Transcript Mastering the Common Core and Social Studies

Mastering the Common
Core State Standards
A Hands-On Approach
In partnership with M-DCPS’ Department of Social Sciences and the American
Institute for History Education
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What are the Common Core
State Standards?
O The Common Core State Standards for Literacy and
Mathematics (CCSS) are the culmination of an effort
by the states to create the next generation of K–12
standards in order to help ensure that all students
are college and career ready in literacy no later than
the end of high school.
O The Standards are (1) research and evidence based,
(2) aligned with college and work expectations, (3)
rigorous, and (4) internationally benchmarked.
O The focus is on learning expectations for students,
not how students get there
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O The Common Core State Standards provide a
consistent, clear understanding of what
students are expected to learn, so teachers and
parents know what they need to do to help
them.
O The standards are designed to be rigorous and
relevant to the real world, reflecting the
knowledge and skills that our young people need
for success in college and careers.
O With American students fully prepared for the
future, our communities will be best positioned
to compete successfully in the global economy.
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What are the literacy standards for social
studies/ history?
O Embedded in the CCSS for Literary in grades 6-12 are
standards for literacy in history/ social studies.
O These standards:
O are based on teachers using their content area
expertise to help students meet the particular
challenges of reading, writing, speaking, listening,
and language in their content area.
O are not meant to replace content standards but
rather to supplement them. States may incorporate
these standards into their standards for those
subjects or adopt them as content area literacy
standards.
O focus on the reading, comprehension and analysis of
increasingly complex informational text.
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How will the CCSS impact assessment?
O Common Core State Assessments are currently in
development.
O They will most likely ask students to:
O read, comprehend and analyze documents
O compare and contrast documents and/ or identify
common thematic threads
O synthesize information and apply it to a writing task
O The assessments will be online and require students to
download documents and complete the writing task
online.
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Taking a Closer Look at the Standards
O Included in the literacy standards are standards for
literacy in history/ social studies for grades 6-12.
O The standards are divided into three broad
categories:
O Key Ideas and Details
O Craft and Structure
O Integration of Knowledge and Ideas
O Each category is further divided into three specific
skills.
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Small Group Activity
O Read the CCSS standards for the grade you teach
and make a list of the skills that students will need
to master to meet each of the standards for that
grade.
O Form groups of the same grade and discuss the
skills.
O Record your grade level list on the appropriate
piece of chart paper.
O Post your charts for a Gallery Walk.
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O After the Gallery Walk, return to your table
and discuss:
O What skills are consistent across the
grade levels?
O How do the skills build in sophistication
across the grades?
O Where do the skills for literacy and history
intersect?
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The Common Core Learning Framework
Contextualization
O Establishing time, scope
and Sequence
O Understanding the big
picture
O Establishing the values and
beliefs of the time
O Craft and Structure
O Identifying and defining key
terms
O Determining the main idea
O Identifying the Author’s
bias or point of view
O
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O
Key Ideas and Details
O Assessing the reliability of
the information
O Evaluation of argument
and reasoning
O Comparing ideas within
and across texts
O
Integration of Knowledge and
Ideas
O Analysis of multiple
sources and perspectives
O Understanding multiple
perspectives
O Assessing different
interpretations over time
Thinking Like a Historian
Building student understanding of the past
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Historical Thinking and the Common Core
The Common Core Standards require students to:
•
•
•
•
Analyze documents
Compare and Contrast multiple documents
Interpret documents and readings
Synthesize the information into a written product
Thinking Like a Historian provides students with many of the
discreet skills that are absolutely necessary to successfully
navigate the assessments mandated by the Common Core
State Standards
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Sam Weinburg
…“History presented as a series of problems to be explored,
rather than a set of stories to be committed to memory, may
be a new experience for your students…Identifying and
working through an historical problem, complete with
guiding questions, varied and contradictory sources and no
single right answer challenges students’ ideas that history is
static, where the only thinking involved is figuring out how
so much material can be memorized.”
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Wood, Gordon
(2008).
Purposeofofthe
the Past.
Past. New
York,
NewNew
York.York.
Penguin
Press. Press.
Wood, Gordon
(2008).
TheThe
Purpose
New
York,
Penguin
Gordon S. Wood
We Americans have such a thin and meager sense of
history that we cannot get too much of it.
What we need more than anything is a deeper and
fuller sense of the historical process, a sense of
where we have come from and how we became what
we are.
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Wood, Gordon
(2008).
Purposeofofthe
the Past.
Past. New
York,
NewNew
York.York.
Penguin
Press. Press.
Wood, Gordon
(2008).
TheThe
Purpose
New
York,
Penguin
Building Step by Step
•The ten skills are divided into
three major steps or tiers
• Each tier serves as a
foundation for those that come
afterward
• The tiers build from the
broadest and more general to
the more specific
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Tier 3
Context and Interpretation
of the Past
Tier 2
Analyzing and Evaluating
Historical Material
Tier 1
Building a Foundation
to Acquire Historical
Knowledge
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A Scaffolded Approach
Tier 1
Tier 1
Building a Foundation
to Acquire Historical
Knowledge
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Seeing the BIG Picture of History
O Establishing time, scope, and sequence in which the events
of an era take place
O Establishing the location at which events happened
O Associated events with contemporary actions throughout
the world
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Determining the Main Idea
O Eliminate details and information that is non-essential
O Establish the crucial elements of events, documents, or
other material
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Avoid Historical Presentism
O Establishing the values and beliefs of the time as a lens to
analyze the past
O Using the values of the time to analyze historical meaning
O Compare and contrast the values of the past with those of
the present
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Bias and Reliability of Sources
O Determination of bias and unique point of view of historical
sources
O Establishing and assess the degree of reliability of historical
sources
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Tier 2
Tier 2
Analyzing and Evaluating
Historical Material
Tier 1
Building a Foundation
to Acquire Historical
Knowledge
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Establish a Personal Connection to the Past
O Seek and utilize personal or local connections to history
whenever possible
O Seeing history as the story of people and their voice rather
than dry and disconnected events
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Analyzing Causation and Consequence
O Studying the differences between single-causation and multi-
causation of the events of the past
O Assessing the degree of causation
O Impact of the consequences of events and decisions of the
past, including those that were desired, and those that were
unintended
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Analyzing Change throughout the Past
O Determination of different types of change that took place in
the past, including political, economic, and social
O Analysis of the impact of the different types of change at the
time
O Examine the impact of change across periods of time
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Tier 3
Tier 3
Context and Interpretation
of the Past
Tier 2
Analyzing and Evaluating
Historical Material
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Tier 1
Building a Foundation
to Acquire Historical
Knowledge
Utilizing Historiographical Approaches
O Examining the differing interpretations of historical events
that have been developed in the past
O Compare and contrast the differing interpretations of
historical events
O Evaluating the accuracy of current and previous schools of
historical interpretation to develop a personal philosophy of
the past
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Using Counterfactual Arguments
O Utilizing counterfactual arguments to deepen student
understanding of specific episodes of history
O Developing carefully constructed series of “what if?”
questions to guide students through alternate historical
outcomes
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Understanding History through Common
Themes and Ideas
O Establishment of the essential themes of history and
determination of their presence
1)
2)
3)
4)
5)
Foundations of Freedom
Creation of an American Culture
Conflict and Compromise
Political and Social Movements
America on the World Stage
O Analysis of the essential themes in different periods of
history and across history
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Reading Like an Historian
Developing the ability to understand
written information
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What Does it Mean to Read
Like an Historian?
O “True historians comprehend a subtext on the
literal, inferred and critical levels. These
subtexts include what the writer is saying literally
but also any possible biases and unconscious
assumptions the writer had about the world.
Historians try to reconstruct authors’ purposes,
intentions, and goals, as well as understand
authors’ assumptions, world view and beliefs”.
Sam Wineburg
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What are the keys to reading history?
O Effective readers of history have a variety of
comprehension strategies that they bring to
reading a text. These strategies can be grouped
in three categories:
O Before reading or activation of background or
prior knowledge
O During reading or active engagement with the
content
O Continuous or metacognition
O Effective readers of history are in charge of the
process, monitoring how they read and adjusting
to ensure success.
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What differentiates expert from novice
readers of history?
O The expert reader:
O Seeks to discover
context and know
content
O Sees any text as a
construction of a vision
of the world
O Sees texts as made by
persons with a view of
events
O Considers textbooks
less trustworthy than
other kinds of
documents
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O The novice reader:
O Seeks only to know
content
O Sees text as a
description of the
world
O Sees texts as accounts
of what really
happened
O Considers textbooks
very trustworthy
sources
O Compares texts to judge
O
O
O
O
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different accounts of the
same event or topic
Assumes bias in texts
Gets interested in
contradictions and
ambiguities
Checks sources of
documents
Acknowledges uncertainty
and complexity
O Learns the “right answer”
O Assumes neutrality,
objectivity in texts
O Resolves or ignores
contradictions and
ambiguities
O Reads the documents only
O Communicates “the truth”,
sounding as certain as
possible
O Asks what the text does
O Asks what the text says
(purpose)
O Understands the subtexts
of the writer’s language
O Considers word choice
(connotation and
denotation) and tone
O Reads slowly, simulating a
social exchange between
two readers, “actual” and
‘mock”
(facts)
O Understands the literal
meaning of the writer’s
language
O Ignores word choice and
tone
O Reads to gather lots of
information
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O Resurrects texts like a
O Processes texts like a
magician
O Reads like a witness to
living, evolving events
O Reads like lawyers making
a case
O Acknowledges uncertainty
and complexity
computer
O Reads like seekers of solid
facts
O Read like jurors listening
to a case someone else
made
O Communicates “the truth”,
sounding as certain as
possible
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What factors affect the
readability of history texts?
O Lack of prior knowledge
O Unfamiliar text structure or schema
O Difficulty identifying important material from less
important material
O Academic vocabulary and abstract concepts (“isms”)
O Level of analysis and synthesis
O Role of visuals, such as maps, graphs and charts, as
sources of information
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Level of Examination: Interpretation
CCLF: Contextualization
Prior Knowledge
O Prior knowledge:
O supports students in making connections to the
text or the content.
O creates a foundation for new facts, ideas and
concepts.
O activates student interest and curiosity, and
creates a purpose for learning.
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Level of Examination: Analysis
CCLF: Craft and Structure
Text Structure or Schema
O Narrative and expository text differ in their
organizational pattern, language and purpose.
O Narrative text
O typically follows one structure or story grammar.
O includes such elements as theme, plot, conflict,
resolution, characters and setting.
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O Expository text explains something and reflects a
variety of structures or organizational patterns:
definition, cause-effect, sequence, categorization,
comparison/contrast, enumeration, process,
problem-solution, and description.
O Students read expository text to gain factual
information, identify main ideas and trends, and
analyze divergent viewpoints on a topic, individual or
event.
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Level of Examination: Analysis
CCLF: Determining the Main Idea
Differentiating Information
O Effective readers discern which concepts to focus on
and which information to retain. They interact with
the text and internalize information.
O Note-taking provides a structure for recording and
reorganizing information and ideas.
O The structure supports retention and recall by
making information accessible and providing cues to
trigger memory.
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O Note-taking supports students in:
O determining which information is important.
O making connections between main ideas and
details even when the author has not made the
connections explicit.
O extending and transferring knowledge after
reading which results in deeper construction of
meaning.
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Level of Examination: Analysis
CCLF: Identifying and Determining
the Key Terms
Academic Vocabulary
O Academic vocabulary:
O is the vocabulary critical to understanding
concepts in history.
O is an essential component of building prior or
background knowledge.
O The more terms a student knows about a given topic,
the easier it is to understand and learn new
information.
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O There are 4 categories of vocabulary in history:
O Terms associated with instructional or directional
tools (“north”, “below”).
O Concrete terms (“Stamp Act”)
O Functional terms (“sequencing”)
O Conceptual terms (“democracy”, “taxation”)
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Level of Examination: Compare and Contrast
CCLF: Analysis of Multiple Sources and
Perspectives
Level of Analysis and Synthesis
O Historians don’t settle for one perspective on an
historical issue; they piece together many, sometimes
competing, versions of events to construct an
accurate interpretation.
O Multiple perspectives are usual and have to be tested
against evidence, and accounted for in judgments
and conclusions.
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O The writing of history is based on a critical analysis,
evaluation, and selection of authentic source
materials and composition of these materials into a
narrative subject to scholarly methods of criticism.
O The result is a body of historical literature on any
event or individual in history that reflects the process
of historical thinking.
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Level of Examination: Compare and Contrast
CCLF: Comparing Ideas Within and Across Texts
Analyzing Visuals
O Visual literacy is the ability to interpret information
presented in the form of an image.
O Visual literacy is based on the idea that pictures can
be “read”.
O Students view an image and construct an
interpretation.
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O Level 1 is basic identification of the subject or
elements in a graphic, photograph, or work of art.
O Level 2 is understanding what we see and
comprehending visual relationships.
O Level 3 is placing the image in the broader context of
the historical period.
O Level 4 is the synthesis: “What narrative does it tell?”
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What is the Role of Questioning?
O Expert readers of history ask questions when they
read.
O Questioning improves comprehension in four ways:
O by fostering interaction with the text
O by creating motivation to read
O by clarifying information in the text
O by supporting inferring beyond the literal meaning
O Questioning the text helps students assume
responsibility for their learning.
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The Pillars of the Common Core
O The skills for thinking and reading like an historian
form the pillars of the Common Core Learning
Framework.
O These skills support student in becoming expert
readers and interpreters of history.
O What strategies can history teachers use to help their
students make meaning of history texts?
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