Common Core State Standards Professional Learning Module Series

Common Core State Standards Professional Learning Module Series

Common Core State Standards Professional Learning Module Series

Content Literacy in History/Social Studies 6-12Unit 2: Close Reading in History/Social StudiesCALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public InstructionCALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction1HANDOUTS: Unit 2 Participant PacketCalifornias Common Core State Standards for English/Language Arts College and Career Readiness Anchor Standards

Talking Points: Welcome back the Content Literacy in History/Social Studies 6-12 module, a part of the Common Core State Standards for California Educators Professional Learning Module series. Norms: Please turn off cell phones or put in silent mode, and refrain from texting.Supplies: On your tables you will find: Pens and pencils, highlighters, Post-it Notes, chart paper, markers

Lets get started!Unit 2: Learning ObjectivesUnderstand how the practice of close reading can be used to address the CA CCSS for ELA/Literacy, the CA Historical and Social Sciences Analysis Skills, and the CA History-Social Science Standards. Explore how to use central, inquiry-based questions to guide students close reading of history/social studies sources. Examine several ways to direct students to use text-dependent questions to analyze the evidence of primary and secondary sources. Consider approaches to aiding English Learners and students with disabilities in accessing and analyzing text in history/social studies. Explore a process for guiding students in collaborative conversations to discuss the evidence and argument of history/social studies sources.2| California Department of Education

Talking Points: This unit is focused on close reading in history/social studies, primarily in the discipline of history, and using text-dependent questions to help students gain a deeper understanding of informational texts. Unit 3 will offer suggestions for how to implement CA CCSS in the other related disciplines of civics, economics, and geography.[Review information on slide]2What is Close Reading?Close reading practices:Focus on text meaning Minimize background preparation/explanation Students must do the reading/interpretation Teacher asks text-dependent questions to guide analysis Extend time commitments to both short and long texts with purposeful rereading

| California Department of Education

3Talking Points:Close reading practices enable teachers to help students meet the reading standards of the CA CCSS for ELA/Literacy. Close reading requires students to be actively involved in the text that they read, drawing understanding, inferences, and meaning directly from the text. Close reading supports the CA CCSS for ELA/Literacys focus on students engaging in evidence-based discussion and writing about a text. Finally, close reading helps students find textual evidence to answer questions and to support inferences that they draw from the text.While there are many ways to conduct a close reading of a document, Dr. Timothy Shanahan of the University of Illinois at Chicago finds these commonalities in most close reading practices.This unit will help teachers implement instruction for students to apply discipline-specific close reading practices to read and analyze sources so that the students are able to meet the literacy demands and content standards of history/social studies.

Facilitator Notes:To learn more about close reading in general, see Unit 3 of the CCSS ELA: Reading Informational Text (http://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=30659) professional learning module.

3Multiple Reads in History/Social StudiesWhen historians read primary documents, they read at many different levels. They simultaneously pay attention to argument, purpose, context, content and credibility."Bernard Faithfull, Mentor Teacher, 2013

Read Four Reads: Learning to Read Primary Documents by Faithfull.


4HandoutsFour Reads: Learning to Read Primary Documents

Talking PointsAccording to Dr. Shanahan, close reading protocols should involve reading the same document multiple times, each time with a different purpose. These purpose will vary by content area. Bernard Faithfull has identified the different purposes involved in reading history texts: argument, purpose, context, content, and credibility, though not necessarily in that order. This process helps students learn the historical content standards while at the same time developing CA CCSS literacy skills.Read the article by Bernard Faithfull to for a detailed example of how to lead students through this multiple read process. 4Inquiry-Based Instruction for Close Reading in History/Social StudiesUsing a central inquiry question to organize instruction:Promotes close reading of primary sourcesDevelops students historical literacy skillsPromotes 21st century skills of critical thinking and problem solvingAddresses standards (for example): CA HSS Analysis: Research, Evidence, Point of View, 68 1. Students frame questions that can be answered by historical study and research.CA CCSS.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


5Talking Points:Basing history/social studies instruction in central inquiries or investigations engages students and develops their literacy and historical thinking skills and close reading skills of primary and secondary sources. Inquiries also help promote 21st century skills, particularly critical thinking and problem solving.Additionally, questions that guide student inquiry are specifically called for by the CA Historical and Social Science Analysis Skill standards. Inquiry-based instruction also addresses a specific standard for research from the Writing Standards for Literacy in History/Social Studies. Select the following link to reveal the standard in each of the three secondary grade bands.

5College, Career, Civic Life (C3) Framework Inquiry ArcThe C3 Framework is centered on an Inquiry Arc-a set of interlocking and mutually supportive ideas that frame the ways students learn social studies content. By focusing on inquiry, the framework emphasizes the disciplinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world" (p.6 ).The C3 Framework's Inquiry Arc is divided down into "four dimensions for informed inquiry in the social studies: 1) Developing questions and planning inquiries; 2) Applying disciplinary concepts and tools; 3) Evaluating sources and using evidence; and 4) Communicating conclusions and taking informed action" (p.17).Central to a rich social studies experience is the capability for developing questions that can frame and advance an inquiry (p. 23).C3 Framework, 2013


6Facilitator Notes: The C3 Framework is available at: http://www.socialstudies.org/c3

Talking Points:The College, Career, and Civic Life (C3) Framework for Social Studies Standards, (C3 Framework) was published by the National Council for the Social Studies (NCSS.org) in 2013. The framework aims to strengthen the teaching of the core social studies disciplines (civics, economics, geography, and history), and it provides a useful resource to educators implementing the CCSS in these disciplines. The framework also promotes redesigning history/social studies instruction around an inquiry arc that emphasizes using questions to guide instruction.

6Central Historical (Inquiry) QuestionsThe first step in designing history instruction around complex texts is to give students an intellectually stimulating purpose for reading. A central historical question focuses students' attention and transforms the act of reading into a process of active inquiry. Historical questions share two key characteristics: 1) they are open to multiple interpretations; 2) they direct students to the historical record, rather than to their philosophical or moral beliefs. For example, a good historical question asks, Why did the U.S. drop the atomic bomb? rather than Should the U.S. have dropped the atomic bomb? and forces students to support their claims with textual evidence. Should questions, while important, too often lead students astray, and the resulting discussion leaves the text far behind.The most important consideration when designing a central question is whether it can be answered with evidence from the document, or whether it diverts students' gaze from the textual evidence at hand.Reisman and Wineburg, 2012


7Talking PointsReisman and Wineburg also argue that providing a central historical question helps students access and closely read complex texts. Read the following excerpts from "Text Complexity" in the History Classroom: Teaching to and Beyond the Common Core (2012) that you read in unit 1. Note both the benefit of these types of questions and the authors recommendations to writing good questions. 7Central Inquiry Questions ExamplesWatch Reading Like a Historian: Focus Questionshttp://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16171 Read What is an Inquiry Lesson?Sample Lessons:Japanese Segregation in San Francisco StanfordCA HSS Standard: 11.2Lincolns Speeches California History-Social Science Project CA HSS Standard: 8.10| California Department of Education

8Handout:What is an Inquiry Lesson?Japanese Segregation in San Francisco Lincolns Speeches

Facilitator Notes:Video Reading Like a Historian: Focus Questions Run time: 1:14Also available at: https://www.teachingchannel.org/videos/guide-lessons-with-focus-questions

Talking PointsWatch the video, "Reading Like a Historian: Focus Question" to see examples of focus/central questions and how they are used to organize inquiry-based lessons in history/social studies.Read the Stanford Education Group's definition of and the rationale for using inquiry lessons in history/social studies in "What is an 'Inquiry Lesson'?". Pay particular attention to the teacher procedures for designing an inquiry lesson and keep in mind how these practices will help students address the Reading Standards for Literacy in History/Social Studies as well as the CA History-Social Science Standards.Take a few minutes to review one or both of the sample inquiry-based lessons. The Japanese Segregation in San Francisco lesson plan discussed in the What is an Inquiry Lesson? article uses the inquiry question, Why did Teddy Roosevelt oppose the segregation of San Francisco's public schools? to help frame the students close reading and examination of the primary source documents for the lesson. The question helps guide students to consider issues and policies related to immigration, the Progressives, and civil rights in California. Similarly, the California History-Social Science Projects "Lincolns Speeches" lesson uses the question Why did Lincoln Fight? to examine Lincolns speeches in order to try to understand his perspective and concerns about preserving the union, slavery, and extending freedom and rights and how Lincolns perspective changed over time. This historically-relevant question guides students to analyze Lincolns speeches in order to find evidence and draw conclusions that will answer this question that is still debated by modern historians.

8More Inquiry-Based LessonsCalifornia History-Social Science Project: History Blueprint Units http://chssp.ucdavis.edu/programs/historyblueprintStanford History Education Group:Reading Like a Historian Curriculumhttp://sheg.stanford.edu/rlh Picturing Modern Americahttp://cct2.edc.org/PMA/ | California Department of Education

9Facilitator Notes: Given time, let the teachers explore these sites and download lessons that meet their needs.

Talking PointsThe California History-Social Science Project's History Blueprint offers a growing collection of CA CCSS-aligned curriculum with specific strategies for addressing the academic language needs of struggling readers and English Learners. Currently, they have published a unit on the Cold War in addition to the unit on the Civil War, with more units under development. Stanford History Education Group's "Reading Like a Historian" curriculum provides 90 lessons in U.S. and World History, available after registering for free. Picturing Modern America 18801920 focuses on using inquiry questions to analyze photographs to understand the historical era.

9Inquiry-Based Question ActivityRead two documents about the meeting between Montezuma and Cortez in 1519CA HSS Standards:7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.7.7.3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.Write a central inquiry question to guide students close reading of the primary sources.| California Department of Education

10HandoutDocument One: The Aztec Account of the Meeting with Montezuma, 1519Document Two: Cortezs Account of the Meeting with Montezuma, 1519

Talking PointsTake a few minutes to read the two accounts of the meeting between Montezuma and Cortez in 1519. Consider the relevant CA History-Social Science Standards listed on the slide.Then write a central inquiry question to guide students close reading of the primary sources. Remember that students should be able to answer the question with an argument or explanation supported with evidence from the texts. 10Time to ReflectTo what extent does organizing your classroom instruction around a central inquiry question support, extend, or challenge your current practices? Explain.| California Department of Education

11Facilitator Notes:Allow time for participants to reflect upon the question on the slide.11Text-Dependent QuestionsText-dependent questions specifically ask questions that can only be answered by explicitly referring back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them."Student Achievement Partners, 2013


12Talking Points:As mentioned in Unit 1, the second Common Core Shift for ELA/Literacy calls for reading, writing and speaking grounded in evidence from text, both literary and informational.Thoughtfully planned text-dependent questions aligned to the CA CCSS for ELA/Literacy can guide students to closely read and analyze the evidence and arguments of primary and secondary sources.Using well-constructed text-dependent questions effectively compels students to probe a text to identify its key meanings or ideas.12HSS Text-Dependent Questions for CCR Anchor Standards for Reading Provide at least 2 quotes of evidence to support each claim.What is the central idea (main claim or thesis) of the text? What are the authors supporting claims or reasons?How does the authors use of the word ____ emphasize the point of the text?What are the authors occupation, religion, class, etc.? How might that affect his/her biases and ideas? What is the authors purpose?Evaluate the authors argument and claims. Is the evidence relevant and sufficient?Was this source created at the time of the event, as a remembrance, or as analysis?History Project at UC Davis| California Department of Education

13HandoutsSample Questions for Close Reading of a Single Primary Source Aligned to the Common Core State Standards

Facilitator Notes: The document was used with permission of the California History-Social Science Project

Talking PointsThe California History-Social Science Projects UC Davis site has developed a list of sample text-dependent questions specifically written to meet the CCR Anchor Standards for Reading. They can be adapted to help students read and analyze almost any primary source. Read the Sample Questions for Close Reading of a Single Primary Source* and consider how you might use the samples with your students.

13HSS Text-Dependent Questions ActivityConsider the inquiry question: How did Pope Urban II inspire Christian Europeans to join the First Crusade? Consider the CA HSS Standards: 7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.7.6.6 Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.Read Pope Urban IIs Call to the First Crusade Use the Sample Questions to create at least two text-dependent questions for this document. | California Department of Education

14Handout:Pope Urban IIs Call to the First Crusade

Facilitator Notes:Give participants time to work through the activity on the slide and discuss. 14Authors Point of View in StandardsReading Standards for Literacy in HSSRH910.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.68.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of facts).RH.910.6 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.RH.1112.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasons, and evidence.CA HSS Analysis Skills: Research, Evidence, Point of View 6-85. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, authors perspectives).


15Talking PointsAs you can see from the standards listed, assessing an authors point of view or perspective is an essential historical and common core literacy skill for students. 15Sourcing to Unpack Point of ViewSourcing asks students to consider who wrote a document as well as the circumstances of its creation. Who authored a given document? When? For what purpose? These questions remind students what to ask before reading a document:Who wrote this? What is the author's perspective? Why was it written? When was it written? Where was it written? Is this source reliable? Why? Why not?"Reading Like a Historian


16Talking PointsAs mentioned in Unit 1, the Reading Like a Historian program emphasizes strategies for analyzing primary and secondary source documents. Three of these strategies are especially useful for analyzing a document using text-dependent questions: sourcing, contextualization, and close reading. These strategies align closely to the Reading Standards for Literacy in History/Social Studies. Sourcing inquires about the origins of the document, and it is the first step in understanding historical documents. It incorporates several text-dependent questions as outlined here. These questions compliment and in some cases repeat the types of questions on the handout by the California History Social-Science Project. When providing students with primary source documents, it is important to include the source information with the document. This information includes the authors name, position in society, and the place and date of the documents creation so that students can sufficiently analyze the authors perspective.16Sourcing VideoWatch: Reading Like a Historian: Sourcinghttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16178

Gulf of Tonkin LessonCA HSS Standard: 11.9.3


17Optional Handout:Gulf of Tonkin Lesson Materials

Facilitator Notes:Reading Like a Historian: Sourcing Video, Run time: 6:32Also available at: https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing

Talking PointsWatch "Reading Like a Historian: Sourcing" to see how teachers work with students to unpack the sources of historical documents to help students critically analyze the Gulf of Tonkin Resolution. Notice how the teacher is able to address literacy and critical thinking skills while teaching content standards.

The materials for the Gulf of Tonkin lesson shown in the video are available in your participant packet. The lesson can be used to address CA HSS Content Standard: 11.9 Students analyze U.S. foreign policy since World War II. 3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: The Vietnam War

17The Importance of ContextPrimary source texts-including poetry and literature from previous eras-do not exist in a vacuum, ready to release universal truths to the careful reader. They are embedded in two crucial contexts that teachers must address to help students derive meaning from what they read.""The first context is literary (the missing text from a document that is excerpted)"The second context is historical. Primary sources are typically drawn from a world that differs from students' own time or place-or both."Dave Neumann, 2012| California Department of Education

18Talking Points:Often providing the documents source information is not enough for students to fully grasp the documents meaning or significance. Dave Neumann, Director of the History Project at California State University Long Beach, argues that teachers need to be aware of the documents context and provide students with any missing information that would impede their understanding.

Addressing context is embedded in the CA Analysis Skills: CA Historical and Social Sciences Analysis SkillsResearch, Evidence, and Point of View, Grades 685. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, authors perspectives).Historical Interpretation, Grades 9123. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values

18Context: The Foundation of Close Reading of Primary TextsRead Neumanns article, Context: The Foundation of Close Reading of Primary Source Texts found on pages 56 of The Source: Point of View/Perspective (California History-Social Science Project, Fall 2012).Read and Discuss:What are Neumanns suggestions for providing context? Which suggestions will you try to implement in your classroom? | California Department of Education

19Handouts:Context: The Foundation of Close Reading of Primary Source Texts found on pages 5-6 of The Source: Point of View Perspective that is included in the participant packet.

Talking Points:Lets take a few minutes to read the full article, found on pages 5-6 of The Source: Point of View/Perspective magazine that is in your packet. As you read, pay attention to his suggestions for providing literary and historical context without giving away too much information from the text itself, thus honoring the spirit of the CA CCSS.

19Contextualization QuestionsContextualization asks students to locate a document in time and place and to understand how these factors shape its content. The following questions guide students in the practice of contextualization:When and where was the document created? What was different then? What was the same? How might the circumstances in which the document was created affect its content?

Watch Reading Like a Historian: Contextualizationhttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16181 Colonial Independence Movement Lesson (CA HSS Standard: 10.4.3 & 4)| California Department of Education

20Optional Handout:Colonial Independence Movement Lesson

Facilitator Notes:Reading Like a Historian: Contextualization Total Run time: 11:16. Recommended to begin watching at 4:00.Also available at: https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization

Talking Points:The contextualization strategy from Reading Like a Historian also focuses on helping students analyze the time and place in which the document was created to better understand the documents meaning, as shown on the slide. For context, it is also important to make sure that the documents source information is available to the students, which includes the authors name and position in society, as well as the place and date that the document was created, so that students can answer the questions related to contextualization.Watch the video to see how one teacher helps her students analyze context to better understand primary source quotes about Colonial Independence Movements. The lesson materials are in your participant packet. The lesson addresses CA History-Social Science Standards, Grade 1010.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

20Historical Point of View/Perspective ContinuedSourcing and contextualization helps to analyze the authors background and the time and place in which the author lived (context) to better understand the point of view, meaning, and argument of a primary source. This historical perspective, defined as attempting to see through the eyes of people who lived in times and circumstances far removed from our present-day lives. Sexias and Morton (2013)| California Department of Education

21Talking Points:Historians employ sourcing and contextualization to deeply consider an authors background and the time and place in which the author lived (context) to better understand the point of view, meaning, and argument of a primary source. When analyzed in this way, understanding the point of view is often called historical perspective, which Sexias and Morton (2013) define as attempting to see through the eyes of people who lived in times and circumstances far removed from our present-day lives. In The Big Six: Historical Thinking Concepts, Sexias and Morton provide guidance to teachers to help students in this type of primary source analysis.Historical perspective is important in the CA HSS Analysis Skills: CA Historical and Social Sciences Analysis SkillsResearch, Evidence, and Point of View, Grades 685. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, authors perspectives.Historical Interpretation, Grades 681. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. Historical Interpretation, Grades 9123. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.Teaching students to source and contextualize aids in developing deep understanding of historical perspective. Students who actively engage in these strategies are more likely to ascertain the authors point of view or purpose described in Reading Standard 6.CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

21Guideposts for Historical PerspectiveRead 5 Guideposts for Historical Perspective by Kathleen Kipp on pages 910 of The Source: Point of View/Perspective (California History-Social Science Project: Fall 2012).Watch Historical Perspective by Critical Thinking Consortium.http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16182| California Department of Education

22Handout:5 Guideposts for Historical Perspective by Kathleen Kipp is available in the participant packet on pages 910 of The Source: Point of View/Perspective.

Facilitator Notes: Historical Perspective Run time: 5:54Also available at: http://www.youtube.com/watch?v=8XQbBFr7cO8

Talking Points:Katherine Kipp from the History Project at the University of California, Davis summarizes Sexias and Mortons recommendations for analyzing historical perspective in her article, 5 Guideposts for Historical Perspective. Read her article, available on pages 910 of The Source: Point of View/Perspective that is found in your participant packet.Watch the video, Historical Perspective, by the Critical Thinking Consortium to view a Canadian resource designed to help students understand historical perspective. While the video focuses on analyzing the historical perspective of photographs, which are visual primary sources, the questions and concepts can be applied to reading textual primary sources. This video series, (http://tc2.ca/teaching-resources/student-resources/videos-for-students.php) is useful to show directly to students. For more information on historical perspective, read the description and view the resources provided by The Historical Thinking Project: http://historicalthinking.ca/concept/historical-perspectives)

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Evidence, Claims, ArgumentsEmphasis on evidence, claims and arguments throughout CA HSS Analysis Skills and CA CCSS for ELA/Literacy (Reading Standard 1 and 8)Reading Like a Historians strategy:Close reading helps students evaluate sources and analyze rhetoric by asking them:What claims does the author make? What evidence does the author use? What language (words, phrases, images, symbols) does the author use to persuade the document's audience? How does the document's language indicatethe author's perspective?


23Research, Evidence, and Point of View, Grades 9123. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinction between sound generalizations and misleading oversimplifications.Reading Standard 1 RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.RH. 9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.Reading Standard 8RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. Reading Like a Historian also provides guiding questions to help students analyze the authors arguments, claims, and evidence under the strategy of close reading as seen below:

23Claims and Evidence ActivityRead A Vindication on the Rights of Woman by Mary Wollstonecraft

Read, Reflect, Discuss:What claims does Mary Wollstonecraft make? What evidence does she use?What language does Wollstonecraft use to persuade the documents audience? How does the documents language indicate the authors perspective?


24Handout:A Vindication on the Rights of Woman by Mary Wollstonecraft

Talking PointsIn pairs, read the primary source, A Vindication on the Rights of Woman by Mary Wollstonecraft. Then analyze and discuss the document as you respond to the questions on the slide.

24Corroborating Multiple DocumentsCorroboration asks students to consider details across multiple sources to determine points of agreement and disagreement. These questions are helpful guides to students when corroborating documents:What do other documents say? Do the documents agree? If not, why? What are other possible documents? What documents are most reliable?

Watch Reading Like a Historian: Corroborationhttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16150 March on Washington Lesson Materials (CA HSS Standard 11.10)


25Optional Handout:March on Washington Document Set

Facilitator Notes:Video: Reading Like a Historian: Corroboration Run Time 11:06.Also available at: https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration

Talking Points:To help students better understand an historical event or issue, it is important to teach them how to corroborate their evidence by comparing the perspectives, argument, claims, and evidence across multiple sources on the same topic. This skill is emphasized in the CA HSS Analysis Skills:Research, Evidence, and Point of View, Grades 685. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives. Research, Evidence, and Point of View, Grades 912 3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications. As well as the CA CCSS Reading Standards 6, 8, and 9.The Reading Like a Historian program offers suggestions to help teach students the skills of corroboration with the question shown here.Watch "Reading Like a Historian: Corroboration" to see how a high school teacher leads his students through the practice of corroboration. Pay attention to the varied ways the teacher has students ascertain the reliability of evidence and sources to gain a deeper understanding of the March on Washington.

25Supporting English Learners with Historical TextsWatch Text Complexity, the Common Core, and ELLs by Lily Wong Fillmore. http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16151 Read Understanding Language: What Does Text Complexity Mean for English Learners and Language Minority Students


26Facilitator Notes:Video Text Complexity, the Common Core, and ELLs Run time: 3:23Also available at: http://www.youtube.com/watch?v=STFTX7UiBz0

Handout:Understanding Language: What Does Text Complexity Mean for English Learners and Language Minority Students,"

Talking PointsWatch Lily Wong Fillmore in the video, "Text Complexity, Common Core, and ELLs," as she summarizes the key ideas from her article about the challenges of academic language in content area texts.In Lily Wong Fillmore and Charles Fillmores article, Understanding Language: What Does Text Complexity Mean for English Learners and Language Minority Students," the authors suggest that 15 minutes spent discussing the complex language in just one important sentence drawn from the reading as daily instructional sessions can have a great effect on students abilities to manage demanding texts. Their article models the types of language supports ELs need to better understand a text like Letter from a Birmingham Jail by Dr. Martin Luther King, Jr. Notice the types of ways Fillmore and Fillmore suggest for helping students with complex language. Comprehending and analyzing historical texts, both primary and secondary, pose great challenges for Californias EL population. Helping students unpack a texts language as Fillmore and Fillmore suggest can aid ELs and struggling readers with comprehension and historical analysis, and prepare students to better meet the CA CCSS for ELA/Literacy. While these strategies were originally designed for our EL population, they are helpful to all students who are less skilled with academic language.

26Supporting English Learners with Historical Texts ContinuedRead The Grammar of History Textbooks Part II: Questioning the Text 5 Recommended Questions for Language Support:Who or what is doing or being something?What are they doing or being?What are the relationships between ideas in the passage?Can we determine the author's perspective?How does this information help us answer the larger investigative question?Read and Discuss:How can you use these ideas to help your English learners with language and content?


27Handout:Grammar of History Textbooks Part II: Questioning the Text

Talking PointsRead The Grammar of History Textbooks Part II: Questioning the Text for an explanation and example of how to use questions to help guide students through the difficult language of historical sources. The suggestions for helping students read history/social studies textbooks are also applicable for reading primary sources and correspond to the language-focused practices promoted by Fillmore and Fillmore.The five questions here are those recommended from the article. By slowing down and focusing students on the language of one or a few key sentences in a document, using these questions, students will better understand the key ideas and also how to apply those skills to the other challenging sentences they will encounter. For more information, see Chapter 7, Universal Access to the History-Social Science Curriculum, of the 2009 draft of the CA History-Social Science Framework (which will likely be used as the basis for a new update tentatively scheduled to be adopted in 2015). It addresses differentiation for all students including instruction for English Learne

27Text Organization for English LearnersHistorical Texts are often organized in a few patterns:Chronology/change over timeCause and effectDescription/definitionCompare and contrastArgument/Thesis/Claim and evidenceRead English Learners and Reading Comprehension: Text Organization in History by Phyllis Goldsmith and Tuyen Tran. Read and Discuss:What suggestions from the article can you use to help address the CA CCSS with your EL students?| California Department of Education

28Talking PointsUnderstanding the concepts of chronology/change over time and cause and effect are central to the understanding of the history discipline. The CA Historical and Social Sciences Analysis Skills stress the students need to understand these concepts. For example:Chronological and Spatial Thinking, Grades 681. Students explain how major events are related to one another in time.Historical Interpretation, Grades 682. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.Chronological and Spatial Thinking, Grades 9122. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.Historical Interpretation, Grades 9121. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.Historians often structure their texts to demonstrate these and other concepts such as compare and contrast, description/definition, and argument/thesis. The Reading Standard 5 of the CA CCSS similarly asks students to understand how authors structure or organize their texts and how those structures contribute to the meaning of the text.Identifying these structural patterns can be challenging, especially for ELs and struggling readers. Researchers have demonstrated that one way teachers can assist ELs with reading complex informational text is to help them with the texts organization or structure.Read "English Learners and Reading Comprehension: Text Organization in History" * to learn more about strategies for helping all students, particularly ELs, analyze the structure of historical sources.Read and then discuss the question on the slide.

28Academic Language and Vocabulary in the Reading Standards for HSSReading Standard 4RH.68.5 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.RH.910.5 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.RH.1112.5 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Language Standard 6CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.| California Department of Education

29Talking Points: The CA CCSS for ELA/Literacy places a great emphasis on developing students general academic and domain-specific vocabulary. This skill occurs under the Reading and Language Strands of the CA CCSS. Although the CA CCSS Standards for Literacy in History/Social Studies, Science, and Technical Subjects 612 do not include the Language Strand, it is important for content area teachers to understand and address these standards through instruction.29Teaching Academic Vocabulary in History/Social StudiesRead Reframing English Language Development, by Shannon CareyRead Teaching Vocabulary, by Lisa Meyers, on pages 13-14 of The Source: Teaching the Common Core (California History-Social Science Project: 2013).Reflect and Discuss:What strategies or ideas from the articles could you implement in your classroom to aid the development of students academic language and vocabulary?| California Department of Education

30Handout:Reframing English Language Development,Teaching Vocabulary on pages 13-14 of The Source: Teaching the Common Core (California History-Social Science Project: 2013) included in the participant packet.

Talking PointsTake time to read the two articles about how to develop students' general academic and domain-specific vocabulary, which is especially important for ELs. Reflect on the ideas presented in the three articles about academic language and vocabulary to answer the question.

30Supporting Students with Learning Disabilities in Reading Primary SourcesTeaching History to Support Diverse Learners recommendations: Establish PurposeProvide essential questions with background knowledge about the documents. Provide the documents in multiple formats, allowing students to hear, read, observe, or experience these concepts.Evaluate SourcesProvide text-dependent questions to support students recognition and strategic learning, both principles of Universal Design for Learning (UDL). Guide exploration of digital materials that support recognition and strategic learning as well as students affective learning, another UDL principle, as they offer students choices and multiple paths of exploration.Corroborate SourcesEmbed scaffolds to aid in synthesizing multiple perspectives across conflicting sources.Provide a graphic organizer to record and organize answers using a digital environment where they can highlight, sort, or otherwise annotate information.National Center for Technology Innovation and Center forImplementing Technology in Education (CITEd), 2007| California Department of Education

31Talking Points:In Teaching History to Support Diverse Learners, (http://www.ldonline.org/article/21055/) the National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) explains that students with learning disabilities need extra support to make inquiry-based instruction in history/social studies accessible. The centers recommend supplementing inquiry based-instruction to teach students to think like historians as discussed previously in this unit with supports designed for students with learning disabilities:UDL Editions by the Center for Applied Special Technology (CAST) offers an interactive exploration of the Gettysburg Address (http://udleditions.cast.org/INTRO,gettysburg_address.html) for students with disabilities. This is a model of how to use technology to make history/social studies documents accessible for students with disabilities. Explore the interactive lesson and consider how you could apply this approach to other topics for your students.For more information, see Chapter 7, Universal Access to the History-Social Science Curriculum, of the 2009 draft of the CA History-Social Science Framework (which will likely be used as the basis for a new update tentatively scheduled to be adopted in 2015). It addresses differentiation for all students including students with disabilities.

31Document-Based Whole Class Discussion Speaking and Listening Standard 1CCSS.ELA-Literacy.CCRA.S.1: Prepare for and participate in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Read Document-based Whole Class DiscussionTexas Independence Lesson: CA HSS Standard 8.8.6Refer to Seven Teacher Moves handout


32Handout:Seven Teacher MovesOptional: Texas Independence Lesson Plan

Talking Points:The CA CCSS for ELA/Literacy contain Speaking and Listening Standards 612. Although these standards are not specifically addressed under the Standards for Literacy in History/Social Studies, Science and Technical Subjects 612, history/social studies teachers can address the Speaking and Listening Standards within their classrooms. For example, Standard 1 calls for students to participate in collaborative conversations.The grade level standards include specific guidance for students to focus much of their discussions on texts, which is especially applicable for discussing primary and secondary sources in history/social studies. For example, in grade 8 Reading Standard 1 is specified as:S.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

For recommendations on how to facilitate a class discussion, read Document-based Whole-Class Discussion. Pay particular attention to how the teacher assists students in preparing effectively for the discussion so they will be able to analyze evidence and claims in the documents for the Texas Independence lesson, which meets the following standard:CA History-Social Science Standards, Grade 88.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 6. Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.

The Seven Teacher Moves handout associated with the article are useful to helping teachers guide all students to deeper understanding and critical analysis of sources.

32Supporting All Students in Collaborative ConversationsRecommended ReadingExtending English-Language Learners' Classroom Interactions Using the Response Protocol Kagan Structures for English Language Learners, Principle 2: Provide Multiple Means of Action and Expression. Guideline 5.| California Department of Education

33Talking Points:Meeting the Speaking and Listening Standards can be especially difficult for ELs and some students with disabilities. With carefully designed scaffolding, teachers can provide structures to aid students development and production of oral language.For resources to support all students in meeting the Speaking and Listening Standards, read the following articles.The Response Protocols discussed by Kathleen Mohr and Eric Mohr in Extending English-Language Learners' Classroom Interactions Using the Response Protocol (2007) are useful for all students.Additonally, Spencer Kagan and Julie High list Kagen Structures that encourage all students to participate in small group discussions in their article, Kagan Structures for English Language Learners, (2002).Further support for some students with disabilities can be provided by following the National Center on Universal Design for Learnings UDL Guidelines Principle 2: Provide Multiple Means of Action and Expression. Read about Guideline 5 that calls for teachers to provide options for expression and communication.

33Unit 2 SummaryClose reading requires active involvement in the text: drawing understanding, inferences, and meaning directly. Close reading can help address the CA CCSS for ELA/Literacy, the CA HSS Analysis Skills, and the CA HSS Standards. Students need to be explicitly taught how to find textual evidence to answer questions and support inferences from the text. History/social science inquiries around inquiry questions is an effective way to engage close reading of primary and secondary sources and meet the Reading Standards for Literacy in History/Social Studies. Thoughtfully planned text-dependent questions, aligned to the CA CCSS for ELA/Literacy, also promote students to develop disciplinary skills in history/social studies. Assisting students with the common structure and academic language of history/social studies texts can aid English Learners and struggling readers access and analyze the reading. History/social studies teachers can also address the Standards for Speaking and Listening by establishing protocols for whole-class discussion of primary sources and incorporating support for English Learners and students with disabilities.

34| California Department of Education

Talking Points[Review Slide]34 Learning Objectives RevisitedUnderstand how the practice of close reading can be used to address the CA CCSS for ELA/Literacy, the CA Historical and Social Sciences Analysis Skills, and the CA History-Social Science Standards. Explore how to use central, inquiry-based questions to guide students close reading of history/social studies sources. Examine several ways to direct students to use text-dependent questions to analyze the evidence of primary and secondary sources. Consider approaches to aiding English Learners and students with disabilities in accessing and analyzing text in history/social studies. Explore a process for guiding students in collaborative conversations to discuss the evidence and argument of history/social studies sources.

| California Department of Education35Talking Points:Lets revisit our learning objectives. At this point you should be able to

35Talk aboutSome of the new ideas you have gained in this introductory unit Questions you have Some of the challenges that you anticipate as you prepare to support your students in their use of the CA CCSS for ELA/Literacy in history/social studies lessons

| California Department of Education36Facilitator Note:Facilitate a discussion regarding the questions or assign a written reflection followed by sharing.

36Think aboutHow will you teach history/social studies so that students may engage in the CA CCSS for ELA/Literacy? How will you provide opportunities and support for all students to meet the CA CCSS for ELA/Literacy in history/social studies instruction?

| California Department of Education3737

Common Core State Standards Professional Learning Module Series

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Transcript of Common Core State Standards Professional Learning Module Series