Common Core in History/Social Studies

University of California San DiegoMarch 19, 2014

Micheline Wagner-Program Manager Email: mwagner2@sandi.net Phone: (619) 725-7138

Social Studies Department

Leading Common

Core Implementat

ionOur Goals for today are to answer the following

essential guiding questions:

What does the Common Core mean for History/Social Studies?How can we continue to focus on History/Social Studies content while

supporting the goals of the common core?

Close Reading Sourcing Corroboration Contextualization

Take a moment and talk to the person next to you to share what you know about these 4 components of historical thinking.

Historical Thinking

Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives Moral Dimension

How do we bring these into our teaching of history/social studies?

Benchmarks of Historical Thinking

Sample Common Core Lesson:https://

www.teachingchannel.org/videos/reading-like-a-historian-corroboration-complete-lesson?fd=1

Watch the steps the teacher will go through.Record on your Observation sheet.

What do the students need to know?

How does Mr. Colglazier build off of what his students already know?

How does Mr. Colglazier sequence the sources he presents?

What is the impact of this sequence? Notice how Mr. Colglazier facilitates

discussion. Which strategies could you apply in your own classroom?

Discussion/Practice on a Common Core Lesson

Simply assigning hard textswill not ensure that studentslearn at high levels!

What standards will our school district be focusing on this year?

1. Read closely to determine what the text says explicitly and to make logical inferences from

it; cite specific textual evidence when writing or speaking to support conclusions drawn

from the text.

• Underline the major points. • Circle keywords or phrases that are confusing or

unknown to you.• Use a question mark (?) for questions that you have

during the reading. Be sure to write your question. • Use an exclamation mark (!) for things that surprise

you, and briefly note what it was that caught your attention.

• Draw an arrow ( ) ↵ when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

10. Read and comprehend complex literary and informational texts independently and proficiently.

The Star Spangled Banner

Close Reading

Underline major points using pen or pencil. Circle keywords and phrases that are

confusing or unknown to you in either Pink or ORANGE.

Use a question mark (?) for things/questions you are wondering about during the reading. Be sure to write your question! Use your YELLOW marker.

Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.

Annotation Notes

For your first read, try to identify the authors message.

You may choose to annotate during this reading or not.

First Read

In less than 5 sentences, state the author’s

message.

On the back…quick write

Any words that are impacting your

understanding of the poem???

Words

Consider the following as you listen and annotate:◦How does the author use geography to convey the message?

Second Read

Consider the following as you listen and take notes:◦How does the author use time to convey his message? How much time passes in the poem?

Third Read

Who do you think is the author?

At your table, discuss the following:

What is the author’s message?

Write:

What is the tone/feeling of the poem?

Discussion Question

Building knowledge through content-rich nonfiction.

Reading, writing and speaking grounded in evidence from text, both literacy and informational.

Regular practice with complex text and its academic language.

The CCSS Requires Three Shifts in ELA/Literacy

The standards call upon students to write:

Argumentative textInformative/Explanatory textsSort and Sustained research projects

Writing Standards for Literacy in History/Social Studies

WHST 1 Write arguments focused on discipline specific content

WHST 7Conduct short and sustained research based on a question

WHST 8Gather relevant evidence from multiple print and digital resources & access credibility

WHST 9Integrate information from information text

Writing Standards Supportive ofHistory-Social Science

Curricular:Reading like a Historian: http//sheg.standford.edu/rih Four Score:http://www.4score.org/History Blueprint:http//chssp.ucdavis.edu/program/historyblueprint

Web Resources

Common Core Standards: CA-Common Core State Standardshttp://www.cde.ca.gov/re/cc/Engage New York:http://www.engageny.org/common-core-curriculum:assessmentsAchieve the Core:http://www.achievethe core.org/

More Resources

Who is the Speaker?The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.

What is the Occasion?The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response.

Who is the Audience? The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.

What is the Purpose?The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?"

What is the Subject? Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.

SOAPS

Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears, and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. (RI6.8)

Sample Tasks for Middle School

Using the DOK, core standards, and the benchmarks of Historical Thinking as tools how could you prepare your students for the teaching of history/social studies?

Tools for Teaching Common Core

Reading increasingly complex non-fiction text

Reading multiple sources Reading primary and secondary sources Identification of bias/point of view Research and informational writing Persuasive/argumentative writing (with

evidence)

History/Social Studies is supported by the CCSS in the following ways:

“The college instructor blames the high school teacher, the high school teacher complains of the grade teacher, each grade teacher above first grade finds faults with the poor work of the teacher in the grade below, and the first grade in turn is chagrined at the shortcomings of the home training. Must this go on indefinitely? Whose opinion shall prevail? Is it not possible to get away from personal opinion to an agreed-upon consensus of opinion? May we not replace the constantly conflicting subjective standards with definitely defined objective standards?”

-Wilson & Hoke, 1921

Closing Thoughts: