Historical Thinking Links to Common Core Links to Common Core

Our Goals for Year Two Create Historical Thinking based activities (lessons or activities to be imbedded in lessons) that reinforce CCGPS using primary sources and critical thinking.

 African American 49er

 Primary Sources Promote Literacy 7

Questions to Consider 1. What major eras of U.S. History did Alvin Coffey’s long life span? How was his life intertwined with these major events? 2. Describe the tone of the article about Alvin Coffey, published in Does the author seem to be describing Alvin Coffey in admiring terms? 3. How does the article about Alvin Coffey persuade the reader that his success in establishing his family in the West was a positive experience? What words are used to help persuade? 4. Another context for the establishment of families new in the West after the Homestead Act was passed in 1862 is expressed by the Native American George Lagergren. What opinion does he express about the Homestead Act? What was government policy toward Native Americans at that time? 5. While some groups of people can benefit from government actions, others can be negatively impacted. How do the accounts of these two people illustrate that problem? 6. What do the two points of view illustrate about the problems faced by historians in telling a full picture of events? Two points of view on the Homestead Act Alvin Aaron Coffey b.July 14, 1822 Madison County, KY d.Oct. 28, 1902 Oakland, CA Only black member of the CA Society of Pioneers By 1934, 10% of all U.S. lands were owned by. individuals that had been granted homesteads. 0/tag/homestead-act/

Resources for the Classroom Using Historiography to Analyze the Mexican-American War 0 Would your students need a graphic organizer or other scaffolding to make an effective comparison? 0 In what ways does this exercise fit the CCGPS Historical Literacy Standards?

That’s All?

Facts The content of existing unit frameworks for social studies/history will not change. All references to “Reading Across the Curriculum” standards from GPS will be replaced with these standards. CCGPS will not dictate how teachers should teach but allow schools and teachers to decide how best to help students reach the standards. The Literacy Standards for Reading in social studies and history mandate standards for reading in accessing text within the course.

Literacy Standards for Reading CCR READING STANDARD 3: CCRR3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. L6-8RH3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). L9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. L11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Literacy Standards for Reading CCR READING STANDARD 3: CCRR3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. L6-8RH3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). L9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. L11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Literacy Standards for Reading CCR READING STANDARD 5: CCRR5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally). L9-10RH5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. L11-12RH5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Literacy Standards for Reading CCR READING STANDARD 6: CCRR6: Assess how point of view or purpose shapes the content and style of a text. L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). L9-10RH6: 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. L11-12RH6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Literacy Standards for Reading CCR READING STANDARD 7: CCRR7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. L9-10RH7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. L11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Literacy Standards for Reading CCR READING STANDARD 8: CCRR8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text. L9-10RH8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. L11-12RH8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Literacy Standards for Reading CCR READING STANDARD 9: CCRR9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic. L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. L11-12RH9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Literacy Standards for Reading CCR READING STANDARD 10: CCRR10: Read and comprehend complex literary and informational texts independently and proficiently. L6-8RH10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. L9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. L11-12RH10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

What you see below is an actual task within the balanced assessment section of the GaDOE frameworks for 8 th Grade Social Studies, Unit 4, Page 4. Working with a partner, students should read and examine the Declaration of Independence. They should make a list of complaints found in the Declaration against the king. Then the partners should decide which three complaints they feel is the most damaging to the colonists’ relationship to the king. They should then rewrite these three complaints in their own words. They need to explain why this action by the king was so grievous to the colonists. Common Core Literacy Standard for Reading L6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

What you see below is an actual task within the balanced assessment section of the GaDOE frameworks for 9 th Grade Am. Govt. & Civics, Unit 4, Page 4. Students will research the background of the articles of impeachment in both President Andrew Johnson and President Clinton’s cases. Students will then compare and contrast the articles against both presidents and the historical circumstances in a short two page essay. Common Core Literacy Standard for Reading L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources.

What you see below is an actual task within the balanced assessment section of the GaDOE frameworks for 10 th Grade World History, Unit 4, Page 5. Students will read selections from the Justinian Code. They should make comparisons to modern United States law codes with similarities and differences in the nature of laws. Students should make assessments of the extent of the influence of Roman law on modern legal concepts. Common Core Literacy Standard for Reading L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources.

What you see below is an actual task within the balanced assessment section of the GaDOE frameworks for 12 th Grade Economics, Unit 4, Page 3. Government Intervention Film Clips: Following appropriate copyright policies, students view a clip(s) of a film or television show that illustrates various roles of the government in a market economy. During the clips, students will cite examples of public goods and services, redistribution of income, protection of private property rights, resolution of market failures and of government regulation / deregulation. Some video clip examples include: Erin Brockovitch, The Simpsons: Two Cars in Every Garage, Three Eyes on Every Fish, etc. See graphic organizer below. Common Core Literacy Standard for Reading L11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

What you see below is an actual task within the balanced assessment section of the GaDOE frameworks for 12 th Grade Economics, Unit 4, Page 3. Government Intervention Film Clips: Following appropriate copyright policies, students view a clip(s) of a film or television show that illustrates various roles of the government in a market economy. During the clips, students will cite examples of public goods and services, redistribution of income, protection of private property rights, resolution of market failures and of government regulation / deregulation. Some video clip examples include: Erin Brockovitch, The Simpsons: Two Cars in Every Garage, Three Eyes on Every Fish, etc. See graphic organizer below. Common Core Literacy Standard for Reading L11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

REACHING OUR GOALS 0 Lesson Plan: (title) 0 Lesson designer (s): School 0 0 Lesson Origin: (web site, modified from, original) 0 0 Georgia Performance Standard: 0 0 Essential Question: (Learning Question) 0 0 Materials: (include at least one primary source) 0 0 Common Core Historical Literacy Standards/Skills (LDC Module) 0 What Task? 0 What Skills? 0 What Instruction? 0 What results?

Learning Design Collaborative (LDC) 0 A grant funded by the Bill and Melinda Gates Foundation 0 Big idea is the infusion of literacy strategies in reading and writing into content coursework and instruction via an instructional ladder 0 Current work is all subjects grades One vehicle of the project is “plug and play” templates 0 Stay tuned for more information in the coming months regarding the progress of the project

Literacy Design Collaborative 0 content/uploads/2012/02/LDCTemplateTasks.pdf content/uploads/2012/02/LDCTemplateTasks.pdf

Analysis Task 1: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis) Task 2: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis) Comparison Task 3: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Comparison) Task 4: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Comparison) Evaluation Task 5: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from your research. (Argumentation/Evaluation) Task 6: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Evaluation)

Problem- Solution Task 7: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that identifies a problem ________ (content) and argues for a solution. Support your position with evidence from your research. L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Problem-Solution) Task 8: [Insert question] After reading ________ (literature or informational texts) on ________ (content), write a/an ________ (essay or substitute) that identifies a problem ________ (content) and argues for a solution ________ (content). Support your position with evidence from the text(s). L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Problem-Solution) Cause-Effect Task 9: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). What ________ (conclusions or implications) can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-Effect) Task 10: [Insert question] After reading ________ (literature or informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). What ________ (conclusions or implications) can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-

Connections 9-1: Identify and analyze protections within each amendment (RH2: determine central idea of primary source document) 9-2: Analyze the Declaration of Independence via Social Contract Theory (L9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics). 10-1: Examine primary sources (mosaics, icons, diaries, photos) of Hagia Sophia to determine elements of Byzantine culture (L9- 10RH7: Integrate quantitative or technical analysis [e.g., charts, research data] with qualitative analysis in print or digital text. RH6: compare points of view). 10-2: Research the question “Why did westerners travel to China and Japan (Opium War, Taiping Rebellion, Commodore Perry) (L9- 10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them).

Connections 11-1: Examine primary source documents including photographs from Reconstruction to understand historical context (L11-12RH2: Determine the central ideas of a primary source; provide a summary that makes clear the relationships). 11-2: Examine historical political cartoons to analyze the Progressive movement (L11-12RH7: Integrate and evaluate multiple sources of information in diverse formats [e.g., visually]) in order to address a question. 12-1: Review form and function of neurons through fictional case studies of patients (L11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain). 12-2: Introduction to theories of social behavior (Harlow, Piaget, Benedict) through virtual exploration (L11-12RH2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas).