Students are asked to watch a local weather forecast, note what meteorologists mention for specific events, and brainstorm five purposes or audiences that would want tailored forecasts (Activity 1). Students then choose one audience and rewrite the forecast to be most useful for that audience, which requires evaluating which forecast details matter. Activity 2 explains that weather predictions are probabilistic and that scientists use instruments and patterns to make predictions, giving students language to think about predictive (reasoned) statements versus observed conditions.

Students read informational text (pages 8–15) and answer factual questions (e.g., the temperature scale used in the U.S., how humidity and wind affect perceived temperature). Students collect and record measured temperatures in a weather journal and are prompted to make their own forecasts in the "Notes/Forecast" column. Students also perform the "Model the Seasons" activity and answer questions that require them to reason about sunlight angle and resulting temperatures.

Students read explicit factual statements about clouds in the "Things to Know" section and answer factual reading questions (e.g., what clouds are made of). Students are asked to use observations and air pressure readings to predict weather, which requires making reasoned judgments based on evidence. A discussion prompt asks students to evaluate the truth of a common claim (whether morning cirrus/stratus will "burn off"), eliciting opinion and evaluation.

Students are asked to give and justify personal positions (QUESTION #3: "Do you think Sophie's parents should have let her go sailing? Why or why not?"), which requires forming opinions and providing reasons. The introduction and Activities emphasize comparing two characters' points of view and how each character views events (reading through two journal voices and the Character Development sheet), prompting students to note different perspectives. The Reflective Journal activity has students describe events, feelings, and what they learned, asking them to articulate personal judgments and reasoning about experiences.

The Parent Plan lists as a skill that students will "make and evaluate inferences and conclusions about characters, events, and themes," and questions such as "What does Sophie mean when she says..." ask students to interpret meaning. Activity 2 asks students to describe how characters interact and how they feel about one another, which requires students to state impressions and supporting details. The discussion prompts (e.g., whether it is better to know bad things in advance) ask students to state and defend viewpoints, engaging them in reasoned judgments.

Students are asked open-ended questions that require opinion and reasoning (e.g., "Do you think Bompie should keep getting in the water? Why or why not?" with "Answers will vary"). Students analyze characters' interpretations of whale and dolphin sightings and are asked to explain how those sightings affect crewmembers' emotions, which requires making reasoned judgments about characters' perspectives. Students answer why Brian's comments are insensitive, which asks them to infer motives and evaluate actions rather than only recall facts.

Students are asked to use information from Prisoners of Geography to support an argument about which of two places they would prefer to live, requiring them to form and justify a reasoned judgment. The Comparing Two Environments activity directs students to list pros and cons for each place, prompting evaluation and weighing of evidence. The lesson also has students read a United Nations article and answer factual questions about population change, which engages them in identifying factual information in a text.

The Debate activity has students compose three arguments for either Ember or Sparks and requires them to support each argument with evidence and anticipate counterarguments. After writing, students are instructed to identify which statements in their arguments are facts and which are opinions and to discuss statements that appeal to the emotions of the audience. The Parent Plan also prompts students to read arguments aloud and discuss which statements are facts versus opinions.

Students are asked to evaluate characters and events with questions such as "Are Tick's ideas good ideas? Why or why not?", "Do you think Lina should have hidden in the truck? Why or why not?", and "Do you think they should share them or keep them? Why?", which require students to state opinions and give reasons. The Venn diagram and comparison task ask students to identify similarities and differences between Ember and Sparks, prompting them to cite descriptive details that could be treated as facts. The reading prompt asks students to "think about how the people of Ember and Sparks are similar and how they are different," encouraging analysis that can support reasoned judgments.

The comprehension question asking "Do you think Casper should have shared food with the starving roamer? Why or why not?" asks students to state an opinion and (implicitly) provide reasons. The media activity requires students to select one media source and write a paragraph explaining why it would benefit the people, prompting students to give reasons and judgments. Discussion prompts ask students to explain why characters call others "primitive" or "cave people," which asks students to analyze and explain viewpoints.

Students are asked evaluative questions such as "Who do you think is a more effective leader, Mary or Ben? Why?" and to defend which town government system is more effective, which requires forming judgments and giving reasons. Parent discussion prompts ask students to take positions (e.g., whether it was wrong for town leaders to plan for the Emberites to leave) and to explain motives (e.g., Tick's motives), prompting opinion and justification. Activities ask students to "defend her reasoning" and to describe and justify a proposed government, which requires students to produce reasoned judgments supported by reasons.

Students practice identifying and arranging concrete story events in the "Sequencing Events" activity, which requires them to recognize factual occurrences and their order. Students answer discussion and written questions that ask for personal responses (e.g., "How do you think people go from angry and scared to evil?" and "Do you think Doon is a coward? Why or why not?"), prompting them to state opinions and offer reasons. The combining sentences and answer-key items require students to restate and synthesize story information, reinforcing factual comprehension and concise expression of ideas.

Students are asked to provide evidence from the text to support the type of conflict in Activity 2, including events, characters' words and actions. Students answer a prompt that asks for a personal stance ("Would you have fought with Tick? Why or why not?"), and Activity 1 requires students to brainstorm solutions and write a 6–8 sentence speech explaining their solution and why groups should work together peacefully. The Student Activity Page sidebar instructs students to "use reasoning... to determine which side you support," prompting students to give reasons for opinions.

Students answer factual comprehension questions after watching a video and reading pp. 90-91 (e.g., "What is the rock cycle?" and "Explain how igneous rocks are formed"). Students classify physical rock samples into igneous, metamorphic, or sedimentary using observations and the Rock Cycle chart, checking their answers against the kit brochure. Students research a rock's environment and are prompted to "discuss how much of your poem or artwork is a guess, imagination, or something you know," and to explain why they feel a landscape is correct for a chosen rock.

Students follow the steps of the scientific method (Problem, Hypothesis, Materials, Procedure, Data and Work, Conclusion) and are asked to record observations and decide whether results agree with the hypothesis. The Igneous Rock Demonstration asks students to "Describe changes," "Discuss the melting," and "Relate the cooling method to the type of igneous rock," which requires making conclusions from observed data. Reading questions ask students to state the theory of continental drift and name Earth layers, which elicit factual recall from the text.

The comprehension questions require different responses that touch on fact and judgment: Question #1 asks students to state why the family decided to sell the goat (recalling factual information from the text), and Question #2 explicitly asks whether those were good reasons and to explain why (inviting opinion and justification). The parent/teacher discussion prompts ask students to explain the role of the natural setting and why many short stories use third-person omniscient narration, which asks for reasoned judgment and explanation based on text evidence.

The lesson asks students to make critiques and state their opinions (Activity 3: Short Story Critique) and includes parent prompts to check that the child states her own opinion in a constructive way. The skills list includes "Make reasonable assertions about a text through accurate, supporting citations," which requires students to support judgments with evidence. Multiple comprehension/discussion questions ask for judgments with reasons (e.g., "Why does Sylvia struggle... Do you think she made the right decision? Why or why not?" and "Do you think the journalist should have insisted... Why or why not?").

Students read both primary (WPA slave narratives) and secondary (A History of US) sources and are asked to "consider how reading about the past from a primary source is different from reading about the past from a secondary source." The materials note that interviewers wrote dialect exactly and warn that some accounts "may have been written down incorrectly" or "influenced by stereotypes or prejudices," prompting students to notice possible bias or perspective. The Parent Plan lists the skill "Identify different points of view about an issue or topic," and a discussion question asks how reading secondary sources differed from reading the slave narratives.

Students are asked to plan arguments for both sides in the Debate on the Expansion of Slavery by listing reasons why people supported or opposed allowing slavery in new territories and by drafting responses to opposing arguments. In the "When Is War Justified?" activity, students make lists of potential positive and negative consequences of civil war, weighing pros and cons as part of a decision. The parent/skills sections ask students to "identify different points of view" and to "analyze information" by comparing, contrasting, identifying cause-and-effect, and drawing inferences.

Students read chapters from A History of US and answer factual questions (e.g., why Lincoln replaced commanders; who were important Union and Confederate generals). Students complete leader cards that require recording background, roles, and notable events—tasks that elicit factual information. The leader-card prompts and discussion questions ask students to write "words that could describe this leader" and "my impressions of this leader," which elicit opinions and judgments.

Students are asked to "decide why you think each battle was significant and write your explanation" in the Civil War Map activity and to answer reflective questions about the importance of battles (e.g., significance boxes and "Why was this battle significant?"). In the Build a Monument activity, students must "describe the main ideas that you want your monument to convey" and explain visitor experiences, requiring them to state reasons for their choices. Parent/guardian prompts ask students to explain which battles were most important and why and to justify factors that determined victory.

Students are asked to analyze information and identify different points of view (listed in the Skills section) and to synthesize facts in timeline reviews and test questions that ask for factual descriptions and causes of the war. Students must write exhibit cards that "provide important information and sum up what you think is important" and must plan a 30–60 second living-wax speech or documentary narration that explains who they are and their Civil War experience. The unit test and project rubrics require students to provide accurate information and clear explanations, and several activities ask students to draw inferences and make conclusions about events and perspectives.

The Parent Plan Skills list explicitly includes "Distinguish between fact and opinion." The Activity 4 parent notes instruct students to "identify facts and opinions in both letters" after reading two primary-source journals. The plan also asks students to "summarize the author's purpose and stance" and "explore any bias, apparent or hidden messages, or emotional factors," which directs students to analyze perspective and assertions in texts.

In Activity 1 students are asked to identify factual information about the Civil War from Pink and Say and record those facts in a journal. In Activity 5 students read Civil War letters and are asked to identify the writers, recipients, which side they are on, and specifically 'What opinions do they express about the enemy?' The Parent Plan sections also ask students to review the facts they recorded and to describe the perspective of letter writers, reinforcing identification of factual details and expressed opinions.

Activity 2 directs students to read a Civil War speech and "record three factual statements from the speech and three opinion statements," explicitly asking them to identify facts and opinions. The activity also asks students to "attempt to record at least two statements that could be propaganda" and to examine period pictures and "explain how each picture could have been used as propaganda to sway the attitudes" of Northerners. The Skills and Parent Plan sections instruct students to "make informed judgments about propaganda," "explore bias," and "draw conclusions based on evidence, reasons, or relevant information," which supports evaluating statements in texts.

The Parent Plan lists skills that direct students to make informed judgments about propaganda, explore bias and hidden messages, identify underlying assumptions, and draw conclusions based on evidence. Activity 2 has students design a Civil War propaganda poster, decide whether it targets the North or South, choose words/images to influence readers, and then explain the message and how it would influence thinking. The reading questions ask students to interpret a character's statement and state whether they believe it, prompting students to form and justify an interpretation rather than only recall facts.

Students are asked to judge character perspectives (e.g., "How is Shem Sugg's perspective on the war unique?") and to evaluate accuracy of opinions (e.g., A.B. Tilbury's statement: Do you think his perception of southerners is accurate?). Students also write sentences describing how Civil War photographs make them feel and explain their titles, which elicits personal reactions and opinions. One comprehension question invites a reasoned response about Edmund Upwing: "What seems strange about this?" with a model answer that expresses a judgment about spectatorship.

Students answer literal comprehension questions (Questions #1-#3) that require recalling facts from the text, such as how characters felt and what mistakes occurred. Students are asked to form and justify an evaluative answer in Question #4 (who is winning the battle and why), which asks for a reasoned judgment. Discussion prompts (e.g., whether witnessing battle changes perspective, why soldiers need morale) ask students to explain opinions and provide reasons.

Students are asked to cite evidence from the text to describe Toby's feelings before and after Bull Run, which requires distinguishing based on textual details. Students must explain Dr. Rye's comment about victory being 'for death upon his pale horse,' an interpretive task that asks them to separate literal outcomes from evaluative judgment. Parent-plan skills explicitly ask students to 'examine reasons for a character's actions' and to 'recognize and develop the stance of a critic by considering alternative points of view or reasons,' prompting analysis of perspectives and reasons.

Students are repeatedly prompted to write hypotheses and conclusions (e.g., the "Hypotheses" and "Conclusion/Results" prompts in "Look Out Below," "Make Your Own Parachute," and "Weightless Water"). Students read explanatory text ("What Is Happening?") and watch videos, then answer explanation questions that require citing causes (e.g., explain why the crumpled paper landed first and why the water stayed in the cup). Several activities require students to compare predictions to observed data and explain whether their hypotheses were correct.

Students read Chapters 1–2 and answer comprehension questions that require factual recall (e.g., how his interest in science began) and personal reflection (e.g., ways they are similar to Einstein). Students complete a "Positive and Negative Traits" activity in which they record descriptive words or phrases about Einstein, label each trait as positive or negative, and explain consequences of those traits. Students also discuss questions that invite evaluative responses (e.g., whether they would have been friends with Einstein and how his personality affected his ambition).

The Parent Plan note for Activity 4 asks the parent to encourage the child to listen for statements that are facts about Einstein's life and those that are the narrator's opinions while watching the videos. The lesson asks students to take notes on important ideas and information as they view the videos and to write a video summary using those notes, which could support separating factual details from interpretive comments. Discussion prompts ask how the book and video accounts are similar or different, which can prompt students to compare factual content versus perspective.

Students answer questions that require identifying Einstein's stance (Question 1 asks how Einstein felt about war, eliciting an opinion). Students make inferences about meaning (Question 2 asks what Einstein meant by 'lone traveler,' requiring reasoned judgment). The Forms of Media activity asks students to read an encyclopedia entry (fact-focused) and compare it to a biography and videos, including which medium produced the greatest emotional response, prompting consideration of factual versus emotional/subjective content.

The lesson's Skills list explicitly includes "Distinguish between fact and opinion." Activity 4 requires students to watch a biography video and record at least three statements that are facts and at least two statements that are opinions. The Parent Plan directs an adult to discuss the difference between fact and opinion before viewing, and the Wrapping Up section asks students to discuss whether Einstein's letter to FDR was right or wrong, prompting evaluative thinking.

The lesson's Skills section asks students to "analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support understanding," which requires evaluating claims in the biography. Option 2 directs students to "include one idea how the author feels about the person" and to "provide one or two examples from the book that demonstrate how the author fulfilled each element," prompting students to identify the author's viewpoint and support it with text. Questions and activities ask students to explain what drove Einstein and to support answers (e.g., curiosity), which requires citing textual evidence for interpretations.

Students are asked to "be sure to use factual information" when completing the birth certificate, requiring selection and recording of facts. The skills list includes "Make informed judgments about television, radio, video/film productions, other electronic media and/or print formats" and "Integrate main idea and supporting details from multiple sources," which implies evaluating content. The Student Activity Page checklist references items such as personal connections and perspectives, which have students produce viewpoint-based writing (letters, journal entries) that distinguish factual content from viewpoint.

The lesson defines propaganda as "information designed to sway people's emotions and attitudes" and asks students to identify examples (posters, paintings, songs, literature) in Question #1, so students practice recognizing persuasive materials. The Wrapping Up section asks students to consider how a secondary author knows events and what primary sources could provide evidence, prompting students to think about evidence versus persuasion. Discussion prompts ask students how the poem makes them feel and what kinds of sources historians can use, encouraging consideration of emotional/subjective responses versus documentary sources.

Students read and annotate President Roosevelt's December 8, 1941 speech and are asked to underline or highlight powerful words and phrases and to answer questions such as what he meant by "a date which will live in infamy," why he explained the diplomatic situation, and what he wanted Americans to understand. Students are asked to identify adjectives Roosevelt used to describe the attack (examples given: surprise, unprovoked, dastardly) and to evaluate whether he seems certain that going to war is the correct course and certain about the outcome. In poster activities students analyze words, images, emotions, and the artist's intended action (e.g., "What does the artist want you to do after seeing the poster?"), which draws attention to persuasive versus informational content.

Students answer guided questions that ask for significance and causes (e.g., "Why do you think some historians say that World War II was won not on the battlefield, but in the factories and laboratories of the United States?" and "Why do you think the war in the Pacific began to turn in favor of Allied forces?"). Students complete the "Weapons of War" activity in which they must state whether a weapon "made a big difference" and explain why, and Option 2 asks them to compare two technologies and argue which was the bigger improvement. Students label and locate battle sites on maps, producing factual geographic identifications (e.g., Midway, Guadalcanal, Coral Sea).

Students are asked in Activity 2 to take objective reporter's notes and to answer who/what/when/where/why questions, with explicit statements that journalists "try to be objective" and that "Your article should focus on factual reasons of what happened." The Student Activity Page and reporter options require students to record factual details about Hiroshima or Nagasaki. Several discussion prompts (e.g., Activity 1 and the feelings question) ask students to state their judgments or opinions about strategy and reactions to the war's end.

Students are asked to read a biographical account of Barbara Rodbell and retell her story to a parent, which requires them to identify and recount factual events. Students must choose two or three passages that they find "interesting, powerful, funny, puzzling, or important" and read them aloud while explaining their reasons for picking them, which asks students to make and justify interpretive judgments. Parent discussion prompts ask students to answer evaluative questions (for example, "Do you think Annemarie should be upset? Why or why not?") and to explain why characters lied, requiring students to give reasons for their opinions using text evidence. The skills list asks students to "respond to texts and provide evidence from the text to demonstrate understanding," which supports using evidence to support judgments.

Students are instructed to read the book's "Afterword" to discover which parts of the story were based on actual historic fact, prompting them to separate factual elements from fictionalized ones. The research activity requires students to find information, put it in their own words, search for memorable quotations, and indicate sources, which directs students to gather and use factual evidence. The final templates and pages (QUOTE box, FACTOIDS, and rubric criteria such as "include specific facts, details, and examples") ask students to include and use facts and supporting evidence in their articles.

Students answer a factual recall question (Question #1) asking them to identify three events described in the prologue. Students are prompted to give personal opinions in the wrapping-up discussion ("Imagine a life where nothing ever changed. Do you think you would enjoy a life with no change? Why or why not?"). Students are asked to make an interpretive judgment and cite textual support ("Does anything seem strange about Tuck and Mae? What do you think it might be? What evidence from the book supports your theory?"). Students explain character motivations from the text (Question #3 asks why Mae Tuck does not look in a mirror), which requires reasoning based on the text.

Students are asked to form and defend an evaluative judgment when Question #3 asks whether the Tucks' eternal life is a blessing or a curse and to explain why. In the juxtaposition activities (Option 1 and Option 2) students must use the author's descriptions and place quotation marks around words and phrases taken from the text, showing they must support comparisons with textual evidence. Question #1 and the prompt about the Tucks' theories ask students to infer motives and reasons from the text, which requires making reasoned judgments based on evidence.

Students are asked to justify opinions in comprehension questions such as "Do you think his plans make sense? Why or why not?" and discussion prompts like "Do you think Mae should have done this? Why or why not?," which require giving reasons for judgments. The introductory prompt asks the student to describe what she likes or dislikes about the story and to explain which character is her favorite and why, prompting opinion with explanation. The print ad/commercial activity asks students to produce persuasive work to sell the spring, requiring them to formulate and present opinions and supporting reasons.

Students are asked to answer a question that explicitly requests their opinion and justification (QUESTION #1 asks whether Winnie's relationship will be the same and to explain why). Students identify concrete, checkable details from the text (QUESTION #3 asks how Treegap changed and elicits factual answers like cars, buildings, burned wood). Students infer characters' feelings from text (QUESTION #2 asks what the Tucks felt when they saw Winnie's grave). The Parent Plan directs students to "draw conclusions... and provide evidence from the text," which asks students to form reasoned judgments supported by textual evidence.

Students are asked to record three quotes or actions from the book that describe how characters feel about living forever and to list pros and cons, which requires them to identify statements of belief or feeling. The parent notes explicitly tell students to "understand the difference between a fact and opinion," and the skills list includes "Evaluate arguments for sound judgments... and use of relevant and coherent reason." The "Rules of Debate" student page includes direct guidance such as "Do not present opinions as facts," "Avoid exaggeration," and using cautious language (e.g., "many" rather than "most").

Students read specified pages of Nobody Gonna Turn Me 'Round and answer a direct factual question (Question #1) about why children marched in Birmingham and what happened to them, which requires identifying concrete facts from the text. Question #2 and the reflective prompts in Activity 2 ask students to explain why people sang protest songs and to state whether children should have participated, which prompt students to give opinions and reasoned judgments. The 'Young People Creating Change' activity asks students to list ways young people made a difference and to brainstorm actions, requiring students to generate and justify ideas.

The lesson asks factual reading questions (e.g., How did Papa know Mr. Morrison? Why did Papa bring Mr. Morrison home?) that require students to identify facts from the text. The Mississippi research and brochure options require students to collect and record factual information about the state. The discussion questions (e.g., Why do you think some of the white men were mistreating and even killing African-American men? Why were white people often not prosecuted?) prompt students to give reasons and express judgments about causes and motives.

Students answer comprehension questions that require recalling factual details (e.g., why Little Man got upset, how the Logan children sabotaged the bus, and why the family was afraid). Students are asked to justify positions in discussion (e.g., "Do you think the Logans were justified... Why or why not?") and to write a persuasive letter that explains what the county is doing wrong, why it is wrong, and what should be done, including at least two problems and supporting sentences. The Parent Plan and activity prompts present lists of historical injustices (facts) that students can identify and use as evidence in their persuasive writing.

Students read Chapter 5 and answer a factual comprehension question (Why did Big Ma have to park her wagon at the back of the market?), which requires extracting factual information from the text. Students respond to an opinion/interpretive prompt (Do you think Cassie should have apologized to Lillian Jean again?) and discuss questions that ask for reasoning (Why did Cassie say, "No day in my life had ever been as cruel as this one"?). Activity 2 gives students factual background on Jim Crow laws and asks them to watch a video and discuss, reinforcing factual versus interpretive content.

Students answer specific reading questions that require identifying factual details (e.g., Question #2 asks why families stopped shopping in Vicksburg and Question #3 asks what happened to Papa). Students are asked to make inferences and draw conclusions (Question #1 asks why T.J. is hanging around R.W. and Melvin), and the Parent Plan lists analyzing, making inferences, and drawing conclusions about the author's purpose. Discussion prompts ask students to explain motivations and social dynamics (e.g., "Why do you think Papa insisted on going to Vicksburg?").

Students answer directed comprehension questions (e.g., What did Mr. Morrison do when Kaleb Wallace wouldn't move his truck?; How had T.J. changed?), which requires identifying factual events from the chapter. Students are instructed to write a book report that includes their reaction to the book and to persuade readers to read it, and the rubric explicitly asks about voice, empathy, and encouraging the reader to check out the book. The organizing-pages ask students to record the setting and historical context (fact-based) separately from emotional responses and persuasion (opinion-based).

Students answer comprehension questions (QUESTION #1 and #2) that require them to identify factual events from the chapter (who hurt T.J. and why). Students respond to discussion prompts (e.g., "Do you think Stacey should have tried to rescue T.J?" and "Do you think people will believe T.J... Why or why not?") that ask for opinions and reasoned judgments. Students are instructed to keep track of instances of discrimination on a "Recognizing Discrimination" page and to discuss how T.J. is being discriminated against, which requires interpreting and evaluating text-based behavior.

Students perform demonstrations (Teeth Demo, Saliva Demo, Stomach Demo) and are explicitly asked to decide whether observed changes are physical or chemical and to explain their reasoning. The Skills section and rubrics require students to "communicate scientific concepts and explanations, based on evidence" and to "explain why changes are chemical or physical." Test questions and activity pages prompt students to justify answers (for example, "How do you know?" and listing properties that show a chemical change).

The lesson explicitly asks students to "summarize the main ideas and supporting details...demonstrating an understanding that a summary does not include opinions," and to "explain whether facts included in an argument are used for or against an issue." In Activity 1 students record positive and negative effects of community rules, provide reasoning for their decisions, and defend whether each rule should exist. Parent prompts ask students to defend decisions and to question ideas and agendas, which requires evaluating claims and supporting reasons.

The lesson lists the skill: "Recognize exaggerated, contradictory, or misleading statements in text," which asks students to identify misleading language. In Activity 1, students identify euphemisms and record or predict their actual meanings, requiring interpretation of language versus literal fact. Discussion prompts ask students to evaluate Jonas against the four Receiver qualities and to discuss positive and negative effects of Elders selecting jobs, prompting students to make judgments about characters and societal practices.

Students answer discussion questions that ask them to state agreement or disagreement and provide reasons (Question #2: "Do you agree with him? Why or why not?" and Question #4 asking why Jonas wants the community to share memories). Wrapping-up prompts ask students to judge Jonas's decision and explain why, requiring students to offer opinions and supporting reasons. Parent/child discussion prompts also require students to recommend the book and justify their recommendation.

Students read multiple firsthand accounts and informational text (What Was the Great Depression) and are asked to consider the perspective of each account for the photo journal and to compare primary-source photos with a secondary-source book. Question 5 asks students to identify the author's purpose and to compare how a historical nonfiction book's purpose differs from a novel's viewpoint. The Cultural Commentator role asks students to record cultural details and perspectives from chapters, prompting attention to point of view and differences in presentation.

Students are asked to describe the agricultural labor system, which requires them to state factual information from the text. Students are prompted to give and justify an opinion with the discussion question, "Do you think this would work? Why or why not?", which asks for a reasoned judgment. Students must explain elements of a personal shrine and why they are important, which requires providing reasons linking evidence to personal judgment.

Students are asked to become a "Line Locator," copying lines or passages and explaining why they are examples of good writing or important to the story, and to record at least one thinking question that prompts beyond the facts. Students choose a quote from Cesar Chavez, write it down, explain its meaning in their own words, and relate it to Esperanza's story, which requires interpreting Chavez's value statements and claims. The lesson includes factual statements about Cesar Chavez (e.g., founding the UFW in 1966) alongside Chavez's quoted judgments about nonviolence and compassion, giving students exposure to both factual claims and opinionated/reasoned statements.

Students are asked in the "On Strike!" activity to examine listed reasons workers might strike and record information from the book that could support those reasons, including summarizing examples and providing page numbers. Students listen to two interviews with migrant workers (first-hand accounts) and are prompted to use those sources and book passages to explain examples that support the reasons for striking. The parent-plan and skills sections require students to summarize main ideas and supporting details from the chapters, which directs students to identify supporting evidence in a text.

Students read pages 8–13 of The Basics of Cell Life and answer direct factual questions (e.g., functions of mitochondrion and nucleus), which requires them to identify facts in a text. Multiple activities require students to list at least three facts about cheek cells and paramecia for a presentation or written report. A discussion prompt asks students to state "what you think the most important part of an animal cell is, and why," which elicits students' opinions and supporting reasons.

Students are asked to explain irony in the poem "206," and the provided answer explicitly contrasts the poet's claim with the factual number of T. rex bones, prompting students to compare a poetic claim to a factual correction. The parent-plan skills list asks students to make inferences and draw conclusions about the author's purpose and to evaluate the author's use of techniques to influence the reader, which involves analyzing claims and perspectives. Activity 2 requires students to research a prehistoric animal's habitat and life details to write an obituary, which has students gather factual information and then compose a creative piece.

Students read DKfindout! Maya, Incas and Aztecs and answer guided questions that ask them to note what the three cultures have in common (identifying factual similarities). Two reading questions prompt personal responses—asking which artifact seems most interesting and which society they would rather live in—eliciting opinions and reasons. Students also complete timeline and map activities that require placing dates and locations, which involve stating and using factual information.

Students are prompted to record objective observations about artifacts (what the artifact is, where it was found, what it is made of, how old it is) on the "Analyzing Artifacts" pages. The activity asks students to draw conclusions from three artifacts and explicitly to "Explain the reasoning behind your conclusions." Parent notes and the "Things to Review" section state that students' arguments should be "logical and supported by the available evidence."

Students read and record specific laws from Hammurabi's Code and then complete a table that asks them to compare each ancient law to how the same issue is handled in their modern community. In the Hammurabi activity students must answer "Which law seems preferable or more fair, and why?," requiring them to form and justify evaluative judgments about the laws. The lesson also asks students to generate questions during pre-reading and to summarize readings, which supports critical thinking and interpretation of text details.

Students are asked to pre-read and write summaries after each 2-page section and to answer specific factual reading questions (e.g., relationship between pharaohs and gods; beliefs required for entering the afterlife). Students are prompted to discuss and justify historical causes in the parent discussion question asking why Akhenaten's attempt to establish worship of one god failed. In the Egyptian Myths storyteller option, students decide whether to state a moral or leave it for the audience, which requires them to form and present a reasoned judgment about the story's meaning.

The Parent Plan skills list and activities ask students to "analyze and interpret data to identify patterns," "construct explanations based on evidence," and "analyze evidence to explain observations, make inferences and predictions," which requires distinguishing evidence-based claims. Activity 2 has students read an article and interpret a chart about water use, asking "What pattern do you notice" and "How could growing drought-tolerant crops help reduce pressure on freshwater resources," prompting evaluation of claims against data. The "Explain Your Thinking" questions and the model-building task require students to justify how gravity and the Sun drive water movement, which practices forming reasoned explanations from observations.

Students are asked to "construct an argument supported by evidence" and to "make a claim about what happens in the ecosystem and support it with evidence (from your model)" in multiple activities (Parent Plan skills and Activity 4 questions). Students develop testable inquiry questions and explain results after simulations (Activity 1 and Activity 2), and they are prompted to "analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation" (Skills list).

Students make and record direct observations (odor, color, taste) in the "Water Quality Experiment," which provides factual evidence about water samples. In the "Water Filtration Challenge" students observe sedimentation, plan a filter, test designs, and answer questions such as "How did your filter remove particles?" and "Which material in your filter was most effective?", prompting them to draw conclusions from data. The Parent Plan and Skills list explicitly state that students will "construct an explanation based on evidence" and "analyze evidence to explain observations," which supports practice in forming reasoned judgments.

Students are asked to respond to open-ended questions that require evaluation and justification, e.g., "Why do you think Kino became 'every man's enemy'?" and "Do you think the doctor is telling the truth when he says that sometimes people suffer some time after the sting of the scorpion? Why or why not?". Students are prompted to state agreement or disagreement and provide reasons for views, for example with "Juana believes the pearl is evil. Do you agree? Why or why not?" and with questions that expect explanatory answers about motives of characters.

Students answer factual comprehension questions (QUESTIONS #1-#3) that require identifying events and details from the text. Students are asked an explicitly opinion-based question (QUESTION #4: "Do you think Kino should have accepted... Why or why not?") and participate in discussion prompts that ask for judgments (e.g., "Do you think this is a universal truth? Why or why not?" and "Why do you think the villagers think wealth could make someone greedy..."). Students also brainstorm symbolic meanings of the pearl, which requires interpretive reasoning and explanation.

Students are asked to write a brief (2-3 sentence) summary of news stories on the Current Events Report page, which requires them to record the date, source, region, and a factual summary. The Current Events Report also asks students to answer "What do you think about this story?" and provides prompts that elicit personal reactions and comparisons between the news story and their own life or community. The unit also asks students to think critically about statistics (life expectancy, literacy rate) and to complete research tables comparing environment, agriculture, and exports, which requires distinguishing factual data from interpretation.

Students are asked to extract factual information from the reading to complete the "Cultures of Sudan" table (climate/terrain, languages, religions, houses), which requires identifying concrete facts about north and south Sudan. Students must answer follow-up questions such as "How might the differences between the north and the south have contributed to civil war in Sudan?" and "How did the civil war in Sudan affect the lives of Sudanese people?", which ask them to form reasoned judgments based on evidence. Students also add 1-2 news stories to a current events journal and create comparison poems or maps of ancient and modern Egypt, activities that require distinguishing descriptive facts from personal reactions or preferences.

Students are asked to 'explain your reasoning using evidence from Chapter 2' for three placements in the Layer Sorting Challenge, which requires them to support answers with facts from the text. The Activity pages and Answer Key require students to record altitude, temperature, unique characteristics, and importance for each layer and to 'use your model to explain why each layer is different,' prompting evidence-based explanations. The imaginings question ('Imagine Earth did not have an ozone layer...') asks students to reason about consequences based on the chapter, encouraging formulation of reasoned judgments grounded in text information.

Students are repeatedly asked to use evidence and explain reasoning (e.g., Case Study questions: "Why are tornadoes difficult for scientists to predict? Use evidence from the case study," and the Weather Front Investigation: "Use evidence from the map, apply what you learned, and explain your thinking"). Activities require analyzing and interpreting data (e.g., the Buffalo snowfall data activity and the Severe Storms Case Study ask students to analyze patterns and construct explanations). The optional "Your Weather at Home" and several activity prompts ask students to make predictions and justify them based on observations and data.

Students analyze graphs of atmospheric CO2 and global temperature and answer questions about trends and evidence linking fossil fuel use to increasing greenhouse gases (Climate Data Analysis). Students observe particulate samples, compare locations, and explain which particles might be considered air pollution, providing reasons for their choices (What's in the Air? Part 2). Students evaluate real-world actions and describe strengths, limitations, and who must be involved, then design or improve solutions using evidence to justify how their solution reduces emissions (Designing Solutions).

The Wrapping Up section explicitly states a factual cause: "Cholera is usually spread by eating food or drinking water that is contaminated with bacteria." The discussion questions ask students to explain why villagers thought cholera had come (they thought a witch had brought the disease) and to consider why the villagers believed this, inviting comparison between the villagers' beliefs and the scientific explanation. The Investigator activity asks students to gather background information (geography, culture, history) that could support evaluating claims in the text.

Students choose two or three passages as Literary Luminaries and read them aloud to a parent, explaining their reasons for picking them, which requires students to state judgments about text passages. Discussion questions ask students to answer ‘‘Do you think that Nhamo should have listened? Why or why not?'' prompting students to give opinions and reasons. The history activity pages require students to locate and record factual information (e.g., which country fought against Frelimo, which tribe took over government, where Portuguese moved), so students practice identifying concrete facts in a text.

The Skills section asks students to "support opinions in verbal presentations with detailed evidence" and to "clarify and support spoken ideas with evidence and examples," which directs students to justify claims. The assessment and activity pages ask students to "characterize Nhamo using text evidence," to answer whether Nhamo is accepted and "Explain," and to write about the theme—tasks that require using textual facts to support interpretive responses. The Story Connector role asks students to find parts of the text that remind them of other stories, prompting comparison between textual events and students' interpretations.

Students are asked to write a brief summary (2–3 sentences) of a current events story and to fill in a "What do you think about this story?" section, prompting factual summarization and personal opinion. The "Written and Non-Written Sources" activity asks students to evaluate what could be learned from written versus non-written sources and to consider possible misinterpretations, prompting analysis and reasoned judgments. The reading questions require students to identify factual information from the text (for example, which island groups make up Oceania and what activities may be damaging the Great Barrier Reef).

Students are asked in the Reporter's Notebook activity to list "Relevant facts" (three facts) about an issue affecting Aboriginal Australians, and the reading questions require students to identify factual information from the Geography of the World text (e.g., resources, population distribution, historical dates). In Activity 4 students must choose what they think is "most important or interesting" about the Australian economy and create a persuasive poster or radio advertisement, which elicits expression of viewpoints.

Students read factual information that follows each story and are asked to report what they learned about animals and plants, which requires extracting factual details. Question #3 asks students to compare scientific explanations of Uluru with Aboriginal explanations, prompting them to distinguish different types of explanatory claims. The Current Events Report asks students to write a brief summary of a news story (factual summary) and then to share their reaction (opinion). The Letter to the Editor and bumper-sticker/button activities require students to state and support a position, practicing construction of a reasoned judgment.

Students answer specific factual questions from the reading (e.g., differences between North and South Islands, who the first settlers were, electricity sources), which requires identifying facts. Students research Maori artifacts and answer questions that ask for interpretation (e.g., "How do you think this object fits into Maori culture? What is its importance?"), which asks for reasoned judgment. Students compare New Zealand's natural features to their own and consider whether activities could take place locally, prompting students to form judgments about suitability and cause-effect relationships.

Students must write a brief summary (2-3 sentences) of a news story in the Current Events Report and then answer "What do you think about this story?" which asks for a personal reaction, creating separate spaces for summary (facts) and opinion. The Vacation Planning activity asks students to list "Reasons to Take a Pacific Islands Vacation" and "Reasons to Go Elsewhere" and then write a decision and justification, prompting students to weigh information and form a judgment. The Tourism & Village Life page asks students to describe resources, jobs, and how daily life might change, which asks them to consider causes/effects and articulate responses about impacts.

The Current Events Report activity asks students to write a brief factual summary of a news story and to answer "What do you think about this story? Share your reaction below," which prompts both factual extraction and expression of opinion. The Reading and Questions section requires students to provide factual answers (e.g., describe traditional lifestyles, travel methods, the Antarctic Treaty, and the lowest recorded temperature), practicing identification of factual information from a text. The Life in the Arctic activity asks students to describe climate, challenges, and natural resources and to illustrate how animals meet human needs, which asks students to use evidence from the text to support descriptions.

Students are instructed to read the definition of "scientific theory" and to "consider how the everyday use of the word is different than its use in science," prompting comparison between everyday guesses and evidence-based explanations. Students are asked to identify evidence Wegener used to support continental drift (matching rock formations, fossils, coal deposits, glacial evidence), which requires distinguishing evidence-based claims from unsupported ones. Parent/teacher prompts ask students to explain how the scientific meaning of "theory" differs from casual use and to discuss what a theory means, encouraging evaluation of claims based on evidence.

Students read Chapter 5 and answer factual questions (e.g., Question #1 asks them to state the difference between relative and absolute age), showing practice with factual information. Students build or describe a rock-layer model and are asked to "highlight the significant events" and "explain what parts are missing and what the remaining parts can tell a scientist," which requires them to interpret evidence and make reasoned judgments. The parent plan explicitly asks students to "construct a scientific explanation based on evidence from rock strata" and to analyze and interpret data on fossils and rocks, indicating practice in evidence-based reasoning.

Students read informational text about the 12 soil orders and answer specific factual questions (e.g., which soil occurs in Alaska and which soil orders are most prevalent in the U.S.). Students collect and measure soil samples (sand, silt, clay percentages) and use those measurements to determine soil type using a texture triangle and record explanations on the "My Local Soil" page. Students complete Venn diagrams and a "Difference Statement" comparing state soils, which requires them to identify and compare factual characteristics and provide reasons for differences.

Students are asked to write a sentence that characterizes Gandalf and to describe the trolls using adjectives (e.g., "large, disgusting, gross...") which requires stating opinions. The Parent Plan directs asking the child how her feelings about Bilbo may have changed and why, prompting comparison of prior and current opinions and reasoning. The skills list includes "summarizing information," "determining the importance of information," and "draw inferences and conclusions," which asks students to form reasoned conclusions from texts.

Students read Chapter 6 and answer direct comprehension questions that require reporting factual events (e.g., how the wolves and goblins work together, what Gandalf does, how the eagles help). Students are prompted to record examples of foreshadowing, which asks them to identify implied information and make inferences from the text. Students are asked discussion questions that require stating opinions or reasoned judgments (e.g., whether Bilbo should have told others about the ring and whether Gandalf knows about it).

Students are asked to verbally summarize events after reading, which has them identify and recount factual events from the chapter. Students answer comprehension questions and map routes and chapter events, which require recording factual details. Discussion prompts such as "Why do you think Gandalf did not plan to finish the adventure?" and "Do you think that Beorn will be a good friend?" ask students to give reasons and make judgments or opinions based on the text.

Students answer fact-based comprehension questions about Chapter 9 (e.g., why Thorin hides the mission, how the Elvenking gets supplies, and how Bilbo frees the dwarves), which requires identifying factual details in the text. Students complete problem-and-solution activities in which they list problems from the story, explain how each problem was solved, and identify who solved it. Students brainstorm multiple options for solving a personal problem, list pluses and minuses for each option, select the best solution, and discuss whether Bilbo's plan is good, providing reasons for their opinions.

Students are asked to read early reviews of The Hobbit and "summarize the literary critic's response to the novel," identifying whether the response is positive or negative and explaining major points. The skills section directs students to "analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses," which requires students to evaluate critics' judgments. The parent plan asks students to read aloud their summaries and "identify any literary elements discussed in the review," reinforcing analysis of reviewers' claims.

The lesson explicitly defines a personal literary response as different from a summary, noting that a summary "provides facts about the characters and events" while a response focuses on opinion and personal reflection. Students are instructed to "give appropriate reasons that support opinions of literature" and to "support your feelings and thoughts about the book with examples from the text." Parent prompts ask caregivers to "discuss the difference between a personal response and a summary," and the rubric requires use of textual evidence and interpretation to support evaluations.

Students answer specific factual reading questions (e.g., when and where first settlements occurred; what the Mandate of Heaven was; contributions of the Han dynasty; purpose of the Grand Canal), demonstrating practice with factual information. Students create a booklet of the Tao Te Ching passage and are asked on the back cover to write in their own words what they think the passage says about wealth and whether they agree, which requires stating opinions and providing reasons. Students complete the "Life Under Different Chinese Dynasties" activity and must reflect on whether they would have liked living in each period and explain why, and the optional extension asks students to compare quotations about wealth and discuss their own views.

Students read informational text and watch a video, then answer direct factual questions (Questions #1 and #2) that require identifying causes and differences about succession. Students respond to an evaluative question (Question #3) asking whether succession is beneficial, which asks them to make and justify a judgment. The Skills section states students will "analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation," which requires forming reasoned judgments based on evidence.

Students are asked to gather information about ecosystems, analyze how changes will impact vegetation, and make predictions about results (Activities Option 1 and 2). The Parent Plan lists the skill to "Analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation," which requires students to use evidence to support conclusions. The lesson asks students to evaluate a claim in the optional video (whether tardigrades are extremophiles) and explain their reasoning.

The Skills section asks students to "analyze and evaluate information from a scientifically literate viewpoint" and to "use oral and written language to communicate findings and defend conclusions," which requires evaluating evidence and making judgments. The Activities require students to research an extinct organism, record reasons for its extinction, and write a paragraph proposing how the extinction could have been prevented, which asks students to form and defend reasoned judgments. The Parent Plan prompts students to "challenge and critique her own positions" and to consider other viewpoints, encouraging evaluation of perspectives rather than acceptance of claims at face value.

The lesson repeatedly tells students that a summary should not include personal interpretations or opinions (e.g., "A summary should not include personal interpretations" and "A summary does not include the reader's interpretation"). Parent guidance asks parents to check that the student "didn't provide any opinions or reflection" and to ensure the student "didn't provide too many specific details but stuck to the major events and ideas." The lesson also instructs students "Do not include your own feelings or interpretations."

Students are asked to write four thoughtful questions after reading, with prompts that explicitly label types: a prediction question, a fact-based question "whose answer can be taken straight from the book," an opinion/judgment question, and a personal reaction/response question. The introduction tells students some questions require information taken directly from the text while others ask for opinion, comparison, prediction, or personal connection, and students must provide answers or possible answers to each question. The question prompts and parent-plan notes reinforce distinguishing a fact-based response from an opinion/judgment response.

Students answer factual biography questions about Linda Sue Park (e.g., parents' origin, where she grew up, when her first poem was published) that require identifying facts. Students research and write a paragraph about how the author's experiences influenced her writing and respond to prompts asking why the author made certain choices, which asks for interpretation and reasoned judgments. The skills list explicitly includes "explore and evaluate the underlying assumptions of the author" and "make inferences and draw conclusions about the author's purpose," which align with evaluating judgments in a text.

Several discussion questions ask students to explain beliefs or motives (e.g., "Why do you think Min laughs…" and "Why do you think Tree-ear is so anxious to please Min?"), prompting students to form judgments and support them. The Parent Plan instructs caregivers to ask the child to defend answers with logical explanations and to provide evidence from the text for conclusions about how opportunities benefited Tree-ear. The mini-book activity requires students to record how each opportunity benefited Tree-ear and to explain or defend those explanations.

Students are asked to make and later discuss predictions about Tree-ear's journey, which requires stating an opinion and comparing it to the text. The Skills section requires students to "justify interpretations of literature through sustained use of examples and textual evidence," and the Relationship activities require students to describe relationships and "support your descriptions with examples from the text, including the characters' thoughts, words, and actions." The parent discussion question asks students to state whether they agree with Tree-ear's feeling that he is a failure and to explain why, prompting opinion and justification.

Students are asked to write a 2–3 sentence "Brief Summary" of a news story and to record the "News Source," countries, and significant people, which requires extracting factual information. The activity includes a separate "Personal Reaction" section and prompts such as "What did you think about this news story?" and emotional-response prompts that invite students to state opinions or judgments. The journal also asks students to note government/economy/culture/environment information, prompting students to describe observable details from the text.

Students are asked to read the CNN article on the Dakota Access Pipeline and use a Point of View handout to list how each stakeholder would view the pipeline, explicitly prompting them to note reasons for supporting or opposing it. The Parent Plan Skills statement asks students to summarize an author's purpose and stance and to draw inferences from argumentative works. The rubric and activities require students to research multiple sources and develop an argumentative essay, which asks them to gather information and articulate reasons for their position.

Students read two contrasting news articles about the same event and complete a "Detecting Bias" handout asking how Sam Hughes is portrayed and to identify bias techniques and examples (selection/omission, word choice/tone, bias by headline, use of statistics). Students read and identify propaganda techniques from provided texts and videos and answer questions about the techniques used, the purpose of the propaganda, and its likely effectiveness. Parent-facing skill statements and activities prompt students to analyze author purpose, examine bias and emotional factors, and evaluate underlying assumptions.

The Evaluating Websites activity asks students to rate websites on Objectivity and explicitly asks, "Does it differentiate between fact and opinion?" which requires students to consider whether content is factual or opinion-based. Activity 5 directs students to find at least three opinions on their essay question from different stakeholders and to record at least three supporting details for each opinion, which has students identify viewpoints and supporting information. The Gathering Grid and stakeholder organizers prompt students to record evidence and judgments about the oil spill's environmental and economic effects, engaging students in collecting facts and viewpoints from sources.

Students are instructed to include facts, statistics, research, expert opinions, examples, and quotes as evidence for each supporting reason, and to explain the "why" and the "because" as reasoning within each paragraph. The outline requires a position statement (a claim) and a counterarguments paragraph where students must acknowledge opposing points of view and state why they disagree. The revising steps ask students to strengthen connections between research and claims and to use transitions to clarify links between evidence and reasoning.

Students are directed to support their main idea with facts, details, examples, and explanations from multiple authoritative sources and to use evidence to support conclusions (Parent Plan skills). Students are asked to explain multiple points of view on their topic (Poster task) and to create persuasive products that present a position and opposing views (Propaganda task). Students are instructed to synthesize research into an oral presentation and to use quotations and documentation to acknowledge sources.

Students answer specific factual questions about Alexander and Macedonia (e.g., location of Macedonia, how Alexander became king) that require identifying information from the text. Students add dated timeline cards for Phillip II, Alexander, and the Hellenistic Age, which has them locate and record factual dates. In Activity 1 students are asked to explain why Alexander is considered "great," brainstorm qualities, and justify design choices for a monument, which requires making and supporting reasoned judgments and expressing opinions.

Students compare the Romulus and Remus myth, the Troy origin story, and archaeological explanations by filling in a chart that asks "How likely is this theory to be true?" Students create pros-and-cons lists about Brutus's decision and answer "Based on your list, what would you have advised Brutus to do? Why?" and/or prepare a 3–5 minute speech arguing whether Brutus was right or wrong, using background information and specific reasons.

Students answer explicit factual comprehension questions (Questions 1–4) asking for details such as why Acrisius locked his daughter, what Perseus was asked to do, what sprang from Medusa's neck, and the myth behind the Red Sea. Students respond to a discussion prompt asking whether Perseus will be a good ruler, which elicits opinion. Students read concluding statements that interpret themes (e.g., "Abusing power leads to terrible consequences" and "you cannot change fate"), which present reasoned judgments about the story.

Students are asked to give and explain personal opinions in questions such as "Do you think you are similar to Heracles in any way?" and "Do you think Jason or Medea was the 'hero' of the story? Why?" The Parent Plan lists that students should "synthesize and make logical connections between ideas within a text and across two or three texts, and support those findings with textual evidence," and it instructs students to "come to discussions prepared… referring to evidence on the topic, text, or issue." Students also compare versions of Icarus using a chart that requires noting differences in theme, setting, and causes, which can involve making supported judgments about meaning.

Students are asked to identify reasons and consequences for groups in the "Dissent and the Church" activity (who they were, why they were considered dangerous, and what consequences they faced), which requires distinguishing causal claims from descriptive events. The Crusades activity asks students to imagine a peasant's motivations for joining and a Muslim's reactions to approaching armies, prompting students to articulate beliefs and perspectives versus historical outcomes. The Reconquista cube asks students to explain motivations, summarize events, and compare rulers' tolerance, which prompts students to offer reasoned judgments grounded in the reading.

Students examine a detailed map of a medieval manor and record observable features (jobs, clothing, homes, inventions, military defense), which involves identifying factual details. Students write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant, which asks them to express different viewpoints and subjective perspectives. Students are prompted to consider and discuss the advantages and disadvantages of feudalism, encouraging them to form and articulate evaluative judgments.

Students are presented with factual statements about medieval food (e.g., "Food was in high demand in the Middle Ages. The wealthier you were, the greater the variety of foods you could afford."), giving examples of facts in the text. Students are asked discussion questions that require stating an opinion and supporting it (e.g., "Do you think she is right in feeling this way? Why or why not?"). The Life Application asks students to consider socio-economic differences in food access and explain why those differences exist, prompting students to offer reasoned judgments and use the CDC brief as supporting information.

The lesson explains an objective/subjective spectrum for narrators, telling students that an objective narrator describes only exterior facts while a subjective narrator reveals thoughts and feelings. Students are asked to decide whether third-person narrators are limited or omniscient and to judge whether a narrator is more subjective or objective. Discussion prompts ask students to explain why a character's tale is cynical and to support comparisons between characters with examples from the text.

Students read expository historical text and answer factual questions (for example, QUESTION #1 asks why Columbus called the people "Indians") and complete activities that require weighing causes and making decisions (Activity 2 asks students to list at least three reasons sailors joined the voyage, three reasons for discontent, and then decide to support Columbus or Pinzón). Activity 4 asks students to "look for clues" explaining Spanish conquest and to mark which factors they think were particularly significant, requiring students to evaluate evidence and judge significance. The trading-card and timeline/map activities require extracting factual details from the text and distinguishing among different types of information about explorers.

Students read informational text and answer factual questions (e.g., questions asking for examples of foods from the Americas and explanations of disease transmission), which requires identifying and using textual facts. Students prepare for and hold a formal debate in which they must write three arguments for each side and are asked to "provide facts to support your arguments" and to prepare rebuttals to opposing points. Students also complete a statistic-based activity (Contact and Loss) in which they calculate deaths from given population and mortality-rate estimates, practicing use of quantitative evidence.

Students answer direct factual questions about Galileo (e.g., what inertia is; what Galileo found about falling bodies), which has them identify and recall facts from the text. In Option 1 students research a modern scientific controversy, interview people, and write a 200-word letter taking a position and giving at least two strong arguments, which requires them to form and support a reasoned judgment. In Option 2 students read primary-source documents (letters, scriptural references, recantation) and answer questions comparing Galileo's views, Kepler's arguments, and the Church's position, which asks them to analyze differing claims in texts.

Students are asked to write an open-book essay (Option 2) that requires them to describe causes and effects and to include specific examples as evidence. Students must explain the historical significance of an explorer's voyage and a scientist's work in the final project and complete a biography planning page that asks "Why I think this person is important." The project rubric rates "Evidence of careful planning and research" and "Explanation of the historical significance," and the unit test includes items asking students to choose true statements about historical exchanges.

Students read informational text pages that state factual information about the Sun (e.g., composition and surface temperature). In the Sunspot Cycles activity, students plot numeric sunspot data from 1950–2023, label maxima and minima, compute lengths of time between maxima, and use the graph and calculations to decide whether the pattern constitutes a regular cycle. Challenge prompts ask students to evaluate data reliability and consider how changing the data range would affect conclusions.

Students read questions and answers (Questions #1-#4) that require them to identify factual planetary characteristics such as temperature, composition, and presence of water. In Question #3 students are asked whether calling Venus Earth's "twin" is appropriate and are given reasons (heat, acid clouds, volcanoes) that model evaluating a claim with evidence. The comparative activities (Planetary Passport, shading boxes of features shared with Earth, and creating Q&A cards) have students gather and state factual information about planets.

Students are asked to list advantages and disadvantages of two models and write an overall description and sketches for a suggested museum model, which requires them to make and justify judgments about model features. The grading rubric includes subjective criteria (e.g., "interesting and informative") alongside factual criteria (e.g., relative sizes and distances), prompting students to weigh facts against evaluative statements. A test question asks whether "Earth's twin" is a good way to describe Venus, which requires students to form and support a reasoned judgment rather than simply recall facts.

The Parent Plan Skills list explicitly states students will "Distinguish between fact and opinion in oral presentations and media messages." The Media Awareness activity has students collect advertisements, identify techniques (glittering generalities, flattery, dares, promises), and write/role-play their own ads, which requires examining claims and persuasive language. The Life Application asks students to watch ads and decide what each ad is trying to persuade them to buy and which techniques are used, prompting analysis of claim types in real-world texts.

Students read chapters of The Little Prince and answer comprehension questions that require justification (for example, "Is the King always obeyed? Why or why not?"), which asks them to give reasons for a claim. Students analyze how characters persuade one another and practice using named persuasion techniques (flattery, dares, promises, glittering generalities) to compose a 30-second persuasive message. Students also examine uses of ellipses and discuss their effects on meaning and tone in quoted passages.

Students answer specific comprehension questions (Questions #1-#4) that require identifying factual events from the text (e.g., what Oberon does, why actors are rehearsing in the woods). A discussion prompt asks students to state whether humans find Puck's mistakes funny, which requires identifying characters' opinions, and another prompt asks "Why do you think the fairies' viewpoint on love is different?", which asks students to offer a reasoned judgment.

Students answer questions that ask them to identify characters' beliefs about events (e.g., whether characters think events were real or dreams) and to explain changes in characters' feelings (Questions #1–#3). Option 2 asks students to choose a passage that deals with persuasion and to write a paragraph summarizing how the passage deals with influencing others. The Parent Plan notes that students should "summarize author's purpose and stance" in oral presentations, which asks students to articulate an author's position.

Students are asked factual recall questions such as what Robin says at the end of the play (Question #2). Students are asked to identify character perspectives and attitudes, for example what the wedding guests think about the play (Question #1). Students are asked to make and support a judgment about genre and interpretation (Question #3 and the discussion prompts about whether the animated tale does a good job), which requires offering reasons for an opinion.

Students are prompted to state a thesis and collect "evidence to their love" and "important quotes" on the Play Cupid and Strongest of All pages. The OUTLINING page directs students to use observations, examples, quotations, and personal experiences as evidence for each reason. Activity 3 requires students to "Provide persuasive evidence of their love" and to include quotes, and the Classics Rubric contains an Ideas and Support section that asks students to rate the strength and evidence of their ideas.

Students answer specific factual questions (QUESTION #1 and QUESTION #3) that require recalling and reporting historical facts about the Armada's approach and how it was defeated. Students respond to QUESTION #2 and QUESTION #4, which ask for pros/cons and personal reactions and therefore invite opinion. In the England Invaded game and wrap-up prompts, students are asked to think about how tactics and weather changed the odds, prompting them to make reasoned judgments about causes and effects.

The lesson states that "In historical writing, authors frequently analyze historical figures and historical events and draw conclusions about them, but those conclusions must be supported by evidence," which prompts attention to supported judgments. Option 2 asks students to "brainstorm four adjectives" describing Elizabeth I and "identify one concrete example that illustrates each adjective," requiring students to link claims to evidence. The activities (epitaph Option 1 and the adjective examples in Option 2) ask students to choose significant accomplishments or qualities and provide specific examples to support those characterizations.

Students write 1-2 sentence summaries of historical events and a sentence about each event's importance in the Historical Events mini-book, which requires factual description plus an interpretive statement. Timeline, Family Album, and Map mini-books require students to record dates, places, and 2-3 factual details about people and events. The unit test includes a short-answer question asking what students found most interesting, and wrap-up discussion questions ask whether Elizabeth I was admirable, prompting students to express opinions or judgments.

Students are asked to research and write a paragraph about an object's inventor and the date of invention, which requires collecting verifiable facts (Part 1). In Part 3 and the wrapping-up questions, students are asked to explain the rationale for a device, describe tests and trials (reasoned explanations), and to rate inventions as beneficial or harmful, which prompts value judgments. The Parent Plan repeatedly tells students to look for reasons behind designs and to make value judgments about benefit or harm.

Students research 20th- and 21st-century technologies and decide whether each is a necessity or a luxury, answering prompts that ask them to explain why and to determine whether the design solved a societal problem or introduced a problem. Students are instructed to back up their claims with evidence and to use trusted sources to learn factual information (e.g., why an invention was created or how it improved people's lives). Students respond to guiding evaluative questions such as whether the technology improved survival, reduced mortality, improved nutrition, or saved time, which requires forming reasoned judgments based on facts.

Students are asked to make value judgments about whether da Vinci's inventions were beneficial or risky (e.g., "make a value judgment regarding the benefit (or risk) of these inventions"). Students must rate scientific principles, risks, benefits, constraints, and testing protocols using a 1–5 rubric and provide evidence for their ratings. Students are instructed to use information in the text and the rubric to support evaluations and to revisit and revise ratings after building a model, which requires giving reasons for changes.

Students are asked to evaluate technological designs (e.g., da Vinci's camera obscura) by completing a table that requires a Rating and supporting Evidence for Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols. Students must argue whether a modern design is a necessity or a luxury (Focus 3) and provide written justifications. The Engineering Protocol and final project require students to test prototypes, record results, and use those results as evidence to justify redesigns and presentation claims.

Students are asked to read the chapters and write an "Event as described in the book," which requires summarizing the factual account. Questions #1 and #2 ask for specific factual information (who convinced Newton, what jobs he held), and Question #3 asks students to pick the most important accomplishment and explain why, prompting a reasoned judgment. The Headliners activity directs students to write or act out two opposing viewpoints about the same event and to create headlines from each person's perspective, requiring students to produce and contrast opinions.

Students are instructed to summarize key points from chapters and compare their summaries to the "Things to Know" and "Readings and Questions" sections to identify main ideas and key facts (Activity 1). Students are prompted to choose which 2–3 fields of Newton's work are most related to their town and to explain those relations in their essay (Activity 2 and the Ideas and Support rubric). Students outline claims and gather observations, examples, and quotations to support each area before writing and revising a persuasive technical essay (Outlining Newton, Write Your Essay, and the rubric).

Students read assigned pages and complete 'Quick Guide' pages that require them to record objective details (population, official language, form of government, geography and climate). In Option 2 students locate three news stories about European environmental issues and write 2-3 sentence summaries for each, which requires extracting key information from texts. In Option 1 students create a poster and must include at least one reason why the suggested action is a good idea, requiring them to state a reasoned judgment. The Parent Plan skills section also instructs students to 'examine contrasting perspectives' on environmental problems.

Students read assigned pages and fill in Quick Guide pages that ask for factual information such as population, official language(s), form of government, and geography, which requires extracting facts from a text. Students are prompted to decide whether a cultural change was due to diffusion or internal innovation, which asks them to make a reasoned judgment based on evidence. In the music activity, students listen and record the mood, adjectives, and other observations about songs, which elicits personal opinions about texts (audio texts).

Students read clear factual explanations of nuclear fission and fusion and answer direct factual questions (QUESTION #1–#3 ask what fission is, how a reactor generates electricity, and benefits of fusion). Students encounter opinionated language in the Life Application section that frames nuclear power as "controversial," explicitly stating that "some people like" certain aspects and "other people are concerned" about risks. Students are asked to "find out more about" a nearby plant's advantages and disadvantages, prompting consideration of differing viewpoints.

Students read informational chapters about petroleum, natural gas, coal, and biomass and answer factual questions (e.g., what fossil fuels are made from and uses of petroleum). Students are asked to "review the advantages and disadvantages of fossil fuels and biomass" and to "discuss the pros and cons" of the energy source they investigate. Activity choices (poster, demonstration, creative presentation) require students to explain how the fuel is formed, how it is used, and to discuss its advantages and disadvantages.

Students are asked in Part 4 (What Do You Think?) to choose an energy source and write a paragraph that uses terms like advantage, disadvantage, renewable, nonrenewable, environment, economy, and global warming, which asks them to make and explain a reasoned judgment. Students must also write a persuasive letter or email to a business, organization, or government office offering a suggestion or voicing a concern and are given templates to structure claims and supporting reasons. The presentation and audit tasks require students to collect and present factual information (utility bills, audit results) alongside their recommendations.

Students are prompted to identify "3 interesting facts or vivid details about the story" for each news article, which requires them to extract factual information. Students are asked to write "My phrase about this article," which elicits personal commentary or opinion. Option 2 asks students to answer "How this issue or event might affect the community" and "Will it affect me personally?" which asks them to make a reasoned judgment or inference about impact.

Students read Chapter 9 and answer a comprehension question identifying that Smith read a news article about a drowning (a factual source) that inspired her poem. Students are prompted in parent-discussion questions to compare the original article and Smith's poem, with an explicit note that the article likely contained more complete factual information (names, places). Students also compare "Not Waving But Drowning" to Browning's monologue, discussing differences in content and presentation that invite consideration of factual reporting versus poetic rendering.

Students are asked to read European accounts and consider how those accounts may be biased, then rewrite the Barlowe account from an American Indian perspective, which requires recognizing incomplete or one-sided reporting. In Activity 2 and the "Should You Go to Virginia?" page, students list pros and cons and compare tobacco to silk or flax, which asks them to weigh evidence and reasons when deciding which crop or decision is better. In Activity 4, students complete a Venn diagram comparing Equiano's voyage and the Mayflower, noting factual differences (e.g., forced vs. voluntary passage) and experiential contrasts.

Students create and interpret a Mayflower Compact word cloud (Prediction/Observation/Interpretation/Analysis questions) that asks them to identify prominent ideas and infer what signers thought important. Students evaluate multiple explanations for the Salem Witch Trials by listing merits and doubts and marking each explanation as likely or unlikely, which requires judging the plausibility of claims. Students compare reasons for founding colonies and complete a Venn diagram contrasting colonies founded for profit versus religious freedom, distinguishing purpose-based claims from descriptive information about economic activities.

Students are asked to write a 4-5 sentence movie review that includes a 1-2 sentence summary (fact) and a criticism/recommendation (opinion). In Activity 2 (Resistance) students fill a table with "What It Did and Why the British Might Have Enacted It" (factual explanation) and "Why Colonists Might Have Objected to It" (interpretive or reasoned judgments). The lesson's reading questions and timeline tasks require students to summarize events and causes, providing opportunities to state factual information from texts and sources.

Students read primary sources (the Declaration of Independence and Patrick Henry's speech) and are asked to choose and perform a paragraph they find most powerful, which requires interpreting authors' claims. Students print and mark Jefferson's rough draft with Congress's deletions and additions, choose 3–5 revised sections, suggest edits, and explain reasons for those changes. Students answer questions that require explaining causes and motivations (for example, why girls spun homespun cloth or why apprentices joined the cause), which involves distinguishing factual details from interpretive explanations.

Students are asked to identify sentence functions (topic sentence, supporting sentence, example, reason, concluding observation) in Activity 1 and Option 2, including prompts like "Describes a reason for...". Students analyze paragraph coherence by identifying sentences that don't fit and rewriting replacements, which requires judging which statements belong as support or background. Students evaluate source reliability in Question #4 and are taught to use citations and supporting evidence to allow readers to assess an author's interpretation.

Students are asked to analyze primary sources and write an argument about Paul Revere's engraving, stating what the artist might have thought and supporting that claim with 2–3 specific examples (Activity 2, Option 1). Students must compose a first-person account based on primary-source diary and textbook readings, synthesizing evidence to describe events (Activity 2, Option 2). Reading question #4 asks students to explain why Abigail Adams and Mercy Otis Warren were friends, prompting an interpretive response rather than simple recall.

Students are asked in Option 1 to read full letters and compare their own notes with how the biographer used those letters, answering questions such as "What point or idea was the author attempting to convey?" and noting parts the author omitted. In Option 2, students explicitly analyze who created the source, its purpose/audience, content, context, and the source's point of view or bias (e.g., whether the source tries to persuade, inform, or entertain). The parent discussion prompts ask students to consider how an author's interests, agendas, or biases might shape interpretation of primary sources.

Students read Chapters 11–12 and answer comprehension questions that require recalling factual information (e.g., QUESTION #1 asks how people reacted when the Declaration was read; QUESTION #2 asks for Abigail Adams's argument for educating women). Students also respond to interpretive prompts that elicit opinion or reasoned judgment (e.g., QUESTION #3 asks what Abigail might have been thinking and feeling; QUESTION #4 asks how letter-writing helped her cope).

Students are asked to summarize a scene "based solely on known facts" from the nonfiction biography (Activity 2), which requires them to identify and record factual information from Chapters 15 and 16. The reading questions (Questions 1–4) prompt students to recall specific factual details from the text (e.g., Abigail's first impression of Paris, reasons Nabby broke off her engagement). Students then create a fictionalized rewrite (Option 1) or a graphic-novel retelling (Option 2), which sets up a contrast between factual summary and invented details.

Students read original letters between Abigail Adams and Thomas Jefferson and are asked to identify what the letters discuss and to describe impressions of each writer (e.g., polite? funny? smart? rude?). Students complete a diary entry in Abigail Adams's voice discussing the topics of a letter and explaining how Jefferson's friendship influenced her life, requiring them to form and state interpretations. A comprehension question asks students to explain Benjamin Franklin's quip about the vice presidency, prompting interpretation of a historical remark rather than only recalling facts.

Students answer questions that ask them to report John Adams's and Abigail Adams's views of the French Revolution, requiring them to identify and restate the characters' opinions and fears. In the Federalists and Republicans activity, students compare how each party "viewed the French Revolution" and fill a chart contrasting party positions, which requires distinguishing different viewpoints in the text. The reading-and-questions section also includes factual retrieval items (e.g., appointment of John Quincy Adams), so students practice extracting factual details alongside perspectives.

Students research and compare Federalist and Anti-Federalist arguments (Activity 2) and answer guided reading questions that ask them to summarize perceived problems with the Articles of Confederation and reasons for/against the Constitution. In Activity 3, students examine Federalist No. 10 and brainstorm modern factions, describing policies each faction might support and who would oppose them, which requires evaluating claims and consequences. In Activity 4, students compose a 30-second Anti-Federalist speech that must include a specific example of how the Constitution might cause problems, asking them to formulate and present persuasive claims.

Students read primary-source texts (Washington's Inaugural and Farewell Addresses) and answer interpretive questions that ask them to explain Washington's meaning (Question #1) and his reasons for decisions (Question #3). Students answer factual questions about the presidency and Constitution in the mini-book activity (e.g., eligibility, oath, term length, pardons, succession) which requires recalling and recording facts. Students are also prompted to state personal reactions (Question #4) and to make observations about presidential schedules (Activity 2), which elicits opinion and evaluative notes.

Students are prompted to list "Four facts people should know about this issue" in the Action Plan issue-analysis page, which requires them to identify factual information. Students are also asked to write "Why this issue matters to me," which elicits personal opinions or judgments distinct from the facts. In the Political Parties activity, students summarize each party's positions from party websites and "circle the position that you agree with most," which has students compare and react to claims in texts.

The lesson asks students to sort 15 statements into categories labeled claim, evidence, or justification (Activity 1), requiring them to identify data versus interpretive statements. The text defines evidence as "data... factual information without any value judgment" and defines justification as using evidence to support or refute a claim. The Making a Claim activity has students write an initial claim, record observations as evidence, and then write a justification based on that evidence, giving repeated practice distinguishing factual data from reasoned conclusions.

The lesson explicitly defines a value judgment as "an opinion formed after consideration of information or evidence" and contrasts it with facts in the "Things to Review" and parent plan question that states "A fact is a piece of truthful information." Activity 2 asks students to investigate substances, weigh risks and benefits, and write value explanations (good or bad value) for each substance. The parent discussion question asks students to explain the difference between a value judgment and a fact, reinforcing the distinction in student reasoning.

Students are directed to gather factual information (chemical name and formula, what the substance does, benefits, harms, side effects, mechanisms, and natural occurrence) as part of their research. The lesson explicitly defines value judgments as "opinions based on your own analysis of evidence" and asks students to act as a CEO to make a decision for or against production. Students are asked to collect evidence and construct a presentation with a Claim, Evidence, and Justification, using steps of scientific argumentation to support their decision.

Students answer specific factual comprehension questions about Chapter 2 (e.g., why the pigs did most of the teaching, how the rebellion occurred), which requires identification of facts from the text. In the leadership activities (Option 1) students list specific examples to support assertions about characters' strengths and weaknesses, practicing evidence-based judgments. In the Seven Commandments activity (Option 2) students choose which commandment or Bill of Rights part is most important, compare documents, and explain circumstances and preferences, which requires forming and supporting opinions and reasoned judgments.

Students answer specific comprehension questions about events in Chapter 5 (e.g., What happened to Mollie? How did Napoleon win out over Snowball?), which requires identifying factual details from the text. Students research historical figures and complete worksheets asking for a "Connection to 'Animal Farm'" and "Specific evidence that leads to that connection," requiring them to make and support interpretive claims. The wrapping-up discussion and parent prompts ask students to state what Orwell is "trying to say" about leaders, prompting interpretive judgments about author intent.

Question #4 asks students to evaluate whether Snowball actually visited the farm or whether Napoleon exaggerated or fabricated Snowball's treachery, prompting students to weigh claims and consider evidence. Activity 1 asks students to write persuasive advice 'from Napoleon's perspective' and to use examples and appeals to emotion, logic, or duty, which asks students to construct and recognize reasoned arguments and opinions. Activity 2 has students compare two sample letters, identify which is a business versus friendly letter, and discuss specific portions that helped them decide, which engages students in analyzing the tone and purpose of statements.

Students are asked in Question #2 to evaluate how often claims (about farm success, stories about Frederick, Snowball's role) are backed up with credible evidence, prompting them to note the lack of actual evidence and the use of reassurances and intimidation. The Ideas to Think About prompt asks how citizens use persuasive writing to share opinions and voice complaints, and Activity 2 has students write a formal business letter that reflects an opinion or complaint. The parent-plan Skills explicitly list that students will write a letter that reflects an opinion, register a complaint, or request information.

Students are asked to cite textual evidence that supports an analysis and to provide specific incidents from the novel to support stated themes (Parent Plan skills and Activity 2). Activity instructions tell students to both "show" and "tell" when arguing that a theme is central, requiring them to identify specific examples from the text and explain their connection to the theme (Developing a Theme and Option 2). The Student Activity Pages require students to list incidents as evidence and explain how those incidents collectively suggest the author's point.

Students are asked to "cite the textual evidence that most strongly supports an analysis" (Parent Plan), which requires locating factual details in the text. In Activity 1, students fill in how the Seven Commandments changed, documenting specific textual changes (fact-based chart) and answering reflective questions that ask them to interpret why changes occurred (reasoned judgments). In Activity 2, students write paragraphs connecting themes to historical or modern events and must give at least two specific incidents from the book as support, prompting students to form and defend evaluative claims.

Students are asked to "cite the textual evidence that most strongly supports an analysis" and to write letters that "reflect an opinion, register a complaint, or request information," which require use of supporting evidence. The rubric and revision questions prompt students to check whether each paragraph has a clear main idea and whether that main idea is "well-supported by evidence." The unit includes tasks where students must analyze themes, provide examples from the text, and justify claims in multi-paragraph letters.

Students answer explicit factual questions about the reading (e.g., origin of the term antebellum, population change, and Jackson's opposition to the Bank) which requires locating factual information in the text. Students respond to an open-ended question about the pursuit of happiness and participate in parent-guided discussions that ask them to give reasons why people headed west, prompting them to state opinions and reasoned explanations. Students complete a map activity that has them identify and mark territorial claims and disputed lands, practicing recognition of factual geographic information.

Students read primary texts (Jefferson's First Inaugural Address and John Quincy Adams's Independence Day speech) and either summarize each paragraph or match provided summaries to paragraphs, which requires comprehension of claims and reasoning. Students answer questions asking whether a speech was persuasive and why, and they record words used by each author to describe the nation and give adjectives describing the politicians. Students compare the two speeches and note similarities and differences in impressions and persuasive strategies.

Students read multiple informational texts (the Northwest Ordinance links and Daniel Boone primary account) and answer factual reading questions (e.g., title/date of the ordinance, population requirements, resulting states), which asks them to identify verifiable facts. Students are asked interpretive and evaluative questions (e.g., "Do you think Daniel Boone was a hero? Why or why not?"; "Do you think it was fair...?") and Option 2 prompts students to consider how Boone presents himself and whether that version is the whole truth. The movie-poster activity and parent discussion require students to state adjectives, select a tagline, and justify choices, prompting students to make and support reasoned judgments and opinions about the texts.

Students are asked to evaluate the film for bias in the Movie Review activity (question: "Was the film biased towards any perspective?") and to rate how well the film represented a chosen American, British, Canadian, or Native American perspective. Students complete a Comparing Perspectives chart that asks what each group was fighting for, how they responded, and what each group would say is most fair for them, requiring them to analyze differing claims and viewpoints. Students summarize bolded passages of the Monroe Doctrine in their own words, engaging with political claims and reasoning in a primary text.

Students read primary-source documents (Andrew Jackson's message, General Winfield Scott's ultimatum, Chief John Ross's letter, and Emerson's letter) and are instructed to record at least four arguments in support of and four objections to Indian Removal in their own words. Students complete an activity that asks them to imagine different 1830 perspectives and explain why they would support or oppose removal, requiring them to articulate reasons. Students read personal narratives and summarize events and what the accounts helped them understand, which asks them to distinguish differing viewpoints and interpret claims about experiences.

Students view two paintings about Manifest Destiny and answer questions asking what the artist was trying to say and how they can tell (Manifest Destiny Paintings Q3). Students are asked to imagine what a critic of Manifest Destiny might say and how that critic might create a contrasting painting (Q4–Q5). Students working on the Alamo activity must choose a direct quote and write an explanatory sentence about what Esparza's memories convey, which requires using textual evidence to support an interpretation.

Students read multiple primary and secondary texts (Chapters 12-14 of A History of Us and first-person accounts from the Library of Congress) and are asked to look for details about living conditions, work, food, shelter, and daily challenges. Students are asked to create a monologue and a miner's letter that require them to state reasons for heading west and to assess whether coming to California was ultimately a good idea. Discussion prompts and activities ask students to reflect on what was most interesting to them and whether they would have wanted to take a similar journey, eliciting personal judgments and opinions.

Students are asked to "make a scientific argument based on a model of the Sun and the Earth's atmosphere" and to complete a Justification section where they state whether their hypothesis was correct and explain why using evidence collected from the bottle experiment. Activity prompts ask students to discuss limitations of the marshmallow fusion simulation and suggest ways to make it more accurate, requiring evaluation and supporting reasoning. Several discussion questions ask students to use evidence from readings, videos, and experimental data to explain phenomena (e.g., why temperatures changed, how solar panels work).

Students sort energy sources into renewable, non-renewable, and inexhaustible piles in Activity 1, which requires them to apply factual definitions (e.g., fossil fuels, inexhaustible). In Activity 2 students read external articles about solar power pros and cons and then list and prioritize three advantages and disadvantages, recording reasons and completing a recommendation based on their analysis. The Parent Plan and Questions to Discuss prompt students to explain their rationale, consider counterarguments (e.g., the water/tidal debate), and answer a Challenging Opinion Question that asks them to defend a position about sustainable-resource-only practices.

Students research information from multiple sources and summarize what they read about how wind, water, and fuel produce electricity. Students plan and deliver a presentation that requires them to explain benefits and disadvantages, evaluate whether wind energy is practical in their area, and state a conclusion about installing a turbine. Students are prompted to use facts and logic to make an evidence-based decision about whether to build a wind turbine for their home.

The Parent Plan skills list explicitly states that students should "Distinguish among facts, reasoned judgment based on research findings, and speculation in a text." The Internet Research activity asks students to evaluate web pages for accuracy, credibility, currentness, and understandability and asks them to decide whether each site would be appropriate for a formal research paper. The Wikipedia prompt and answer key require students to consider who writes content and whether collaborative editing makes a page appropriate, and the activities prompt students to compare information across sources when discrepancies appear.

Students are instructed to "develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples," and to include page numbers for specific information from the book. The planning and organization pages require students to list supporting details and examples for each point, and the sample responses model using factual details with page citations. Discussion prompts ask students to give examples of how science and ethics crossed paths and to weigh positives and negatives of Los Alamos, which asks students to form and explain judgments.

Students are instructed to avoid expressions like "I believe" or "In my opinion" and to state assertions directly, which encourages separating unsupported opinion from evidence-based claims. Student planning pages require listing specific points of comparison with details/examples and instruct students to include a conclusion or verdict supported by those details. The Parent Plan skills list includes determining central ideas or conclusions of a text and providing an accurate summary distinct from prior knowledge or opinions.

The Parent Plan Skills section explicitly tells students to "Distinguish among facts, reasoned judgment based on research findings, and speculation in a text," which signals the intended learning target. Students practice classifying statements as common knowledge versus requiring credit (CK, GC, GCQ) on the "Understanding Plagiarism" activity page, which has them evaluate factual claims and whether they must be cited. Students also write summaries that must be "distinct from prior knowledge or opinions," which asks them to separate main ideas from personal opinion when restating text.

Students are asked to evaluate two possible solutions by listing pros and cons and then explain which solution is best, which requires them to weigh evidence and make a reasoned judgment. The Problem/Solution Planning sheet guides students to record pros and cons for each solution, prompting analysis of supporting information. The sample writing contrasts competing scientific explanations (ether vs. photons) and refers to experimental evidence, giving students a model of comparing evidence-based claims.

The Parent Plan Skills list explicitly includes "Distinguish among facts, reasoned judgment based on research findings, and speculation in a text," indicating that students are expected to learn this skill. Student-facing materials require students to identify thesis statements, topic sentences, and whether the sample author uses quotations or paraphrases, and the Research Rubric and Unit Test Review emphasize summarizing central ideas and citing textual evidence, which relate to evaluating claims in texts.

Students read Andrew Jackson's veto message (primary source) and are asked to create a word cloud and identify which words stand out and what Jackson's big issues were. Students complete a sorting activity titled "Who Would Support the National Bank?" in which they decide whether individual statements (e.g., "The Bank helped stabilize the money supply" vs. "The Bank unfairly favors northern interests") reflect supporters' or opponents' views. Students answer guided reading questions asking them to explain why Jackson objected to the Bank, requiring them to summarize his reasons and arguments.

Students answer comprehension questions that require factual recall (e.g., QUESTION #2 asks them to describe ways women had fewer rights) and interpretive reasoning (e.g., QUESTION #4 asks what Sojourner Truth was trying to convey by repeating "A'n't I a woman?"). Students plan and write interview questions and imagine answers for reformers, an activity that asks them to distinguish between verifiable biographical facts and inferred or plausible responses. Parent/Discussion prompts ask students to compare women's lives then and now, which invites distinguishing factual differences from value judgments.

Students read primary and secondary texts that present claims and perspectives (e.g., Hammond's defense of slavery and Douglass's opposition) and are asked to note Hammond's reasons and to refute at least two of his points, which requires analyzing arguments and reasons. Students use numerical data in Activity 2 to create graphs and answer questions that prompt them to draw conclusions from facts (e.g., trends in population growth). Students compare two slave narratives in Activity 3 by listing specific details, noting similarities and differences, and asking follow-up questions, which engages them in evaluating firsthand perspectives versus factual details.

In Activity 2 (Should Slavery Expand?), students read through columns labeled "The Case for Allowing Slavery in New Territories" and "The Case for Prohibiting Slavery in New Territories" and are asked to write main arguments for each side. The Student Activity Page asks students to identify who might have held each position and then create a sign or flyer that summarizes at least one main argument for a chosen position. Reading questions (e.g., about the Dred Scott decision and the Republican Party's opposition to expansion) require students to identify and restate historical claims from the text.

Students read interview transcripts in Activity 2 and use campers' statements and provided tables to mark exposures (Y/N) and identify the likely source of an illness, requiring them to weigh claims against evidence. Students complete True/False items in Activity 1 where they must judge statements and, if false, rewrite them to be true, which asks them to evaluate factual accuracy. The Parent Plan and skills statement ask students to "identify evidence" and to "solve a mystery" by using evidence to determine a source, which requires comparing claims to supporting data.

Students are asked to summarize historical articles and list rules that governed slaves (Activity 5), which requires identifying factual information. Students complete map activities marking free and slave states and record biographical facts about Mark Twain, practicing factual recall. Students view a video on linguistic profiling and answer questions about how people form stereotypes and whether Twain's use of dialect promotes stereotypes, which requires forming and evaluating reasoned judgments and opinions.

Students read and analyze a model persuasive essay and answer questions that identify the thesis, the three supporting reasons, and the type of evidence (facts, statistics, personal experiences, quotations) used for each reason. Students practice distinguishing types of persuasive techniques (reason/logic, emotion, beliefs) and write sentences that use logical reasoning and provide reasons or explanations. Students are asked to support claims with relevant evidence and to compare persuasive texts that reached different conclusions, analyzing the evidence presented.

Students are asked to interpret Hemingway's quote and "explain in 3 or 4 sentences" what Hemingway meant, which requires expressing an opinion or reasoned interpretation. In Activity 2 students listen to slave narratives and are prompted to "draw conclusions about the life of the slave" and "compare and contrast your conclusions to the character of Jim," which asks them to form and compare judgments based on texts. The Parent Plan lists a skill to "analyze the purpose of information... and evaluate the motives," indicating students will practice evaluating authorial intent and reasoning in diverse media.

Students are asked to write a persuasive paragraph about whether "slave" should be substituted in the book and to copy a sentence or two from that persuasive paragraph onto their poster, which requires students to state opinions and reasons. The unit test and activities ask students to identify passages as narrative, persuasive, or expository and to write an expository sentence about something learned (which requires producing factual statements). Story Blocks Block 4 and other activities explicitly require students to reflect on types of writing (narrative, persuasive, expository).

Students read primary and secondary texts that include factual content (reading questions about causes, events, and people) and argumentative texts (excerpts from Lincoln's "House Divided" speech and Douglas's speeches) and complete a chart comparing their positions. Students write a persuasive letter in Option 1 that requires stating a position on slavery and giving 2–3 sentences of explanation and justification, showing practice in making reasoned judgments. Students complete the Stakeholders activity by matching viewpoint statements to politicians, which requires distinguishing different perspectives and judgments about slavery from factual descriptions.

Students summarize and compare Daniel Webster's and John C. Calhoun's arguments about federal vs. state power and answer questions asking whether those views are fair, which elicits opinion and evaluative responses. Students gather and record numerical data in the "North and South by the Numbers" activity and answer questions about differences in firearms and food production, which requires identifying factual information. Students list reasons for the "Slavery" and "States' Rights" explanations and are asked to evaluate which argument is more convincing and to support their position with facts and reasonable assertions.

Students read primary-source inaugural addresses (Jefferson Davis and Abraham Lincoln) and are asked in Activity 2 to decide which man various historical figures would support and to write brief explanations for each choice, requiring students to make and justify reasoned judgments from the texts. In Activity 1 students summarize each paragraph of Davis's address in their own words, which has students paraphrase and condense textual content. The wrap-up discussion asks students which speech was more compelling and why, prompting students to state opinions and support them with reasons.

Students read informational text (pages 30–43) and answer factual questions such as the goal of the Peninsular Campaign and why Antietam was a Union victory (QUESTION #1 and QUESTION #4). Students explain meanings of textual phrases (QUESTION #2) and respond to an evaluative prompt asking which army seemed to have better generals (QUESTION #3), which asks them to form a judgment. Classroom activities and battle-card prompts (e.g., "What was the significance of the battle?" and "Why was this battle important?") require students to state outcomes and offer interpretations.

Students answer direct factual questions from the reading (e.g., roles of women, why Minie balls were dangerous) and complete factual activities like filling in battle card details and timeline entries. Students respond to and discuss interpretive questions that invite judgment or opinion (e.g., Question #4 about preferring to serve under Lee or Grant, and discussion prompts such as how the Emancipation Proclamation changed northerners' views and whether the tide of the war was turning). The parent plan repeatedly prompts students to pause the film and discuss reactions, inviting students to explain their views and reasoning aloud.

Students answer explicit factual reading questions (e.g., Sherman's estimated $100 million in damages; the role of the Freedmen's Bureau; the Black Codes), requiring them to identify and record facts from the text. The Reconstruction student activity asks students to consider the point of view of named individuals, choose whether each would favor a punitive or lenient approach, and write 1–2 sentences explaining why, which requires students to form and justify reasoned judgments. Parent guidance repeatedly asks that students provide "sound reasons" for their assessments, reinforcing practice in supporting opinions with reasons.

Activity 2 asks students to use Internet research from well-respected sources to decide whether viruses should be classified as "living" or "nonliving" and to give their reasoning. The Student Activity Page directs students to state a conclusion (circle one) and list reasons supporting that conclusion. The materials include a resource labeled "Virus Q&A" that provides several different opinions about whether or not viruses are living organisms, prompting comparison of differing viewpoints.

Students make hypotheses about which substances will hinder, have no effect, or increase bacterial growth and set up an experiment to test those predictions (Activity 1). Students are asked to evaluate which hypotheses are true or false and to cite evidence for their conclusions on the conclusion page. Students analyze a patient scenario, use symptom facts from a provided table to choose a diagnosis, recommend treatment, and answer which evidence ruled out alternative diagnoses (Activity 3).

Students read specific pages of an informational book and cut out and read historical fact cards, then are asked to "recall the facts associated with each picture" and check answers. Question #2 asks students to evaluate William Harvey's statement and explain whether they think it is still true, prompting students to give an opinion and reasoning. In Activity 2 students draw observations for five agar samples and are instructed to "give a rationale for your answer using the evidence you have collected," which requires forming a reasoned judgment based on text/experimental evidence.

The Study Guide asks students to "be prepared to explain, using evidence, why a virus is or is not considered a living thing," and Activity/Unit Test question 29 prompts students to answer "Is a virus a living organism?" with guidance that answers should be supported with logic. The parent/answer key explicitly tells students that "Answers may vary" and instructs them to support their position with reasoning and evidence. Several research activities (Activity 2 and Activity 5) require students to gather information and use it to justify a diagnosis and prevention plan.

Students read explicit factual material (e.g., the "Things to Know" definition of the Underground Railroad and historical notes about Buxton and Frederick Douglass). Students answer interpretive questions that require opinions (e.g., whether Elijah is "fra-gile" and whether the flashback was used effectively). Students produce persuasive writing (a 6-8 sentence speech encouraging a freed person to move to Buxton) and a journal/song from a slave's perspective, which ask them to give reasons and judgments.

Students are asked to interpret Mr. Leroy's remark and explain whether they agree and why, which asks them to state a viewpoint and support it. Students are prompted to explain the meaning of the proverb "familiarity breeds contempt" and give examples, engaging them in analyzing a general claim. Students are asked to weigh whether the rules in Buxton serve a good purpose and to consider downsides, which asks them to provide judgments with reasons.

The lesson includes a discussion prompt that asks, "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?" which requires students to state a belief and support it with evidence. Option 2 (Carnival Advertisement) asks students to create persuasive claims to attract visitors, requiring them to make and justify evaluative statements. The parent guidance repeats that students should discuss evidence for their opinions about the conjurer, reinforcing the expectation that students support judgments with textual evidence.

Students are asked to evaluate choices and provide reasons (e.g., QUESTION #2 asks, "Do you think Mr. Leroy made a good choice... Why or why not?" and the parent discussion asks, "Do you think Elijah bears any responsibility... Why or why not?"). The guidance for QUESTION #2 explicitly tells students to note evidence of the Preacher's past faults and to weigh that evidence when responding. Students also compare and contrast characters (Activity 2) which requires distinguishing character traits and making judgments about similarities and differences.

Students are prompted to research and record concrete factual information such as "Scientific Name," "Brief description," and "Where, in your state, is it found?" on multiple activity pages. Several prompts require students to explain reasons or make judgments, for example "Why do you think it was named your state tree?", "Why is it a problem?" (for invasive species), and "Why is this animal endangered or threatened?". The lesson also directs students to use reliable sources and to jot down those sources, supporting evaluation of information.

Students collect and record quantitative census and population data (Activities 1–3 and Activity 2 "Quick Facts"), which requires identifying factual information such as population counts and budget numbers. Students answer guided questions that ask them to interpret those facts (e.g., "Which decades... show the greatest population growth?", "How high is your state's population compared to some other states?") and to reflect or explain causes (e.g., "What do you think might account for any sudden leaps in population?", "Is this what you expected?"). Students also write a paragraph comparing state budgets (Activity 4), which asks them to draw conclusions from data and note interesting findings.

Students read explicit factual statements in the "Things to Know" and "Things to Review" sections that present claims about DNA, genes, and heredity. Students are asked to collect and compare observable traits in the family activity, which requires observing and reporting factual information. The "Questions to Consider" and discussion prompts ask students to cite evidence (e.g., "What evidence, other than the DNA from the extraction, do you have...") and to give explanations, and the Parent Plan notes some discussion items as "subjective," signaling a distinction between factual evidence and opinion.

Students investigate causes of disease using readings and web research (Reading and Questions; Activity 1 and Activity 3) and are asked to determine whether conditions are genetic, environmental, or both. The Parent Plan lists the skill to "Evaluate evidence that human characteristics are a product of inheritance, environmental factors, and lifestyle choices," and Activity 3 explicitly notes that there is "speculation regarding the causes" of some disorders and that "correlation does not mean cause." In Activity 2 students collect medical history, physical exam findings, and lab reports and use that evidence to make a diagnosis (a guided practice in making evidence-based judgments).

Students read a section that presents genetic advances and "ethical questions and logistical issues," exposing them to claims and viewpoints in the text. Students are asked to make lists of pros and cons of animal cloning and to discuss whether cloning should be legal, which requires weighing supporting reasons and making a judgment. Students create a persuasive brochure that asks them to appeal to customers' emotions and briefly explain how the cloning process works, engaging them in presenting claims and reasons.

Students identify and label persuasive strategies in sample paragraphs, highlighting thesis statements and marking elements described as "facts and numbers," pathos, ethos, and kairos (Activity 3 and Parent Plan examples). Students create research note cards that require recording factual information from sources and distinguishing quoted text from paraphrase, and they practice using facts and numbers as explicit support in their persuasive planning (Activities 1, 4). Students plan essays that state claims, present counterarguments, and provide rebuttals, showing practice in assembling reasons and evidence to support judgments (Activity 5 and Persuasive Essay Rubric).

The lesson's skills list explicitly directs students to "differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning" as part of delivering persuasive presentations. Activity 2 asks students to revise and edit their persuasive essay, checking that each paragraph has a topic sentence and clear supporting details and to focus on the structure of their argument. The discussion questions ask students to evaluate whether Matt's conditions could ever be justified and to identify examples of love, loyalty, corruption, and betrayal, prompting students to make and explain judgments about the text.

The Parent Plan Skills explicitly tell students to "differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning" and to "deliver persuasive presentations that include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment)." Activity 2 asks students to produce a final draft of a persuasive essay and to use words, phrases, and clauses to clarify relationships among claims, counterclaims, reasons, and evidence. The skills also ask students to introduce claims, acknowledge and distinguish claims from opposing claims, and anticipate and address counterarguments.

Students read a persuasive essay entitled "Human Cloning" and are instructed to find and underline specific rhetorical and logical fallacies (loaded terms, caricatures, leading questions, false assumptions, incorrect premises). The lesson provides explicit examples and an answer key that labels phrases from the essay as loaded language, false assumptions, leading question, caricature, and incorrect premise. Students also create advertisements that intentionally use at least three fallacies, practicing recognition and use of manipulative language in persuasive texts.

Students are asked to compare the country of Opium to the United States using a graphic organizer, prompting them to note similarities and differences and answer questions about who holds power and how human rights differ. The Parent Plan lists the skill to "cite the textual evidence that most strongly supports an analysis," and several discussion prompts ask students to form and justify interpretations (e.g., what warning the dystopia offers; whether Matt has a soul). Reading comprehension questions require students to state discoveries and reactions (e.g., Maria's reaction to Furball's death), which elicit judgments based on the text.

Students answer explicit factual comprehension questions (Questions #1–#4) that require recalling plot details from Chapters 19–21. Students are prompted to form interpretations and opinions in discussion prompts (e.g., why the author named Esperanza, what Celia and Tam Lin's plan might be, and whether the book would make a good movie). Students produce and perform a one-act play that asks them to choose mood, identify protagonist/antagonist, and communicate character motivations through dialogue and staging, which requires interpretive judgment.

Students answer a comprehension question asking how Matt's opinion of Ton-Ton changes, requiring them to identify a character's opinion. A question asks what is revealed about Matt and what everyone assumes it means, prompting students to note a factual revelation (the tattoo) and others' assumptions (a judgment). Discussion prompts ask students to judge whether consequences are worth benefits, asking for students' reasoned judgments about actions and consequences.

Students are asked to identify logical and rhetorical fallacies in specific statements (a Student Activity Page lists fallacy types and six statements for students to label) and to mark yes/no and provide examples for fallacies such as "loaded terms," "false assumptions," and "irrelevant evidence." Students reflect on their own persuasive essays using an "Evaluating My Essay" page that asks them to consider whether they used rhetorical or logical fallacies and to analyze their use of counterarguments, ethos, kairos, and pathos. The parent plan explains that students should consider whether persuasive techniques "manipulate or obscure the facts of the argument," tying attention to factual support.

Students read primary and secondary accounts (Teddy Blue Abbott, Chuka, and Captain Pratt) and answer questions that ask them to summarize what people believed and how teachers tried to change students, which requires identifying viewpoints. Students compare "Before" and "After" photographs and respond to reflective questions about feelings and reasons for changes, prompting interpretation of perspectives. The Wounded Knee sign activity asks students to decide "what happened and why" and to include accurate information, which asks them to separate factual events from explanations or judgments. The "Ideas to Think About" prompts ask students to weigh benefits and harms of technological change, which elicits reasoned judgments.

Students read first-person accounts (Rose Cohen and Joseph Miliauskas) and answer specific questions about what happened, requiring them to identify factual details from texts. Students brainstorm at least three positive and three negative impacts of Andrew Carnegie and then decide whether to call him a "robber baron," which asks them to weigh evidence and make a reasoned judgment. Students role-play describing the pros and cons of sweatshop work, articulating both factual working conditions and subjective advice.

Students are asked to record 8–10 facts and statistics from the Ellis Island video, which requires them to locate and note factual information. In Option 1 students read immigrant letters and are instructed to "write down the evidence of push and pull factors," prompting them to identify supporting evidence in primary texts. The reading questions (Q1–Q4) require students to answer factual recall items about immigration and reactions to immigrants. Activity 2 asks students to read Klan materials and complete a "Reasons for Joining the Ku Klux Klan" activity, which asks them to consider motives and rationales.

Students are asked to make careful, factual observations of historical photographs (e.g., "describe what you see," note setting, people, clothing, and objects) and to report prior knowledge from captions or dates. Follow-up photo prompts ask students to infer mood, speculate about what was happening, and consider the photographer's intentions, which requires moving from observable facts to interpretation. In Activity 2, students write letters or speeches weighing pros and cons about joining unions, which asks them to offer reasons and judgments based on historical conditions. Activity 3 asks students to research a reformer, explain why an issue is a problem, and propose actions, requiring students to assemble facts and reasoned arguments.

Students read primary newspaper accounts of the Lusitania and are asked to summarize the article in 3–4 sentences, which requires extracting factual information. Students write a short reaction as an American and imagine a German citizen's response, which asks them to produce and contrast opinions and perspectives. Students evaluate and rank reasons for U.S. entry into World War I by assessing persuasiveness and explain their ordering, and they analyze propaganda posters by identifying persuasive appeals, which practices forming reasoned judgments about texts.

Students are asked to "Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions" in the Parent Plan skills, which asks them to separate their own opinions from the text. Students must write a 1-2 paragraph summary in Option 1 and are instructed to quote sources and put information in their own words, practicing separating source claims from personal views. Several short-answer questions (e.g., whether migration is instinctive or learned and explain) require students to state conclusions and give reasons based on the reading.

Students are instructed to make lists of traits for each animal and to start with traits that all organisms share, which requires identifying factual characteristics. Students fill out a table marking which organisms have which traits (e.g., vertebra, hair/fur, opposable thumb) and then create cladograms based on those marked traits. Students are asked to use logic to support grouping decisions and to explain the reasons for their groupings, which requires forming and articulating reasoned judgments.

The Parent Plan Skills section instructs students to "cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," which requires supporting claims with text. The Foreshadowing and Symbolism activity has students read passages and describe what they think is being foreshadowed, prompting students to make and justify interpretive judgments. The Rabbit Research activity directs students to "Write facts about the European Rabbit" from a provided source, asking students to gather verifiable information. Discussion questions ask students whether Fiver's dread was "based in reality" and to justify their views, asking students to evaluate evidence versus personal belief.

Students research plants and animals in Activity 2 and record whether each living thing is a producer or a consumer and its diet, which requires gathering and reporting factual information. In Activity 1 and the quotation tasks, students research the quoted works and explain how each quote relates to the events and theme of the chapter, which requires making interpretive connections and reasoned judgments. The discussion prompts ask students to explain Holly's comment about men and to consider authorial commentary, prompting students to form and explain evaluative interpretations.

Students are prompted on the Dramatic Irony activity pages to state "What the reader knows" and "What the characters believe," and to explain the "Effect on the reader," which requires distinguishing between reader knowledge and character perception. The Parent Plan gives modeled answers that explicitly separate what the reader knows (e.g., the rabbits are looking at a road and its danger) from what the characters know or believe (e.g., they misunderstand the iron road). Students also choose examples of dramatic irony from other texts and write or depict scenarios that make explicit who has accurate information and who does not.

Students answer explicit factual comprehension questions (e.g., Question #1 asks about problems in Germany after WWI and Question #4 asks what the Kellogg-Briand Pact was). The lesson includes prompts that require interpretive or opinion responses (e.g., Question #2: "Why do you think the Nazi Party appealed...?") and discussion prompts that ask students to explain reasons (e.g., "Why do you think Harlem was the location for a cultural renaissance?"). The Harlem research and chart activity asks students to explain connections and draw conclusions about people and places in Harlem.

Students read factual content and take guided notes that ask them to define terms (e.g., anti-Semitic), record dates and numbers (e.g., Kristallnacht on November 10, 1938; over 6 million Jews killed), and list victims and camp details. Students respond to reflective prompts that ask for personal reactions or explanations (e.g., "How do you think American soldiers would have felt upon seeing the liberated concentration camps?" and "Why do you think people in Germany went along with the treatment of Jews?"). In the museum and art activities, students select exhibits or artworks, explain which resources are useful, and describe what they found moving—tasks that require making evaluative or reasoned judgments about content.

Students are directed to complete an "The Atomic Bomb" chart that explicitly includes a column for "Facts and Advice/Estimates Available" and instructions to fill the chart with "facts and opinions" that might have influenced the decision to use nuclear bombs. Students are also prompted to "consider and justify a decision" between a prolonged invasion and use of nuclear weapons, providing space to write a reasoned response. Reading questions and discussion prompts ask students to evaluate outcomes and consequences, which require using factual information and forming judgments based on those facts.

Students are asked to document religious and scientific "Evidence" side-by-side on the "Evolution and Religion" pages and to note which religious texts or scientific tests each side uses. Students are instructed to perform interviews, record differing viewpoints, and identify what each side understands and does not understand using the "Interview Questions" worksheet. The project requires students to make a decision and write conclusions that "follow from the research presented," and the rubric explicitly requires that differences in viewpoint and the student's conclusions be clearly communicated.

Students research historical references using linked sources and answer factual questions about Communists, the term "Aryan," Mein Kampf, anti-Semitism, and the yellow stars, which requires them to identify and record factual information. In the Propaganda activity, students choose three Nazi posters, identify the target audience and goal of each poster, and describe what makes each poster effective (colors, fonts, emotional appeals), which requires evaluating persuasive content and motives. The Parent Plan skills also instruct students to analyze the purpose of information in diverse media and to interpret how visual image makers affect impressions and opinions.

Students are asked to record examples of propaganda from Part Three on the 'Propaganda' activity page, which has them identify persuasive or biased content (for example, references to Mein Kampf and mandated greetings). Students are prompted to write sentences explaining why five chosen books are valuable, which requires them to give reasons supporting their judgments. Students are asked to discuss whether Rudy and Liesel can justify their actions, prompting them to form and articulate evaluative judgments about characters' behavior.

Students are asked to record examples of propaganda and to 'think about whether some characters' actions may have been influenced by propaganda,' which requires evaluating persuasive content versus factual events. The Parent Plan lists a skill to 'analyze the purpose of information presented in diverse media and formats and evaluate the motives' behind it, which prompts students to consider intent and bias. A discussion question asks students to judge whether Hans went too far in frightening Liesel and to explain why or why not, requiring students to form and defend a reasoned judgment.

Students identify specific logical fallacies in examples (Activity 1) by labeling ads and sample statements with fallacy types (e.g., identifying the Jennifer Aniston ad as an Appeal to Improper Authority and a Nazi quote as a Hasty Generalization). Students analyze written propaganda (Activity 2) by locating persuasive arguments, naming the logical fallacies present, and explaining what emotions the arguments appeal to and why they might be effective. The student activity pages require students to write analyses of quoted claims from The German National Catechism, explicitly asking them to identify fallacies and evaluate the effectiveness of the arguments.

The Parent Plan skills explicitly tell students to "delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence" and to "evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material)." Activity 1 directs students to watch Hitler speeches and "take notes on what might people may have found compelling about the way Hitler spoke," which requires analyzing persuasive techniques and audience influence. The Wrapping Up and review sections ask students to review the definition of propaganda and consider forms such as speeches and rallies, connecting to evaluation of biased or slanted material.

Students are asked to analyze newsreels and wartime reporting (War Journalism questions 1–3) including explicitly identifying how footage is informational versus propaganda. Students compare Ernie Pyle's column to regular news articles (questions 4–5), which asks them to distinguish personal narrative and emotional description from factual reporting. The Parent Plan skills also direct students to "analyze the purpose of information" and "evaluate the motives" behind media, prompting evaluation of claims and persuasive intent.

Students analyze propaganda posters using guided prompts that ask how each poster is propaganda, what emotions it targets, and what logical fallacies appear. Students read and respond to an essay on wartime censorship, take a side, list reasons and examples to back their opinion, and prepare counterarguments in a mock debate. A war correspondent mini-project and instructions to 'go beyond reporting just the bare facts' ask students to consider differences between factual reporting and more interpretive or narrative reporting.

Students use numerical charts and a graphing activity to calculate wartime deaths as a percentage of pre-war populations and answer direct factual questions (e.g., which country suffered the largest number of deaths). Students analyze historical photographs and answer questions about what each image helped them understand, requiring them to support interpretations with visual evidence. In the advertising activity, students compare historical and modern ads, describe what the ad is trying to get the consumer to buy, note standout words/phrases, and answer whether a historical ad would be effective today, which asks them to form and explain judgments.

Students read primary-source texts (the Truman Doctrine speech and Henry Wallace's letter) and short historical articles about U.S. foreign policy, which expose them to competing claims and arguments. Students view political cartoons and are asked to "think about what the cartoonist was trying to say," prompting analysis of an author's viewpoint. In Option 1 and Option 2 students must decide whether U.S. aid policies were wise and then create a political cartoon or a poster expressing that position, requiring them to form and present a reasoned judgment.

Students are asked to "List 3 facts that JFK provided" in the Analysis of Kennedy's Speech activity, requiring identification of factual statements in a primary text. In Option 1 (What Would You Do?) students evaluate advisers' options by listing advantages and disadvantages and must choose and explain their rationale, which practices forming and supporting reasoned judgments. The Red Scare activity asks students to write journal entries both "In Support of Investigations" and "In Opposition to Investigations," prompting students to articulate and defend differing viewpoints.

Students read multiple historical accounts and answer specific factual questions (e.g., what Jim Crow laws were; the Brown v. Board ruling), which requires identifying factual information. Students complete a comparative organizer about Claudette Colvin and Rosa Parks with sections labeled "possible reasons for being forgotten" and "possible reasons for their impact," which prompts students to generate reasoned judgments about causes and consequences. Students write either a memorial poem or a newspaper clipping that asks for a factual first paragraph (how the person died) and contextual information (life and activism), requiring them to separate factual reporting from interpretation or reflection.

Students answer specific reading questions that require identifying factual details from the texts (e.g., how Carolyn McKinstry's parents shielded their children, instructions to activists, reactions to sit-ins, and what CORE was). Students are asked to state and discuss their viewpoint in Questions to Discuss (e.g., "Do you think Dr. King's dream has been realized in America today? Why or why not?"), which elicits opinions and supporting reasons. Students use a "Comparing Two Speeches" graphic organizer to note key ideas, themes, audiences, and differences between texts, which can involve forming judgments about content and purpose.

Students answer factual reading questions about events and policies (for example, why Hartman Turnbow's home was firebombed and what the Voting Rights Act did). Students analyze photographs and describe what the image shows, where it came from, and what it indicates about reactions to the Civil Rights Movement, including prompts asking what opponents might have been thinking. Students plan and role-play a decision to join Freedom Summer by listing reasons, anticipating objections, and composing counter-arguments, which requires forming and defending reasoned judgments.

Students are asked to read historical texts and answer factual comprehension questions (e.g., causes of tensions, Stokely Carmichael's role, working conditions for migrant workers), which requires identifying facts in a text. The Differing Strategies activity explicitly instructs students to "write facts specific to each organization" in each circle of a Venn diagram, prompting them to separate factual details about the SCLC and the Black Panthers. In Option 2, students must write a short persuasive speech that includes at least two reasons why people should support a boycott, which asks students to produce and support reasoned judgments.

Students answer direct factual reading questions (e.g., questions asking what event started the war, why it was a civil/proxy war, and how it ended), which requires identifying facts from the text. In Activity 2 and the student activity page, students are prompted to state "What do you think Americans should remember about the Korean War?" and to "propose a central message and provide specific details," which ask students to express opinions and reasoned proposals. Students also take notes on veterans' memories and may write letters thanking veterans, activities that elicit personal judgments and reflections.

Students read U.S. Department of State webpages (The Gulf of Tonkin, The Tet Offensive, Ending the Vietnam War) and answer direct factual questions (e.g., what the Gulf of Tonkin Resolution authorized). Students read and review primary and personal accounts (Tinker v. Des Moines materials and Library of Congress veterans' interviews) that include subjective perspectives. Students write a one-page letter to John Tinker in which they explicitly state their opinions about the protest, explain their reasons, and pose questions.

Students are asked to summarize television episodes (prompts for "Brief summary of the plot" and "What is this show about?"), which requires stating factual content. Students are asked to write reviews and answer subjective prompts ("Your review of the show," "Was it entertaining? Would you watch it again?"), which elicit opinions. In the music option, students analyze song messages and answer comparative questions including "Which one was most effective? Why?", which asks for reasoned judgments about texts.

Students are asked to write a literature response that is explicitly a personal reflection (feelings, thoughts, or opinions) and are instructed to "Refer to specific examples from the book in your discussion," which prompts linking opinions to textual evidence. The Parent Plan lists a skill to "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," requiring students to support claims with evidence. Discussion questions invite students to state and explain opinions (for example, "What is your opinion of the Radley game?" and questions about Atticus's attitudes) and to discuss their reasoning about characters and events.

Students are instructed to use a student activity page to list five things Jem and Scout think about Boo Radley based on hearsay and gossip and five things they know from personal experience or reliable sources. Students are asked to compare and contrast the two columns and then develop a hypothesis about who Boo really is in the box labeled "The Real Boo Radley." The Parent Plan includes a skill note prompting students to "cite the textual evidence that most strongly supports an analysis... as well as inferences," which directs students to support reasoned judgments with evidence.

Students answer factual comprehension questions about chapters 10–11 (e.g., why Scout and Jem changed their minds about Atticus; why killing a mockingbird is a "sin"; why Jem lost his temper), demonstrating identification of facts from the text. Students respond to discussion prompts that ask them to evaluate Atticus's statement about conscience and to decide whether Mrs. Dubose's actions are an example of courage, requiring them to state opinions and give reasons. Students create a comic or skit describing a surprising revelation, and the prompts ask for explanation and justification of choices, engaging students in forming reasoned judgments.

Students answer targeted questions that require extracting factual details (e.g., Question #1 asks what details about Mayella's life students learned, and Question #2 asks for Tom Robinson's version of events). Discussion prompts ask students to evaluate credibility and make judgments (e.g., "Do you think the jury will believe Atticus's version of events? Why or why not?" and "consider whether the high ideals... were applied fairly"). Activities ask students to apply legal concepts about evidence and the jury's role, which requires considering what counts as proof.

Students read primary-source examples of Jim Crow laws, giving them exposure to factual historical text. Students are instructed to write a 7–9 sentence summary that includes the most important events and omits personal opinions, requiring them to separate factual events from personal commentary. Discussion questions ask students to judge whether the jury's decision was inevitable or just, prompting students to give reasoned judgments and justify their views.

Students answer literal comprehension questions (e.g., Who saved the children?; Where was Atticus?) that require identification of factual details from the text. Students keep a running list of similarities and differences between the novel and the film, recording concrete correspondences and discrepancies. Students respond to analytic prompts (e.g., "What do you think were the biggest changes…? Why do you think those changes were made? Do you agree…?" and "Which did you enjoy more…? Why?") that ask for evaluative explanations and personal judgments.

Students are asked to state and support judgments: the Skills list requires students to "support judgments through references to the text" and to "present claims and findings... with relevant evidence, sound valid reasoning." Students produce a "Your Personal Reactions" slide and the rubric and presentation require sharing personal responses (opinions) supported by textual references. The unit test and final task ask students to paraphrase, summarize, choose powerful quotations, and answer "What, in your opinion, is the most compelling theme... Give three examples...", which requires students to give opinions and back them with text-based evidence.

Students read nonfiction texts about immigration (an NPR piece and a CFR backgrounder) and are instructed to "take notes on the differing viewpoints" and to divide a page in half to record arguments for and against making immigration easier or more restrictive. In Activity 3 students read about the Immigration Act of 1965 and write brief reflections imagining how three stakeholders might react. In Activity 4 students write a 3–5 sentence letter to the editor taking a side and "express the reasons for your point of view," which requires citing reasons supporting an opinion.

Students use a "Speeches Analysis Table" to record a powerful sentence or idea from presidential speeches, explain what that sentence means to them, and state whether they agree or disagree with the points made and why. Students view presidential crisis speeches and answer what the president was accused of, how the president addressed those accusations, and describe adjectives for the president's tone in the "Leadership in Crisis" activity. Students researching landmark court cases identify who might benefit from or oppose a ruling and explain reasons, and students researching environmental issues gather different positions and choose a side to persuasively represent.

Students rank technologies and write a paragraph justifying their top choice in Activity 1 (Emerging Technologies), which requires them to state opinions and provide supporting reasons and examples. In Activity 3 Option 2 (Reacting to the Moon Landing), students write a 2-3 paragraph diary or letter expressing personal reactions and explaining why the event mattered, practicing reasoned judgments. Activity 2 (Generations and Technology) and the annotated bibliography prompt students to compare solutions across time and evaluate sources, which involves distinguishing evidence-based information from personal interpretation when researching.

Students answer specific factual questions (Questions #1–#4) that require identifying concrete historical facts from the reading about the 9/11 attacks. Students conduct interviews and write a 5–10 sentence informal reaction paper prompting them to describe feelings, worries, and judgments about the events, which elicits opinions and personal evaluations. Students create posters interpreting artifacts and write short paragraphs explaining what each artifact symbolizes and how it helped them understand the events, which requires making interpretive or reasoned judgments.

Students answer reading questions that require extracting factual information from a historical text (e.g., percentages of female athletes, outcomes of the Warsaw Tigers team, coach response). In Activity 1 students analyze numeric enrollment data and create graphs, using facts to compute percentages and interpret trends. In Activity 1 and Activity 2 students are asked to explain causes or account for shifts (e.g., "What changes do you think might account for this shift in enrollment?") and to give personal judgments or preferences (e.g., "Did you enjoy the song? Why or why not?"), which elicit reasoned judgments and opinions.

Students are instructed to collect five health/beauty products, write down the claims printed on packaging or in commercials, and mark claims that seem feasible (underline) versus outlandish or questionable (highlight). Students compare each product with other similar, lower-cost products and note price differences as part of evaluating claims. In the fads activity, students list fads and evaluate money costs, positives, and negatives, and are asked to consider long-term consequences (e.g., tattoos, piercings).

Students are asked to identify factual information (e.g., Question #4: "What fact about an illegal drug or drug use surprised you?") and to take notes on the characteristics and short- and long-term effects of drugs using the Student Activity Page. Students summarize health risks and short- and long-term effects in multiple activities (e.g., Activity 1 answer key and Parent Plan skills list). Students produce persuasive pieces (a PSA or an email to a cousin) and lists of reasons to avoid alcohol, which require them to state opinions and reasoned judgments about behavior and consequences.

Students read and interpret nutrition facts panels and answer calculation questions about calories, servings, and percent daily value in Activity 4, which requires extracting factual information from a text. Students calculate BMI using a formula and compare percentiles in Activity 5, which has them compute and interpret numeric facts. Students review their 3-day food journal in Activity 7 and list steps to improve their diet, which requires making reasoned judgments based on recorded data. The Parent Plan skills list also explicitly includes evaluating Food Facts labels against advertisements, indicating an expectation that students assess claims.

Students read Longfellow's poem and Paul Revere's first-person account and complete a Venn diagram comparing the two texts, noting differences in content, purpose, and use of figurative language. The activity and answer key direct students to identify that Revere's account is a factual, first-person testimony while Longfellow's poem is a fictionalized, third-person, dramatic retelling and to consider inaccuracies (including an optional article about the poem's errors). The Comparing Texts prompts and parent/answer guidance ask students to consider how form influences the reader and to note unique factual details vs poetic elements.

In Question #3 students are asked whether applying a meaning to a word changes their understanding of the poem, prompting them to distinguish the narrator's opinion from the poet's voice. Question #2 asks students to compare the poems' treatment of scientific facts versus the wonder of nature, which prompts distinguishing factual description from subjective response. The Student Activity Page asks students to evaluate how closely two villanelles adhere to formal rules, requiring reasoned judgment about textual features (rhyme and refrain patterns).