Common Core in History/Social Studies University of California San Diego March 19, 2014
Social Studies Department • Micheline Wagner-Program Manager • Email: firstname.lastname@example.org • Phone: (619) 725-7138
Leading Common CoreImplementation Our 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?
Historical Thinking • 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.
Benchmarks of 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?
What do the students need to know? • 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.
Discussion/Practice on a Common Core Lesson • 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?
Simply assigning hard texts will not ensure that students learn at high levels!
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
Annotation Notes • 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.
First Read • For your first read, try to identify the authors message. • You may choose to annotate during this reading or not.
On the back…quick write In less than 5 sentences, state the author’s message.
Words Any words that are impacting your understanding of the poem???
Second Read • Consider the following as you listen and annotate: • How does the author use geography to convey the message?
Third 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?
At your table, discuss the following: Who do you think is the author?
Write: What is the author’s message?
Discussion Question • What is the tone/feeling of the poem?
The CCSS Requires Three Shifts in ELA/Literacy • 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.
Writing Standards for Literacy in History/Social Studies The standards call upon students to write: Argumentative text Informative/Explanatory texts Sort and Sustained research projects
Writing Standards Supportive ofHistory-Social Science WHST 1 Write arguments focused on discipline specific content WHST 7 Conduct short and sustained research based on a question WHST 8 Gather relevant evidence from multiple print and digital resources & access credibility WHST 9 Integrate information from information text
Web Resources Curricular: Reading like a Historian: http//sheg.standford.edu/rih Four Score: http://www.4score.org/ History Blueprint: http//chssp.ucdavis.edu/program/historyblueprint
More Resources • Common Core Standards: CA-Common Core State Standards http://www.cde.ca.gov/re/cc/ Engage New York:http://www.engageny.org/common-core-curriculum:assessments Achieve the Core:http://www.achievethe core.org/
SOAPS • 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.
Sample Tasks for Middle School 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)
Tools for Teaching Common Core • 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?
History/Social Studies is supported by the CCSS in the following ways: • 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)
Closing Thoughts: • “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