  ||   ||   ||
 * % Proficient || 71 ||  ||   ||   ||
 * % Non-Prof. || 8 ||  ||   ||   ||
 * Studs Close || 3 ||  ||   ||   ||
 * Behaviors |||||||| close readers, strong note-taking ||
 * Inferences |||||| stressed summarizing ||  ||
 * Obstacles |||||| lack of attention to assignment ||  ||
 * Inferences |||||| lack of interest, fear of failure ||  ||

SMART GOAL: Drake

The percentage of DPa History of the Americas __scoring proficient or higher in__ economy of phrasing __will increase from 71%____to 90%____by the end of__ the first quarter __as measured by__ 11 sentence paragraph __administered on__ October 5.

** STEP 4: SELECT COMMON TEACHING STRATEGIES **

<span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Scaffolding <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Exemplars <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Outline <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Rubric <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. ***must support/match the root causes identified in step 2*** || -Teacher written exemplar followed by student exemplars. -Discussion of how to shorten or lengthen sentences without affecting summary concepts -I DO: How to organize a summary outline || <span style="display: block; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Processes -We Do: Write 11 sentence summary together -You Do:One summary 11 sentence paragraph per week using student and teacher exemplars as a model. ­-De-brief after each step.-F.A.:Students given article to summarize using an 11 sentence paragraph. || __Student actions related to "economy of phrasing."__ __Week One: Students were asked to write, without help or aids, an 11 sentence paragraph summarizing an article that outlined the causes of the Civil War.__ __Week Two: Students were given an exemplar of an 11 sentence paragraph and used it to write a summary of an article that explained southern pro-slavery arguments.__
 * Instructional
 * Resources

Minutes: IB Data Talk 1/19/11

Leader: Drake

Timekeeper: Drake

Recorder: Drake

Discussed Norms: Academic Writing. Choose from a list of predetermined vocabulary to develop a position paper on one of six topics related to the economic and social impact of the Great Depression.

Discussion:

Looked at MAPS writing and vocabulary data, Discussed writing skills that focus on vocabulary usage in a particular context... and exit tickets of 11 sentence paragraphs. Will look at 11 sentence G.O.

Academic writing using predetermined vocab. will be focus.

** Team name: ** I Think, Therefore I. B.

** Data team focus: ** Academic writing, 11 sentence paragraph

** Standards: 4.2.c ** How religion and philosophy affect events in history

** Directions: ** Write an 11 sentence paragraph summarizing the pro and cons of religious arguments for/against slavery

** Prompt/Assessment: ** Exit ticket/11 sentence paragraph

** Rubric: ** 5 point writing scale

** Timeline: ** 1 week
 * # Sudents || 28 ||  ||   ||   ||
 * % Proficient || 71 ||  ||   ||   ||
 * % Non-Prof. || 8 ||  ||   ||   ||
 * Studs Close || 3 ||  ||   ||   ||
 * Behaviors |||||||| close readers, strong note-taking ||
 * Inferences |||||| stressed summarizing ||  ||
 * Obstacles |||||| lack of attention to assignment ||  ||
 * Inferences |||||| lack of interest, fear of failure ||  ||

SMART GOAL: Drake

The percentage of DPa History of the Americas scoring proficient or higher in __economy of phrasing__ will increase from 71% to 90% by the end of __the first quarter__ as measured by __11 sentence paragraph__ administered on __October 5.__

** STEP 4: SELECT COMMON TEACHING STRATEGIES **

<span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Scaffolding <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Exemplars <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Outline <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Rubric <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. <span style="display: block; font-size: 12pt; line-height: 300%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. ***must support/match the root causes identified in step 2*** || -Teacher written exemplar followed by student exemplars. -Discussion of how to shorten or lengthen sentences without affecting summary concepts -I DO: How to organize a summary outline || <span style="display: block; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">Processes -We Do: Write 11 sentence summary together -You Do:One summary 11 sentence paragraph per week using student and teacher exemplars as a model. ­-De-brief after each step.-F.A.:Students given article to summarize using an 11 sentence paragraph. || Student actions related to "economy of phrasing." Week One: Students were asked to write, without help or aids, an 11 sentence paragraph summarizing an article that outlined the causes of the Civil War. Week Two: Students were given an exemplar of an 11 sentence paragraph and used it to write a summary of an article that explained southern pro-slavery arguments.
 * Instructional
 * Resources