During the 1880s, the engineer Herman Hollerith devised a set of machines for compiling data from
Affordable Care Act
Grade Range: 9-12
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/19/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This annotated inquiry leads students through an investigation of a public policy debate by studying the Affordable Care Act (ACA). The compelling question—“Why is the Affordable Care Act so controversial?”—calls out the persistent debate around this legislation and asks students to grapple with the roots of disagreement through the examination of the origins, opportunities, shortcomings, and constitutionality of the ACA. Throughout the inquiry, students are working with a variety of data (e.g., polling numbers, graphical representations, and economic costs) and trying to interpret, create, and analyze data as well as considering the reliability and trustworthiness of the sources.
United States History Standards (Grades 5-12)
Era 10: Contemporary United States (1968 to the present)
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 2: Historical Comprehension
Historical Thinking Standard 3: Historical Analysis and Interpretation
Historical Thinking Standard 4: Historical Research Capabilities
Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 (Text Types and Purposes): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7 (Research to Build and Present Knowledge): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCR Anchor Standards for Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Common Core State Standards (Grades 9-10)
Literacy in History/Social Studies (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6 (Craft and Structure): Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.7 (Integration of Knowledge and Ideas): Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.9 (Integration of Knowledge and Ideas): Compare and contrast treatments of the same topic in several primary and secondary sources.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 (Integration of Knowledge and Ideas): Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
1: Developing Questions and Planning Inquiries
2: Applying Disciplinary Tools and Concepts
D2.Civ.13.9-12. (Civics): Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
3: Evaluating Sources and Using Evidence
D3.3.9-12. (Developing Claims and Using Evidence): Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
D4.3.9-12. (Communicating and Critiquing Conclusions): Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).