Shelby County SchoolsCommon Core Modules for Social

Studies/History Grades 6-12

© 2013 University of Pittsburgh

Tennessee Department of EducationHistory/Social StudiesGrades 6-12

Supporting Rigorous History/Social Studies Teaching and Learning

Module 1:

Overview of Common Core

Norms• Keep students at the center of focus and decision-making• Be present and engaged – limit distractions, if urgent

matters come up, step outside• Monitor air time and share your voice - you’ll know

which applies to you!• Challenge with respect – disagreement can be healthy,

respect all intentions• Be solutions oriented – for the good of the group, look for

the possible• Risk productive struggle - this is safe space to get out of

your comfort zone• Balance urgency and patience - we need to see dramatic

change and change will happen over time• Start and end on time – maximize group learning by

honoring session start and end times

What this is / What it is notWhat it is What it is not

Peer led learning Information updates from TDOE

Content focused – we will dive deep into understanding the expectations

Generic discussion of teaching strategies

Focused on building our capacity (knowledge and skill) as educators

Mandating implementation of a recipe for instant success

Focused on student achievement Focused on compliance

Focused on your learning Focused on preparing you to train others

Focused on instruction Focused on assessment scoring(send these questions to TNCore.questions@tn.gov)

Review of Key Shifts in ELA/Literacy CCSS

1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational.

3. Knowledge: Building knowledge through content-rich nonfiction.

*Excerpted from A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool, p. 6, Table 1, Key Instructional Shifts of the Common Core State Standards, by the Partnership of Readiness for College and Careers Transition & Implementation Institute, 2012, Washington, DC: Achieve.

Rigorous History/Social Studies Teaching and Learning

Text

TalkTask

Goals:• Deepen understanding of rigorous, standards-based

instruction by engaging in lessons that are keyed to the Common Core State Standards (CCSS).

• Analyze the place of pre-reading activities and close reading in this vision of CCSS-aligned instruction.

• Deepen understanding about how to sequence a set of texts for a coherent unit of instruction.

• Deepen understanding of text-based questions that scaffold students’ reading, writing, speaking, and listening by learning more about:• the importance of text-based questions in learning

history with primary and secondary texts• how to develop sequenced, text-based questions.

© 2013 University of Pittsburgh

Preparing to Engage in a Set of Lessons

Elements of a Unit in History/Social Studies

• Guiding inquires, defined by standards and big ideas about history, frame and focus the task as being an investigation into the past, rather than the recall of factual knowledge.

• Teachers formatively assess learning for understanding of the guiding inquiries.

• Students read deeply in different types of primary and secondary sources that “speak” about the past in unique ways.

• Students hold learner-centered, focused discussions of the sources, stressing interpretation of the past.

• Students think about when and how they learn.

Central Drivers of Instruction

Complex Texts

Over-arching

Questions

Culminating Assessment

CCSS

10

UNIT TITLE

Unit Focus or Topic

Overarching QuestionsOpen-ended, inquiry-based inquiries to return to across the unit

Prior Knowledge

.

Historian FPrimary Sources

Examine primary sources related to the topic for the issues raised by the historians.

Go deeper by examining the other related primary and secondary sources,

then discuss findings as a group.

InvestigateReflectionUse the sources

to reflect on and evaluate

the arguments made by the historians.

Identify and compare

historians’ perspectives.

Read and brainstorm about the

topic FA

Assessment TaskA unit-level summative task aligned with the CCSS will ask students to justify an argument about history on the basis of the rigorous primary and secondary sources they have encountered in the unit.

FA FA FA

Modeling historical inquiry