Back to School UPDATE! Common Core/Essential Standards Social Studies Curriculum Information
Common Core in History/Social Studies
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Transcript of Common Core in History/Social Studies
Common Core in History/Social Studies
University of California San DiegoMarch 19, 2014
Micheline Wagner-Program Manager Email: [email protected] 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: