Use this scaffold to design PLD-informed expectations and instructional supports for a common, evidence-centered U.S. History task. Educators begin with the same rigorous prompt for all students, then use Performance Level Descriptors (PLDs) to anticipate differences in historical reasoning, evidence use, and independence. The scaffold provides examples of student performance and instructional supports across Minimally Meets, Meets, and Exceeds levels while maintaining a consistent historical thinking target. Designed for use across U.S. History standards, this resource supports rigorous differentiation, evidence-centered learning, and alignment among Historical Thinking Skills (HTS), Depth of Knowledge (DOK), and student performance.
Resources
Teaching with Instructional Anchors: How to Organize Content to Deepen Thinking and Strengthen Alignment
Learn how to organize coherent, evidence-centered instruction around high-leverage instructional anchors that develop historical thinking and support EOCEP success. This article models a six-step...
View AssetUSHC 2 Lesson Design Exemplar: Designing Coherent, Evidence-Centered Instruction
Explore a model of coherent, evidence-centered lesson design for USHC Standard 2. Using the Missouri Compromise as an instructional anchor, this exemplar demonstrates how to align historical thinking...
View AssetFrom Standards to Success: USHC 2- Content Mapping Chart Template
Use this content mapping template to organize the historical developments surrounding an instructional anchor and strengthen alignment between content, historical thinking, and evidence. Educators...
View AssetFrom Standards to Success: USHC 2 Instructional Anchor Task Planner
Use this planning tool to organize the key components of a coherent, evidence-centered U.S. History lesson. Educators identify the historical thinking required by an indicator, select an appropriate...
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