CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public InstructionCALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Common Core State Standards Professional Learning Module Series

Content Literacy in History/Social Studies 6-12

Pre-Assessment and Unit 1:History/Social Studies and CA CCSS for

ELA/Literacy K–5

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Welcome to the Series

Common Core State Standards (CCSS) Professional Learning Modules

Available on the Brokers of Expertise Web Site at www.myboe.org

Welcome MessageLupita Alcala, Deputy Superintendent

Instruction and Learning Support BranchCalifornia Department of Education (CDE)

http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996

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Module Overview

Overarching Module Goals• Understand the intent and organization of the CA CCSS for

ELA/Literacy and how they specifically relate to history/social studies

• Understand how building literacy in history/social studies improves learning of the content and helps prepare students for college and career

• Learn techniques for implementing the CA CCSS for ELA/Literacy in the main disciplines of history/social studies: history, civics and government, economics, and geography

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Module Unit Outline:

• Unit 1: Introduction to Content Literacy in History/Social Studies 6–12

• Unit 2: Close Reading and the CA CCSS in History/Social Studies

• Unit 3: CA CCSS Implications for Civics and Government, Geography, and Economics

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Metacognitive Journal

Throughout this module you will be asked to predict, reflect, and synthesize your ideas through reflection questions. As you address each question, you may want to create your own journal to record and collect your thoughts.

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What do you know? Pre-Assessment

Assess your knowledge of Content Literacy in History/Social Studies prior to beginning the module:• Complete the “Pre-Assessment”• Work independently, without discussion

or assistance form others

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Unit 1: Learning Objectives

• Understand the relationship among the CA CCSS for ELA/Literacy and history/social studies instruction.

• Examine the organization and structure of the CA CCSS for ELA/Literacy and the College and Career Readiness Anchor Standards and how these standards support 21st century learning.

• Explore the Reading Standards for Literacy in History/Social Studies 6–12.

• Explore the difference between primary and secondary sources.

• Examine text complexity in history/social studies content-area reading.

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The CCSS and History/Social StudiesReading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources…. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.“

CA CCSS for ELA/Literacy, p.74 | California Department of Education

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Literacy in Content Areas

Watch “Literacy in Other Disciplines”• http://

www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16200

• Reflect and Discuss:–According to David Coleman, why is it important

to develop literacy in history/social studies? | California Department of Education

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History/Social Studies and 21st Century Skills

• “The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the 3Rs and 4Cs (Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation)."

Partnership for 21st Century Skills 2013| California Department of Education

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21st Century Skills in Action

Watch: “21st Century Skills in Action: Critical Thinking, Creative Thinking, and Problem Solving”• http://

myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16098

Social Studies 21st Century Skills Map:• http://www.p21.org/storage/documents/ss_map_11_12_08.pdf

Reflect and Discuss:• What is one instructional practice you can use to build

21st Century Skills?| California Department of Education

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The Common Core Shifts for ELA/Literacy

Common Core Shifts for ELA/Literacy

Shift 1: Building knowledge through content-rich nonfiction

Students read a balance of informational and literary texts, moving from a 50/50 balance in K-5 to increasing emphasis on literary nonfiction (across content areas) in grades 6-12.

Shift 2: Reading, writing and speaking grounded in evidence from text – both literary and informational

Writing from sources rather than relying solely on prior knowledge and experience. For example, using evidence from texts to present careful analyses, well-defended claims, and clear information.

Shift 3: Regular practice with complex text and academic language

Building upon a “staircase of text complexity” to prepare students for the demands of college- and career-level reading; focus on academic vocabulary across content areas.

| California Department of EducationSource: Student Achievement Partners

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How Does History/Social Studies Promote Literacy Skills?

“Literacy is the key word here, because the teaching of history should have reading and writing at its core. Years ago, this may have been the case, but that time is long gone. In some underfunded schools, teachers struggle to cope with low reading levels by reading the textbook aloud to students so they at least "get the content" (Schoenbach, et. al, Reading for Understanding, 1999). In other classrooms, writing in social studies is increasingly being replaced by PowerPoint assignments, complete with bullet points and animation. But we can no more defend an argument on why the USSR disintegrated using bullet points than we can journey to Moscow on the wings of a Frommer travel guide. Working through successive drafts of the cause-and-effect essay-making sure that paragraphs reflect a logical procession of ideas and that assertions are backed by evidence-is hard and inglorious work, but there are no shortcuts…Skits and posters may be engaging, but leaving students there-engaged but illiterate-amounts to an incomplete lesson that forfeits our claim as educators…This means teaching students to be informed readers, writers, and thinkers about the past as well as the present-a goal all parties should be able to embrace. Our democracy's vitality depends on it.“

Wineburg and Martin, 2004| California Department of Education

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History-Social Science Content Standards

• CA CCSS for ELA/Literacy do not replace the content, knowledge, and skills identified in state-adopted materials:– History-Social Science Content Standards for California

Public Schools (CA History-Social Science Standards)– History-Social Science Framework for California Public

Schools (CA History-Social Science Framework).• CA History-Social Science Framework scheduled to

be updated in 2015.

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What Do the CCSS Mean for History Teaching and Learning?

• National History Education Clearinghouse (teachinghistory.org) Roundtable

• Read “Engaging Students in the Discourse of History” by Oakland, CA, middle school teacher, Katherine Suyeyasu.

Read and Discuss:• What are some ways to address the CCSS through

history that Suyeyasu identifies?

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Organization of CA CCSS for ELA/Literacy

ELA, K-12 (pp. 9-78) Literacy in History/Social Studies, Science and Technical

Subjects, 6-12 (pp. 79-89)Reading • Literature • Informational Text

Reading • History/Social Studies• Science and Technical Subjects

Writing Writing• History/Social Studies,

Science and Technical SubjectsSpeaking and Listening Speaking and Listening

• Use ELALanguage Language

• Use ELA

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College and Career Readiness (CCR) Anchor Standards

• Define the literacy expectations for students entering college and career• Foundations for the CA CCSS for

ELA/Literacy• Common, broad standards to which the

grade and content area literacy standards relate.

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Historical and Social Sciences Analysis Skills and the CA CCSS for Literacy

• CA History-Social Science Standards include Historical and Social Sciences Analysis Skills Standards

• Many CA CCSS for ELA/Literacy parallel the Analysis Skills

Read and Discuss:• For your grade, identify two Analysis Skills that

relate to your Reading Standards for Literacy in History/Social Studies.

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Informational Texts:Primary and Secondary Sources

• “In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.“

• CA CCSS for ELA/Literacy p. 74

Reflect and Discuss:• How do you differentiate between primary and

secondary sources?

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Defining Primary and Secondary Sources

• Review “Differentiating Primary and Secondary Sources.”

• Try the “Primary and Secondary Source Activity”

Reflect and Discuss• How could you use this activity with students to

address content and skills at the same time?

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Using Primary and Secondary Sources to Meet the CA CCSS

• Read “Primary Sources: At the Heart of the Common Core State Standards.”

• Watch “Evidence and Interpretation”– http://

myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16124

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Activity: Ascertaining Reliability of a Primary Source

• Read “Deposition of Captain Thomas Preston from the Boston Massacre”

• CA HSS Standard: 8.1

Reflect and Discuss:• How reliable is Captain Thomas Preston’s testimony?

Can we trust the source of information? Should we believe what it reveals about the past? Why/why not?

• How could you use this document with students?

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Text Complexity in History/Social Studies

• Three dimensions of text complexity: – Quantitative– Qualitative– Reader and Task Considerations

• History/Social Studies primary documents often meet or exceed the requirements for text complexity

• Must help students access and analyze these complex texts

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Text Complexity in HSS Continued

• Read “Text Complexity in History Classroom” by Riesman and Wineburg.

Reflect and Discuss:• Why do Reisman and Wineburg call text complexity

an instructional dilemma?• What are Reisman and Wineburg’s suggestions for

dealing with this instructional dilemma?

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Reading Like a Historian Program

Reading Like a Historian• Sourcing: Think about a document’s author and its creation • Contextualizing: Situate the document in its events in time and place • Close Reading: Carefully consider what the document says and the

language used to say it • Using Background Knowledge: Use historical information and

knowledge to read and understand the document • Reading the Silences: Identify what has been left out or is missing

from the document by asking questions of the account • Corroborating: Ask questions about important details across multiple

sources to determine points of agreement and disagreement

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Reading Like a Historian Continued

• Read “Historical Thinking: Memorizing Facts and Stuff” by Sam Wineburg

• Watch “Reading Like a Historian Overview”– http://

myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16126

Read, Watch, and Identify• Review the Reading Standards for Literacy in

History/Social Studies for grade-band 9-10. Identify at least two standards that are addressed in the article and video. | California Department of Education

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Using Reading Like a Historian Activity

• Read “McKinley Defends U.S. Expansionism.”• CA HSS Standard: 11.4.2

Reflect and Discuss:• How you could use the Reading Like a Historian

strategies to help students understand the historical document and address the Reading Standards for Literacy in History/Social Studies?

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English Learners and the CCSS

“ The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners. However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge."

• California ELD Standards, p. 1| California Department of Education

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Challenges of CA CCSS for English Learners

• Read “Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards” by George C. Bunch, Amanda Kibler, and Susan Pimentel.

Read and Discuss• What recommendations from the article can you

apply in addressing the CA CCSS in history/social studies?

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Supporting Students with Disabilities

• Provide access to complex text • Majority of disabilities do not affect critical thinking• Students can still analyze the meaning and

significance of content area texts• Provide Multiple Means of Representation– Principle 1 of the Universal Design for Learning (UDL)

Guidelines• View “Universal Design for Learning Guidelines”

Chart by CAST| California Department of Education

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Unit 1 Summary

• Literacy needs to be a shared responsibility across all disciplines, including history/social studies.

• The CA CCSS for ELA/Literacy promotes many of the same skills students need to be successful in the history/social studies.

• The CA CCSS for ELA/Literacy contain two sections specifically for developing literacy in history/social studies: Reading Standards for Literacy in History/Social Studies 6–12 and Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12.

• The Reading Standards for Literacy in History/Social Studies correspond with many of the standards from the Historical and Social Sciences Analysis Skills from the History-Social Science Content Standards for California Public Schools.

• With sufficient support, students need to be able to differentiate and analyze primary and secondary sources.

• Historical thinking strategies such as Reading Like a Historian can help students meet some the Reading Standards for Literacy in History/Social Studies 6–12.

• Content area teachers need to recognize the language challenges and opportunities inherent in the CA CCSS for ELA/Literacy.| California Department of Education

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Learning Objectives Revisited• Understand the relationship among the CA CCSS for

ELA/Literacy and history/social studies instruction.

• Examine the organization and structure of the CA CCSS for ELA/Literacy and the College and Career Readiness Anchor Standards and how these standards support 21st century learning.

• Explore the Reading Standards for Literacy in History/Social Studies 6–12.

• Explore the difference between primary and secondary sources.

• Examine text complexity in history/social studies content-area reading.

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Talk about…

• Some 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.

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Think about…

• How 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?