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A Correlation of

Pearson Common Core Literature

©2015 Grade 10

To the

Oregon Common Core State Standards for Literacy in History/Social Studies,

Science and Technical Subjects Grades 9-10

A Correlation of Pearson Common Core Literature, Grade 10, ©2015 to the Oregon Common Core State Standards

for Literacy in History/Social Studies, Science and Technical Subjects, Grades 9-10

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Introduction This document demonstrates how Pearson Common Core Literature ©2015 meets the objectives of the Oregon Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. Correlation page references are to the Student Edition and are cited by activity and page number. Pearson Common Core Literature, ©2015, is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary. The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.



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Table of Contents

Reading Standards for Literacy in History/Social Studies ...................................... 4 Writing Standards for Literacy in History/Social Studies ....................................... 8 Reading Standards for Literacy in Science and Technical Subjects ....................... 15 Writing Standards for Literacy in Science and Technical Subjects ........................ 18



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Oregon Common Core State Standards for Literacy in History/Social Studies

Science and Technical Subjects, Grades 9-10

Pearson Common Core Literature Grade 10, ©2015

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 9-10.RH.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.

Common Core Workshop Comprehending Complex Texts, liv–lix Informational Text from Theodore Roosevelt’s Inaugural Address, March 4 1905, lv Close Reading Mode: from “Atoms for Peace” by Dwight D. Eisenhower, lvii Reading Informational Text: Association Football, 104 From The Way to Rainy Mountain, 480–488 Historical Background: Elizabethan England, 536–541 Background of the Play, 542 Literature in Context Geography Connection, 58; History Connection, 245, 554, 584, 596, 645; Culture Connection, 582 Responses Questions Model Activities, 187, 188; Literary Analysis, 217, 237, 247, 289; Close Reading Activities, 488, 908, 930, 936, 942; Assessment Skills, 277, 872–873, 874



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9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Common Core Workshop Writing an Objective Summary, lii–liii; Comprehending Complex Texts, liv–lix Informational Text from Theodore Roosevelt’s Inaugural Address, March 4 1905, lv Close Reading Mode: from “Atoms for Peace” by Dwight D. Eisenhower, lvii Instruction and Questions Literature in Context, 58, 245, 554, 582, 584, 596, 645 Model Activities: Key Idea and Details 187 Literary Analysis: Key Idea and Details, 217, 237, 247, 289 Close Reading Activities: Key Idea and Details, 488, 494, 504, 908, 930, 936, 942

9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Common Core Workshop Comprehending Complex Texts, liv–lix Literary Analysis: Key Idea and Details, 217, 237, 247, 28; Close Reading Activities, 488, 494, 504, 908, 930, 936, 942; Timeline, 536

Craft and Structure 9-10.RH.4 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.

Common Core Workshop: Building Academic Vocabulary, xlvi–li Language Study, 216, 488, 494, 504, 566, 590, 616, 636, 654, 704, 726, 908, 930, 936, 942; Literature in Context: Science Connection (Terms), 212; History Connection, 554; Archaic Word Forms, 572; Diction: Technical Language, 504; Technical Terms, 758; Language Study Workshops: Word Origins: Etymology, 264–265; Idioms, Jargon, and Technical Terms, 860–861; Constructed Response-Speaking: Analyze the Effect of Word Choice on Tone, 281; Research: Figurative Language, 521. See all vocabulary and literary side notes for Julius Caesar – examples, 547, 551, 562, 574, 626, 644



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9-10.RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Common Core Workshop Analyzing Arguments, lx– lxi; Rhetorical Devices and Persuasive Techniques, lxii–lxiii Analyzing the Development of Ideas, 204–205 Constructed Response: Analyze the Organization of Ideas, 280; Memoir and Historical Writing, 488

9-10.RH.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.

Informational Text: Understanding Stonehenge, 490–495 Collapse: How Societies Choose to Fail or Succeed, 496–504; Responses: Compare Positions of Jefferson and Adams, 247; Constructed Response, 876–877

Integration of Knowledge and Ideas 9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Literature in Context: Geography Connection, 58; Science Connection (Map), 212; Maps, 315, 316, 317; Aquae Sulis, Roman Baths (Image), 1762, 506–507; Timeline, 536

9-10.RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Common Core Workshop Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxiii Informational Text from Theodore Roosevelt’s Inaugural Address, March 4 1905, lv Close Reading Mode: from “Atoms for Peace” by Dwight D. Eisenhower, lvii from “Duty, Honor, Country” by General Douglas MacArthur, lxiii from “Address to Students at Moscow State University” by Ronald Reagan, 187–190 from “Keep Memory Alive”, 232–237 from the American Idea, 240–247 Assessment: “Editorial on the Anniversary of the Fall of the Berlin Wall”, 276–277 From The Way to Rainy Mountain, 480–488 Understanding Stonehenge, 490–495 Collapse: How Societies Choose to Fail or Succeed, 496–504 Aquae Sulis, Roman Baths, 1762, 506–507



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(Continued) 9-10.RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

(Continued) Responses Writing Process: Exposition: Comparison-and-Contrast Essay, 864–871; Writing to Sources: Informational Text (Analyze Interpretations of King Arthur), 909; Argumentative Text (Analyze Churchill’s Claims), 937; Write: Analyze Point of View of Author, 199; Constructed Response-Writing: Determine an Author’s Point of View, 280; Analyze and Compare Arguments, 280, 876

9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Constructed Response-Writing: Determine an Author’s Point of View, 280; Analyze and Compare Arguments, 280 Understanding Stonehenge, 490–495; Collapse: How Societies Choose to Fail or Succeed, 496–504

Range of Reading and Level of Text Complexity 9-10.RH.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Independent Reading (Social Science Texts), 180–181, 340–341, 512–513, 766–767, 950–951. Also see Online Text Set and Comprehending Complex Texts, liv–lix.



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Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 9-10.WHST.1 Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Common Core Workshop Composing an Argument, lxiv–lxv Writing Process Argument: Analytic Response to Literature, 94–101; Argument: Persuasive Essay, 268–275 Constructed Response Writing: Analyze Cultural Context, 876 Writing to Sources Argumentative Text (Letter), 239; Argumentative Text (Critique), 249; Argumentative Text (Defend a Position on Culture), 469; Informative Text (Compare-and-Contrast Essay), 728; Argumentative Text (Write About Chivalry), 931; Argumentative Text (Analyze Churchill’s Claims), 937 Writing Model Argumentative Essay: Ronald Reagan’s Argument in Favor of the U.S. System of Government, 191



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9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Common Core Workshop Research Process Workshop, lxviii–lxxvii Writing Workshop Exposition: Cause-and-Effect Essay, 430–437; Exposition: Comparison-and-Contrast Essay, 864–871 Writing to Sources Informative Text (Types of Maps), 319; Explanatory Text (Lost Civilizations and Communication), 510–511; Informative Text (Compare-and-Contrast Essay), 728; Informative Text (Examination of the Arthurian Legend), 948–949 Research and Technology Literary Historical Report, 403



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9-10.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Writing Process: Autobiographical Narrative, 670–677; Myth, 803

Production and Distribution of Writing 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop: Research Process Workshop, lxviii–lxxvii Writing Workshop Argument: Analytic Response to Literature, 94–101; Argument: Persuasive Essay, 268–275; Exposition: Cause-and-Effect Essay, 430–437; Exposition: Comparison-and-Contrast Essay, 864–871 Writing to Sources Argumentative Text (Letter), 239; Argumentative Text (Critique), 249; Informative Text (Types of Maps), 319; Argumentative Text (Defend a Position on Culture), 469; Explanatory Text (Lost Civilizations and Communication), 510–511; Informative Text (Compare-and-Contrast Essay), 728; Argumentative Text (Write About Chivalry), 931; Argumentative Text (Analyze Churchill’s Claims), 937; Informative Text (Examination of the Arthurian Legend), 948–949 Research and Technology Literary Historical Report, 403



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9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Research Process Workshop, lxviii–lxxvii; Writing Process: Argument: Analytic Response to Literature, 94–101; Argument: Persuasive Essay, 268–275; Exposition: Cause-and-Effect Essay, 430–437; Exposition: Comparison-and-Contrast Essay, 864–871; Writing to Sources: Argumentative Text (Letter), 239; Argumentative Text (Critique), 249; Informative Text (Types of Maps), 319; Argumentative Text (Defend a Position on Culture), 469; Explanatory Text (Lost Civilizations and Communication), 510–511; Informative Text (Compare-and-Contrast Essay), 728; Argumentative Text (Write About Chivalry), 931; Argumentative Text (Analyze Churchill’s Claims), 937; Informative Text (Examination of the Arthurian Legend), 948–949

9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Conducting Short-term and Long-term Research, lxvi–lxvii Research and Technology, 77, 415, 827; Research, 190, 199, 529; Research: Investigate the Topic, 129, 141, 149, 157, 173, 175, 249, 303, 311, 319, 327, 333, 455, 469, 479, 489, 495, 505, 507, 729, 733, 755, 759, 761, 897, 909, 923, 937, 943



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Research to Build and Present Knowledge 9-10.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Common Core Workshop: Conducting Research, lxvi; Conducting Short-term and Long-term Research, lxvi–lxvii; Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix; Research and Technology, 77, 415, 827; Research, 190, 199, 529; Research: Investigate the Topic, 129, 149, 157, 175, 249, 303, 319, 333, 455, 469, 479, 489, 495, 505, 507, 729, 733, 759, 761, 897, 909, 923, 937, 943



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9-10.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Common Core Workshop Conducting Research, lxvi; Conducting Short-term and Long-term Research, lxvi–lxvii Research and Technology Nineteenth-Century Russian Society, 77; Literary Historical Report, 403; Research Harlem Renaissance, 415; Research Damon and Pythias, 827 Research U.S. and Soviet Union Relations in the 1980s, 190; Dangers and Science of Climbing in Extreme Altitudes, 199; Spas in the 1800s, 529 Research: Investigate the Topic The Work Ethic, 129; Origins of the Civil Rights Movement, 149; Economic Concepts, 157; Research Skyscrapers, 175; Historical Figures, 249; Vermeer, 303; Satellite Imaging, 319; Entoptic Lights and Cave Paintings, 333; Myths and Ancient Civilizations, 455; The Babylonian Captivity, 469; The Atomic Age, 479; Language and Culture, 489; Stonehenge and Astronomy, 495; Palynology, 505; Reading the Past, 507; Ethics in Ancient Greece, 729; Conscientious Objection in U.S. History, 733; Conscientious Objection Around the World, 759; The Goddess of Liberty, 761; Knighthood in Medieval Tradition, 897; Versions of Arthur, 909; Medieval Astronomy, 923; King Arthur and the Code of Chivalry, 931; Arthur as the Last Roman, 937; Research Camelot, 943

9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research: Investigate the Topic, 129, 149, 157, 175, 249, 303, 319, 333, 455, 469, 479, 489, 495, 505, 507, 729, 733, 759, 761, 897, 909, 923, 937, 943



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Range of Writing 9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Workshop: Research Process Workshop, lxviii–lxxvii Writing Workshop Argument: Analytic Response to Literature, 94–101; Argument: Persuasive Essay, 268–275; Exposition: Cause-and-Effect Essay, 430–437; Exposition: Comparison-and-Contrast Essay, 864–871 Writing to Sources Argumentative Text (Letter), 239; Argumentative Text (Critique), 249; Informative Text (Types of Maps), 319; Argumentative Text (Defend a Position on Culture), 469; Explanatory Text (Lost Civilizations and Communication), 510–511; Informative Text (Compare-and-Contrast Essay), 728; Argumentative Text (Write About Chivalry), 931; Argumentative Text (Analyze Churchill’s Claims), 937; Informative Text (Examination of the Arthurian Legend), 948–949 Research and Technology Literary Historical Report, 403



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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details 9-10.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Common Core Workshop Comprehending Complex Texts, liv–lix Informational Text Exemplar Text: from “Classifying the Stars” by Annie J. Cannon, lix; Exemplar Text: From “Circumference” by Nicholas Nicastro, lix From The Shape of the World, 312–318; Seeing Things, 320–326; How to Look at Nothing, 328–332; Read Informational Text: The Bees, 440 Close Reading Activities, 166, 318, 326; Research Investigate the Topic: Palynology, 505

9-10.RST.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Opportunities to address this objective may be found with the following: Exemplar Text: from “Classifying the Stars” by Annie J. Cannon, lix; Exemplar Text: From “Circumference” by Nicholas Nicastro, lix; Close Reading Activities, 166, 318, 326, 332; Assessment Skills, 440

9-10.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Opportunities to address this objective may be found with the following: Analyzing the Development of Ideas, 204–205; Reading Functional Texts, 278



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Craft and Structure 9-10.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Common Core Workshop: Building Academic Vocabulary, xlvi–li Literature in Context: Science Connection (Map), 212 Language Study, 318, 326, 332; Diction: Technical Language, 504 Language Study: Word Origins: Etymology, 264–265; Idioms, Jargon, and Technical Terms, 860–861

9-10.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Common Core Workshop: Comprehending Complex Texts, liv–lix Analyzing the Development of Ideas, 204–205

9-10.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

From The Shape of the World, 312–318 Seeing Things, 320–326 Constructed Response: Analyze Author’s Purpose, 442

Integration of Knowledge and Ideas 9-10.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Graph: Figure from the University of Pennsylvania Study, 164; Literature in Context: Science Connection (Map), 212; Maps, 315, 316, 317; Diagram of the Eye, 321; Diagram of the Brain, 323

9-10.RST.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Common Core Workshop Analyzing Arguments, lx–lxi; The Art of Argument, lxii–lxiii Students can extent to which the reasoning and evidence in a text support the author’s claim with the following: From The Shape of the World, 312–318; Seeing Things, 320–326; How to Look at Nothing, 328–332



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9-10.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Opportunities to address this objective may be found with the following: Seeing Things, 320–326; How to Look at Nothing, 328–332

Range of Reading and Level of Text Complexity 9-10.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Independent Reading (Science Texts), 180–181, 340–341. Also see Online Text Set and Comprehending Complex Texts, liv–lix.



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Writing Standards for Literacy in Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 9-10.WHST.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Common Core Workshop Composing an Argument, lxiv–lxv Writing Process Argument: Analytic Response to Literature, 94–101; Argument: Persuasive Essay, 268–275 Writing to Sources Argumentative Text (Position Paper), 333; Argumentative Text (Vision and Knowledge), 338



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9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Common Core Workshop Writing an Objective Summary, lii–liii; Research Process Workshop, lxviii–lxxvii Writing Process Exposition: Cause-and-Effect Essay, 268–275; Exposition: Comparison-and-Contrast Essay, 658–665 Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280 Timed Writing Explanatory Text (Essay Exploring “Silent Spring”) 263 Research Investigate the Topic Short Essay on The Dust Bowl, 307; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905



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9-10.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

For related material see: Writing Process: Writing Process: Autobiographical Narrative, 670–677



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Production and Distribution of Writing 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing Workshop Argument: Analytic Response to Literature, 112–119; Exposition: Cause-and-Effect Essay, 268–275; Argument: Problem-and-Solution Essay, 416–423; Exposition: Comparison-and-Contrast Essay, 658–665 Constructed Response Writing: Determine an Author’s Purpose and Point of View, 280; Analyze Characteristics of Expository and Persuasive Texts, 280 Writing to Sources Argumentative Text (Position Paper), 333; Argumentative Text (Vision and Knowledge), 338 Timed Writing Explanatory Text (Essay Exploring “Silent Spring”) 263 Research Investigate the Topic Short Essay on The Dust Bowl, 307; Research Report on Relief Efforts after 9/11, 903; Write Summary on Blood Banks, 905



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9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Conducting Short-term and Long-term Research, lxvi–lxvii Research: Investigate the Topic, 141, 173, 175, 311, 319, 327, 333, 479, 495, 505, 755, 923; Research, 199



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Research to Build and Present Knowledge 9-10.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Common Core Workshop: Conducting Research, lxvi; Conducting Short-term and Long-term Research, lxvi–lxvii; Research Process Workshop, lxviii–lxxvii; Citing Sources and Preparing Manuscript, lxxviii–lxxix; Research: Investigate the Topic, 141, 173, 175, 311, 319, 327, 333, 479, 495, 505, 755, 923; Research, 199

9-10.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Common Core Workshop Conducting Research, lxvi; Conducting Short-term and Long-term Research, lxvi–lxvii Research Dangers and Science of Climbing in Extreme Altitudes, 199 Research: Investigate the Topic Research How People Learn, 141; Futurology, 173; Research Skyscrapers, 175; The Validity of Intuition, 311; Satellite Imaging, 319; Vision and Meaning, 327; Entoptic Lights and Cave Paintings, 333; The Atomic Age, 479; Stonehenge and Astronomy, 495; Palynology, 505; The Ethics of Research, 755; Medieval Astronomy, 923

9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research: Investigate the Topic, 141, 173, 175, 311, 319, 327, 333, 479, 495, 505, 755, 923; Research, 199



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Range of Writing 9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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