HANDOUTS:
•  Unit 3 Participant Packet
•  California’s Common Core State Standards for English/Language Arts
•  College and Career Readiness Anchor Standards
Talking Points:
Welcome back the “Content Literacy in History/Social Studies 6-12” module, a part of the Common Core State Standards for California
Educators Professional Learning Module series.
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Norms: Please turn off cell phones or put in silent mode, and refrain from texting.
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Supplies: On your tables you will find: Pens and pencils, highlighters, Post-it Notes, chart paper, markers
Let’s get started!
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Talking Points: Unit 2 focused primarily on how to integrate the CA CCSS into history instruc:on. This unit will offer sugges:ons for how to implement the CA CCSS in civics and government, economics, and geography. [Review informa:on on slide]
2 Handout Disciplinary Literacies Talking Points: •  History/social studies is not a single content area, but rather is an umbrella term for several disciplines focused on the study of human society. In California, these core disciplines are history, civics and government, geography, and economics. The CA History-­‐Social Science Framework suggests an integrated model of curriculum where mul:ple disciplines are used to examine an issue. This model s:ll encourages the development of disciplinary knowledge, thinking, and literacies to be able to use the specific tools of the economist, geographer, historian, or social/poli:cal scien:st. •  Addi:onally, the CA History-­‐Social Science Framework emphasizes the need to develop students’ democra:c understanding and civic values. •  Read Disciplinary Literacies to see how the framework defines these skills and values. Facilitator Notes: For more informa:on on disciplinary knowledge and literacies within history, geography, civics and government, and economics see Chapter 8 of the 2009 draS update of the History-­‐Social Science Framework for California Public 3 Op8onal Handout Preparing Students for College, Career and CITIZENSHIP: A California Guide to Align Civic Educa?on and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subject Talking Points: •  The content for the discipline area of civics and government is woven throughout the CA History-­‐Social Science Standards in grades K–11, and is the primary discipline studied in the Principles of American Democracy Grade 12 course. Developing the CA CCSS for ELA/Literacy through civics content will help students strengthen both content knowledge and their literacy skills simultaneously. •  The guide, Preparing Students for College, Career and CITIZENSHIP: A California Guide to Align Civic Educa?on and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects, developed by the Los Angeles County Office of Educa:on in partnership with the California Campaign for the Civic Mission of Schools, is useful in correla:ng the CA CCSS Reading, Wri:ng, and Speaking and Listening Standards with the civic and government strands throughout the CA History-­‐Social Science Standards. •  Let’s look at one of the examples from the guide, under their sec:on, Civic Educa:on Connec:on to Common Core Standards for Grades 9-­‐12 (pp.47-­‐51). 4 Handout Civic Ac:on Project and Common Core State Standards Talking Points: •  The Cons:tu:onal Rights Founda:on has developed the Civic Ac:on Project to engage students in an interac:ve curriculum to develop civics knowledge, skills, and disposi:ons within a U.S. government course, such as California’s Grade 12 Principles of American Democracy course. The program can also be used within other history/social studies classes. •  The Civic Ac:on Project can help address many of the CA History-­‐Social Science Standards for Principles of Democracy Grade 12. Select the following link for those standards. •  Read the Civic Ac:on Project and Common Core State Standards to learn how the project meets the standards. 5 Talking Points Read quote. 6 Talking Points The Structured Academic Controversy (SAC), developed by the Delibera?ng in a Democracy in the Americas program, develops students’ literacy skills through content and helps all students gain an understanding of issues, weigh evidence, consider mul:ple perspec:ves, discuss and communicate ideas, take stances, and draw conclusions based on evidence. These skills correspond to the CA CCSS Reading and Speaking and Listening Standards. They also help meet CA HSS Analysis Standards and Grade 12 Content standards. 7 Op8onal Handout Delibera:ng in a Democracy in the Americas and Common Core State Standards for English Language Arts. Facilitator Notes: Video “DDA Lesson Procedures Video” Run Time 9min. Also available at: hkp://www.dda.delibera:ng.org/index.php?
op:on=com_content&view=ar:cle&id=105&Itemid=58&lang=en Talking Points: •  Watch the Delibera:ng in a Democracy in the Americas' "Lesson Procedures Video" to see how the SAC process is conducted and how students respond. •  The SAC strategy helps students meet the CA Historical and Social Sciences Analysis Skills. Similarly, it can be used to address historical and current controversies throughout the CA History-­‐Social Studies Standards, especially in grade 12. •  The program has several lessons available online. •  To learn how the DDA project and SAC ac:vi:es align to the CCSS. Read “Delibera:ng in a Democracy in the Americas and Common Core State Standards for English Language Arts.” 8 Handout “Common Core State Standards and Economics: Reading like a Detec:ve, Wri:ng like a Reporter, and Thinking like and Economist.” Talking Points •  Similar to civics and government, economic content is woven throughout the CA History-­‐Social Science Standards in grades 1–11, and is the primary discipline studied in the Grade 12 Principles of Economics course. As with the other history/
social studies disciplines, it is important to consider how to incorporate the CA CCSS for ELA/Literacy into economics to help students strengthen both literacy skills and content knowledge. •  Take some :me to read "
Common Core State Standards and Economics: Reading like a Detec:ve, Wri:ng like a Reporter, and Thinking like and Economist" by Deborah Kozdras and Stephen Day.* No:ce the way the authors analyzed each of the CCR Anchor Standards for Reading and developed related text-­‐based ques:ons to guide students through a quote about the 'Invisible Hand' by Adam Smith. This reading can be used to address the CA History-­‐Social Science Principles of Economics Standard 12.1: •  12.1 Students understand common economic terms and concepts and economic reasoning. •  5. Analyze the role of a market economy in establishing and preserving poli?cal 9 Facilitator Notes: Video: Using Debate to Develop Cri:cal Thinking and Speaking Skills (Run :me 5:55) Also available at: hkps://www.teachingchannel.org/videos/teaching-­‐economics-­‐
with-­‐deba:ng Op:onal Webinar: “CEE (Council for Economic Educa:on) Connec:on to the CCSS Webinar” (Run :me 30 min). Available at hkp://www.councilforeconed.org/
resource/the-­‐cee-­‐connec:on-­‐to-­‐the-­‐common-­‐core-­‐state-­‐standards-­‐webinar/ Talking Point: •  A structured debate using economics content is one way to help students learn essen:al content knowledge, use the tools of the economist, and develop CA CCSS for ELA/Literacy skills. •  Watch the video, "Using Debate to Develop Cri:cal Thinking and Speaking Skills," to see how a high school economics teacher uses debates to help students weigh the decision to priva:ze Social Security, develop literacy skills, and analyze data as an economist would. Also consider how the lesson is aligned to the CA CCSS. •  The Council for Economic Educa:on (CEE) provides extensive resources for addressing the economics and personal finance curriculum and new materials for embedding the CCSS at their EconEdLink Web page. •  Addi:onally, the California Council for Economic Educa:on (CCEE) has numerous 10 Op8onal Handout Common Core English Language Arts and Geography Connec:ons (grades 6, 7, 8, 9-­‐10, and 11-­‐12) available at the following loca:ons: •  hkp://myboe.org/portal/default/Content/Viewer/Content?
ac:on=2&scId=508656&sciId=16164 •  hkp://educa:on.na:onalgeographic.com/educa:on/media/common-­‐core-­‐
ela-­‐geography-­‐connec:ons/?ar_a=1 Talking Points: •  Geography is integrated into the CA History-­‐Social Science Standards for grades K–
11. In fact many of the courses include geography in their :tles (e.g., Grade 5 United States History and Geography: Making a New Na:on, Grade 6 World History and Geography: Ancient Civiliza:ons, Grade 10 World History, Culture, and Geography: The Modern World). Addi:onally, many California high schools offer a World Geography course. The Historical and Social Sciences Analysis Skills includes specific standards concerning geographic thinking. Thus it is important to consider how to integrate the CA CCSS for ELA/Literacy into geography. •  Read the quote from Chris:an Riska of Na:onal Geographic and then examine the whole ar:cle. •  This work comes from the Common Core English Language Arts and Geography Connec:ons by Na:onal Geographic. 11 Handouts: “What do we Mean by ‘Reading’ Maps” Facilitator Notes: “Exploring Emigra:on: Maps and Migra:on” Run :me 6:43. Also available at: hkps://www.teachingchannel.org/videos/teaching-­‐human-­‐migra:on Talking Points: •  Read "What do we Mean by 'Reading' Maps" by Phil Gersmehl (2013). Note the emphasis Gersmehl places on the importance of "'close reading' of graphs, maps, and diagrams as well as text," and how this type of reading aligns to the CA CCSS for ELA/Literacy. •  For an example lesson that demonstrates how to closely read and draw inferences from maps, watch "Exploring Emigra:on: Maps & Migra:on." Consider the different CA CCSS for ELA/Literacy that the students can develop while closely reading maps and using technology. Finally, consider how this lesson would address the needs of diverse learners. •  Go to “Mapping the Migra:on of the Lost Boys” by Na:onal Geographic to view the online, interac:ve lesson plan materials discussed in the video. •  Reflect on the ideas of close reading of maps from the ar:cle and video and 12 Talking Points [Review Slide] 13 Talking Points: Let’s revisit our learning objec:ves. At this point you should be able to… 14 Facilitator Note: Facilitate a discussion regarding the ques:ons or assign a wriken reflec:on followed by sharing. 15 16 17 Facilitator Notes:
Point participants to the Resources section of the online version of the module where they can
find professional books that provide invaluable support for extending their learning and
deepening their knowledge of writing to inform, argue, and analyze.
Direct participants to links on slide:
Resources: http://www.myboe.org/auth/portal/default/Content/Viewer/Content?
action=2&scId=504695&sciId=12743
California Writing Project: hkp://www.californiawri:ngproject.org/
18 Facilitator Notes:
This activity will take approximately 5 minutes.
Refer participants to the Pre-Assessment handout and indicate that they should NOT
collaborate on answering the questions.
Facilitator can decide whether to review correct answers or wait until participants complete the
module to allow participants to learn over time if their responses were correct or not.
Handouts:
Pre-Assessment
Talking Points:
Now you will participate in a pre-assessment. This activity will assess your knowledge of
Content Literacy in History/Social Studies prior to beginning the module.
The assessment will be repeated upon completing the module activities to assess your learning.
Pre-­‐Assessment Answer: 1.  E 2.  A 3.  C 4.  B 5.  A 6.  E 19