w hat w ill c ommon c ore m ean f or m y s ocial s tudies c lassroom an introduction to the reading...

WHAT WILL COMMON CORE MEAN FOR MY SOCIAL STUDIES CLASSROOMAn Introduction to the Reading Standards For Secondary Social Studies

BELLWORK

What is Literacy? Take 3 minutes and write down your thoughts.

OKLAHOMA C3 STANDARDS FOR SS

Social Studies content will still be taught.

Common Core Literacy Skills are what teachers will use to teach the social studies content.

C3 Standards – Common Core has been integrated into the content standards to make one document.

COMMON CORE LITERACY STANDARDS FOR SS/HISTORY

Reading Standard 1: (6-8) Cite specific textual evidence to support analysis of primary and secondary sources.

Reading Standard 1: (9-10) Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Reading Standard 1: (11-12) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text.

COMMON CORE READING STANDARD 1

Classifying documents as primary or secondary.

(Sorting information from those documents)

Anticipation Guide – prior to the reading assignment, the teacher creates five to ten statements of which will be true or false. The next step would be for the students to read the text to see if their answers are correct. The students would then cite the page and paragraph they found the answers to verify the information.

ANTICIPATION GUIDE

Agree or Disagree - Governments receive their power from the Creator.

Agree or Disagree - Governments should changed whenever people complain.

Agree or Disagree – The colonists were upset that the King had cut off trade between the colonies and other parts of the world.

DECLARATION OF INDEPENDENCE

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed.

DECLARATION OF INDEPENDENCE

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.He has affected to render the Military independent of and superior to the Civil power.He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:For Quartering large bodies of armed troops among us:For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:For cutting off our Trade with all parts of the world:For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury:For transporting us beyond Seas to be tried for pretended offences

SOAPS

Gettysburg Address

Example using text – Child of Chernobyl


SOAPStone Strategy

S – Speaker – whose voice is telling the story? What can you say about the speaker based on references in the text.

O- Occasion – what is the time, place, current situation, context in which the author is writing. (immediate and larger occasions)

A- Audience – who is the intended audience? Whom is the text directed?


P – Purpose – why is the author writing – how does the author want the audience to respond?

S – Subject – briefly state the main idea(s) of writing – short phrase.

Tone – what is the feeling or manner of expression by the author in the piece as a whole.


Dialectical Journal – Students will divide their paper into two vertical columns. One will be labeled “text” and the other labeled “response.” As students read, they are to record important points in the text column, giving them a good summary of the materials. Also, while they read, students should record questions, comments, or ideas in the response column. These responses are used to clear up any misunderstandings the students have.


Reading Standard 2: (6-8) Summarize Central Ideas: Determine the central ideas or information from a primary or secondary source; provide an accurate summary of the source, distinct from prior knowledge.

Reading Standard 2: (9-10) provide an accurate summary of how key events or ideas developed over the course of the text.

Reading Standard 2: (11-12) provide an accurate summary that makes clear the relationships among the key details and ideas.


GIST – select a passage and have the students

read and write down the 10 most important words out of the passage. Group the students into groups of 3 or table groups and have everyone share their lists and add words they did not have on their original list. The students will then write a summary of the passage using only 25 words. Once they have the summary written hang up each group’s summary and have the class vote.


Cornell Note Taking/Two Column Notes (Main ideas and details)

Think/Pair/Share

K/W/L


Reading Standard 3: (6-8) Process/Cause and

Effect: Identify key steps in a text’s description of a process related to social studies/history.

Reading Standard 3: (9-10) Analyze in detail a

series of events described in a text; determine whether earlier events caused later ones or simply preceded them.


Reading Standard 3: (11-12) Evaluate various

explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

READING STANDARD 3

Select a passage of text and ask students to try

and find the phrases that “signal” cause-and- effect relationships. Generate a list together as a class, and keep it posted where students can see it. Add to your list whenever the class reads a text that addresses cause-and-effect relationships. The list will include such “signal” words as “led”, “resulted”, “contributed”, “reason for”, “because”, “happened”, “consequence”, “impacted”, and “outcome.”

READING STANDARD 3

Using the Declaration of Independence, ask pairs of students to use two different colors of highlighters and underline, in one color, events they believe caused the colonists to want to separate from England versus another color for the impact the declaration will have on the near or long term future. Develop a basic cause-effect “T-chart” noting their conclusions.

READING STANDARD 3

Cause and Effect Charts/Organizers


Reading Standard 4: (6-8) Vocabulary: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to social studies/ history.

Reading Standard 4: (9-10) …including vocabulary describing political, social, or economic aspects of social studies/history


Reading Standard 4: (11-12) …including analyzing how an author uses and refines the meaning of a key term over the course of a text.

READING STANDARD 4

Word Splash – the teachers selects 20-25 words that represent important people, places, or ideas from an article or social studies text. The teachers splashes these words on a page. Hand out a word splash to each student. The student’s job is to draw connecting lines between words to show how they are related. On the the connecting line the student writes a statement telling how the items are related.

READING STANDARD 4 Vocabulary cubes Vocabulary clues Vocabulary notebooks High school students should be able to trace the development of a vocabulary term (idea/academic concept) through the author’s multiple use of the term in one document. Using the Declaration of Independence, model the thought process necessary to describe how Jefferson develops the term/concept of “unalienable rights” through several identified passages. Ask students to write a brief “ticket out the door” explaining why many historians consider Jefferson to be an exceptional and effective writer.


Reading Standard 5: (6-8) Text Organization Describe how a text presents information (e.g. sequentially, comparatively, casually)

Reading Standard 5: (9-10) Analyze how a text

uses structure to emphasize key points or advance in explanation or analysis.


Reading Standard 5: (11-12) Analyze how a complex primary source is structured, including how key sentences and paragraphs contribute to the whole.

READING STANDARD 5

THIEVES – T – What is the title- what do I already know about this topic – Does the title express a point of view

H – What does the heading tell me I will be

reading about – how can I turn this heading into a question that is likely to be answered in the text?

STANDARD 5 I – Introduction – does the opening paragraph introduce the chapter-what does the introduction tell me I will be reading about?

E - Every first sentence in a paragraph – what do I think this chapter is going to be about based on the first sentence in each paragraph.

V –Visuals and Vocabulary – Does the chapter include photographs, drawings, maps, charts, or graphs? What do the boldfaced words mean?

READING STANDARD 5

E – End-of-Chapter questions – What do the boldfaced words mean? S – Summary – What do I understand and recall about the topics covered in the summary_______________________________________________ Previewing – going through the chapter before you read pointing out headings, bolded words, pictures, captions, graphs, and etc. Talk with the class about what might we learn in this chapter based on the information we previewed.

STANDARD 5 PERSIA – Political, Economic, Religious, Social, Intellectual, Artistic

SPRITE – Social, Political, Religious, Intellectual, Technology, Economic

Graphic Organizers – students will be divided into three groups and each group will be assigned to create a different graphic organizer. (Cause/Effect, Problem/Solution, and Descriptive) using actual passages taken from the Declaration of Independence. Groups assigned the descriptive organizer may cite passages from any portion of the document, groups assigned to cause and effect may look at grievances, and problem/solution may look at the final paragraphs. Allow time for groups to share out!


Reading Standard 6: (6-8) Point of View – Identify aspects of a text that reveal an author’s point of view or purposes.

Reading Standard 6: (9-10) 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 from their respective accounts.


Reading Standard 6: (11-12) Evaluate the authors’ points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

THE LORAX

Problem/3 alternatives to solving/pick a solution and argue for it/how to get our solution put in effect

You Decide Boston Massacre – Paul Revere’s engraving

and actual accounts

READING STANDARD 6

You Decide! Students will be divided into three

groups. The first group will be the spokesperson for one viewpoint or perspective of an issue. Group two will be the opposing viewpoint. Group three members will represent a neutral viewpoint or the judges who will make their decision based on the arguments made by groups one and two.

READING STANDARD 6

Poems for Two Voices

RAFT

SOAPStone

Point of View letters


Reading Standard 7: (6-8) Visual Evidence: Integrate visual information {e.g., charts, graphs, photographs, videos, maps} with other information in print and digital texts.

Reading Standard 7: (9-10) Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.


Reading Standard 7: (11-12) Integrate quantitative analysis {e.g., charts, data} with qualitative analysis in print or digital text.

READING STANDARD 7

TACOS – Time, Action, Caption, Objects, Summary

Carousel

PIE – P – People – Describe the people you observe I – Items – list the terms you can identify E – Environment – Describe the physical environment you observe

READING STANDARD 7

M & Ms – M – Mirror – in what ways does the artwork attempt to reflect life at a particular place in time? M – Message – what message is being expressed by the artist about life during this particular time or in this particular place? What is the artist trying to say through this work? S - Symbolism – Describe an item or individuals in the artwork which could be regarded as symbol for groups of people, ideas, or concepts?

READING STANDARD 7

OPTIC O – Overview – What kind of visual is this?

P – Parts – What do you see? Details/elements

T - Title – Subject covered?

I - Interrelationships – What is happening – how do parts relate

C – Conclusion – What is the message of the visual?

OPTIC

Overview

Parts

Title

Interrelationships

Conclusion

What question do you want to ask?

MIGRANT MOTHER, NIPOMO VALLEY (1936) BY DOROTHEA LANGE

O: _____________

P: _____________

T: _____________

I: ______________

C: _____________What question would

you ask?


Reading Standard 8: (6-8) Fact, Opinion, Reasoning: Distinguish among fact, opinion, and reasoned judgment in a text.

Reading Standard 8: (9-10) Assess the extent to which the reasoning and evidence in a text support the author’s claim.


Reading Standard 8: (11-12) Evaluate the author’s premise, claims, and evidence by

corroborating or challenging them with other information.

READING STANDARD 8

Anticipation Guide

Put Myself in the Picture

Dinner Party

Grand Conversation


Reading Standard 9: (6-8) Text Comparisons:

Analyze the relationship between a primary and secondary source on the same topic.

Reading Standard 9: (9-10) Compare and contrast treatments of the same topic in several primary and secondary sources.


Reading Standard 9: (11-12) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

READING STANDARD 9 Introduce the lasting impact of the Declaration of Independence on world revolutions and prodemocracy movements into modern times by providing students with copies of the following documents for comparison. Declaration of the Rights of Man(1789), Unanimous Declaration of Independence of the People of Texas (1836), Declaration of Sentiments (1948), and Declaration on Rights of Indigenous Peoples (2007). Ask students to identify passages from each document reflecting the four common topics (claims).


Reading Standard 10: (6-8) By the end of grade

8, read and comprehend social studies/history texts independently and proficiently. Reading Standard 10: (9-10) Read and comprehend 10th grade text.

Reading Standard 10: (11-12) Read and comprehend 12th grade text.

READING STANDARD 10

Lexile Range

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

MORE IDEAS FOR COMMON CORE LESSONS

Reading like a historian – Stanford University

http://sheg.stanford.edu/?q=node/45




Brenda Beymer-Chapman, J.D.National Board Certified Teacher

Social Studies Curriculum SpecialistPutnam City Schools

405-495-5200 ext. [email protected]

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