A Correlation of
Pearson
Common Core Literature
©2015
Grade 11
To the
Oregon
Common Core State Standards for
Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
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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A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Table of Contents
Reading Standards for Literacy in History/Social Studies ...................................... 4
Writing Standards for Literacy in History/Social Studies ..................................... 17
Reading Standards for Literacy in Science and Technical Subjects ....................... 28
Writing Standards for Literacy in Science and Technical Subjects ........................ 34
3
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©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
11-12.RH.1 Cite specific textual evidence to Common Core Workshop
support analysis of primary and secondary
Comprehending Complex Texts, lviii–lix
sources, connecting insights gained from
specific details to an understanding of the
Reading for Information
text as a whole.
Manual & public service announcement,
128–133; letters & floor plan, 178–187;
commission & field report, 242–255; diaries
& journals (civil war), 492–505; personal
history & speech, 614–623; photographs &
ballad, 764–771; newspaper articles, 1250–
1255; oral history transcript & e-mail,
1398–1407
Political Documents
from The Iroquois Constitution by
Dekanawidah, 42
“The Declaration of Independence,” by
Thomas Jefferson, 112
from “The American Crisis,” by Thomas
Paine, 117
“Commission of Meriwether Lewis,” by
Thomas Jefferson, 245
Historical Accounts
from “A Journey Through Texas,” by Alvar
Núñez Cabeza de Vaca, 48
“Boulders Taller Than the Great Tower of
Seville,” by García López de Cárdenas, 52
from “Of Plymouth Plantation,” by William
Bradford, 58
“Crossing the Great Divide,” by Meriwether
Lewis, 250
from “Mary Chesnut’s Civil War,” by Mary
Chesnut, 495
“Recollections of a Private,” by Warren Lee
Goss, 500
4
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
11-12.RH.1 Cite specific textual evidence to
support analysis of primary and secondary
sources, connecting insights gained from
specific details to an understanding of the
text as a whole.
(Continued)
“Confederate Account of the Battle of
Gettysburg,” by Randolph McKim, 502
from ”Heading West,” by Miriam Davis Colt,
617
“Urban Renewal,” by Sean Ramsey, 1401
“Playing for the Fighting Sixty-Ninth,” by
William Harvey, 1403
Letters
Letter from the President’s House by John
Adams, 181
Letter to Her Daughter From the New White
House by Abigail Adams, 182
Letter to His Son by Robert E. Lee, 541
Multiple Perspectives on the Era
Common Core: Multiple Perspectives on the
Era: Snapshot of the Period, 2–3, 210–211,
462–463, 690–691, 966–967, 1278–1279;
Historical Background, 4–5, 212–213, 464–
465, 692–693, 968–969, 1280–1281;
Essential Questions Across Time, 6–13,
214–221, 466–473, 694–701, 970–977,
1282–1289; Recent Scholarship, 14–15,
222–223, 474–475, 702–703, 978–979,
1290–1291; Integrate and Evaluate
Information, 16, 224, 476, 704, 980, 1292
Literature in Context: Reading in the
Content Areas; The Battle of Shiloh
(History), 485; Dogs and the Yukon
(History), 602; House Calls (History), 836;
B-29 Bombers (History), 986; History
Repeats Itself (Social Studies), 1132; The
Inquisition (History), 1145; Puritans and
Nathaniel Hawthorne (History), 1208; The
Dominican Republic (Geography), 1301
5
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.RH.2 Determine 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.
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Comprehending Complex Texts, lviii–lix
Reading for Information
Writer's perspective, analyze, 178–187;
Writer's purpose, identify, 242–255;
Evaluate information from charts and
graphs, 392–397; Philosophical
assumptions, analyze, 614–623;
Inferences, draw, 764–771; Online source,
evaluate validity and reliability, 938–943;
Evaluate the persuasive use of symbols,
1000–1007; Fact and opinion, distinguish
between, 1250–1255
Text Set Workshop: From Text to
Understanding
Meeting of Cultures; The Puritan Influence;
A Nation Is Born, 200a ; Fireside and
Campfire; Shadows of the Imagination; The
Human Spirit and the Natural World;
American Masters, 452a ; A Nation Divided;
Forging New Frontiers; Living In a Changing
World, 680a ; Facing Troubled Times; From
Every Corner of the Land; The Harlem
Renaissance, 956a ; War Shock; Tradition
and Rebellion; Literature of Protest, 1268a
Contemporary Fiction; Contemporary
Poetry; Contemporary Nonfiction, 1460a
Test-Taking Practice
Social Science Passage, 200
Memoirs/Autobiography
from “The Autobiography,” by Benjamin
Franklin, 140
“Straw Into Gold: The Metamorphosis of the
Everyday,” by Sandra Cisneros, 158
from “The Interesting Narrative of the Life
of Olaudah Equiano,” by Olaudah Equiano,
170
from “Black Boy,” by Richard Wright, 517
from “My Bondage and My Freedom,” by
Frederick Douglass, 520
6
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
11-12.RH.2 Determine 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.
(Continued)
“An Account of an Experience With
Discrimination,” by Sojourner Truth, 554
from “Life on the Mississippi,” by Mark
Twain, 570
from “The Life and Times of the
Thunderbolt Kid,” by Bill Bryson, 589
from “Dust Tracks on a Road,” by Zora
Neale Hurston, 930
from “The Woman Warrior,” by Maxine
Hong Kingston, 1426
from “The Names,” by N. Scott Momaday,
1434
Speeches/Sermons
from “Sinners in the Hands of an Angry
God," by Jonathan Edwards, 86
from “What to the Slave Is the Fourth of
July?," by Frederick Douglass, 97
Speech in the Virginia Convention by
Patrick Henry, 100
Speech in the Convention by Benjamin
Franklin, 105
The Gettysburg Address by Abraham
Lincoln, 538
“I Will Fight No More Forever," by Chief
Joseph, 622
Nobel Prize Acceptance Speech by William
Faulkner, 828
Inaugural Address by John F. Kennedy,
1104
7
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.RH.3 Evaluate various explanations
for actions or events and determine which
explanation best accords with textual
evidence, acknowledging where the text
leaves matters uncertain.
Common Core Workshop
Comprehending Complex Texts, lviii–lix
Reading Strategies
Historical period, evaluate influences of,
226, 229, 231, 237, 240, 634, 639, 1216,
1218, 1234; Historical perspective, apply,
901, 908; Social commentary, compare,
1346, 1355; Primary sources, relate literary
work to, 1392, 1397
Opinion Pieces
“Backing the Attack," by Editors of The New
York Times, 1005
from “Letter from Birmingham City Jail," by
Martin Luther King, Jr, 1109
Review of The Crucible by Brooks Atkinson,
1251
Hysteria Resides at Heart of the Frantic
“Crucible” by Kenneth Turan, 1252
Historical Accounts
from “A Journey Through Texas,” by Alvar
Núñez Cabeza de Vaca, 48
“Boulders Taller Than the Great Tower of
Seville,” by García López de Cárdenas, 52
from “Of Plymouth Plantation,” by William
Bradford, 58
“Crossing the Great Divide,” by Meriwether
Lewis, 250
from “Mary Chesnut’s Civil War,” by Mary
Chesnut, 495
“Recollections of a Private,” by Warren Lee
Goss, 500
“Confederate Account of the Battle of
Gettysburg,” by Randolph McKim, 502
from ”Heading West,” by Miriam Davis Colt,
617
“Urban Renewal,” by Sean Ramsey, 1401
“Playing for the Fighting Sixty-Ninth,” by
William Harvey, 1403
Journalism
“A Community’s Roots (abstract)
Samir S. Patel, 559
from “Hiroshima,” by John Hersey, 984
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A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
11-12.RH.3 Evaluate various explanations
for actions or events and determine which
explanation best accords with textual
evidence, acknowledging where the text
leaves matters uncertain.
(Continued)
“A Rock of the Modern Age, Arthur Miller Is
Everywhere,” by Mel Gussow, 1253
Literature in Context: Reading in the
Content Areas; The Battle of Shiloh
(History), 485; Dogs and the Yukon
(History), 602; House Calls (History), 836;
B-29 Bombers (History), 986; History
Repeats Itself (Social Studies), 1132; The
Inquisition (History), 1145; Puritans and
Nathaniel Hawthorne (History), 1208; The
Dominican Republic (Geography), 1301
Reading for Information
Writer's perspective, analyze, 178–187
Online source, evaluate validity and
reliability, 938–943
Fact and opinion, distinguish between,
1250–1255
Background knowledge, use, 1398–1406
Research Task
Write a biographical narrative, 255
Write a research report on women and the
Civil War, 505
Make a display about the Westward
Expansion, 624
9
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Craft and Structure
11-12.RH.4 Determine the meaning of
words and phrases as they are used in a
text, including analyzing how an author
uses and refines the meaning of a key term
over the course of a text (e.g., how
Madison defines faction in Federalist No.
10).
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Building Academic Vocabulary, xlviii
Technical Domain-Specific Academic
Vocabulary: Social Studies, li
Vocabulary Across Content Areas, liv–lv
Essential Question Vocabulary, 16, 224,
476, 704, 980, 1292
Language Study Workshops: Using a
Dictionary and Thesaurus, 198–199,
Etymology: Political Science and History
Terms, 450–451, Words from Mythology
and Religious Traditions, 678–679,
Etymology: Scientific, Medical, and
Mathematical Terms, 954–955
For a representative sampling of the
integration of vocabulary with social studies
related selections, see all vocabulary and
literary side notes for the following
selections: from The Iroquois Constitution
by Dekanawidah – examples, 40, 43, 44,
45; from “A Journey Through Texas,” by
Alvar Núñez Cabeza de Vaca – examples,
46, 49, 50, 51; from “Mary Chesnut’s Civil
War,” by Mary Chesnut – 493, 495, 496,
497; “Recollections of a Private,” by Warren
Lee Goss – examples, 500, 501;
“Confederate Account of the Battle of
Gettysburg,” by Randolph McKim –
examples, 503, 504
10
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RH.5 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.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Analyzing Arguments, lxiv–lxv; The Art of
Argument: Rhetorical Devices and
Persuasive Techniques, lxv–lxvii
Reading for Information
Manual and public service announcement,
128–133
Letters & floor plan, 178–187
Commission & field report, 242–255
Consumer documents, 392–397
Diaries & journals (civil war), 492–505
Periodical abstract and government form,
558–563
Personal history & speech, 614–623
Photographs & ballad, 764–771
Digital reference tools, 938–943
Poster & editorial cartoon & editorial, 1000–
1007
Newspaper articles, 1250–1255
Oral history transcript & e-mail, 1398–1407
Technical report and mission statement,
1442–1447
Analyze Foundational U.S. Documents, 98,
108, 110, 115, 139, 147, 150, 152, 168,
175, 176, 518–524, 538, 1104
Historical Accounts
from “A Journey Through Texas,” by Alvar
Núñez Cabeza de Vaca, 48
“Boulders Taller Than the Great Tower of
Seville,” by García López de Cárdenas, 52
from “Of Plymouth Plantation,” by William
Bradford, 58
“Crossing the Great Divide,” by Meriwether
Lewis, 250
from “Mary Chesnut’s Civil War,” by Mary
Chesnut, 495
“Recollections of a Private,” by Warren Lee
Goss, 500
“Confederate Account of the Battle of
Gettysburg,” by Randolph McKim, 502
from ”Heading West,” by Miriam Davis Colt,
617
“Urban Renewal,” by Sean Ramsey, 1401
11
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
(Continued)
11-12.RH.5 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.
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
“Playing for the Fighting Sixty-Ninth,” by
William Harvey, 1403
Speeches/Sermons
from “Sinners in the Hands of an Angry
God," by Jonathan Edwards, 86
from “What to the Slave Is the Fourth of
July?," by Frederick Douglass, 97
Speech in the Virginia Convention by
Patrick Henry, 100
Speech in the Convention by Benjamin
Franklin, 105
The Gettysburg Address by Abraham
Lincoln, 538
“I Will Fight No More Forever," by Chief
Joseph, 622
Nobel Prize Acceptance Speech by William
Faulkner, 828
Inaugural Address by John F. Kennedy,
1104
Common Core Assessment Workshop:
Performance Tasks
Analyze Foundational U.S. Documents for
Themes, Purposes, and Rhetorical Features,
204
Analyze Text Structure, 456, 684, 960,
1272
Preparing to Read Complex Texts (craft and
structure), 207, 459, 687, 1274, 1467
12
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RH.6 Evaluate authors’ differing
points of view on the same historical event
or issue by assessing the authors’ claims,
reasoning, and evidence.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
The Art of Argument: Rhetorical Devices
and Persuasive Techniques, lxv–lxvii
Building Knowledge and Insight
Analyze Philosophical Assumptions, 40, 43,
45; Author’s Purpose, 56, 62, 64, 66;
Sermon, 84, 92; Critique the Appeal to
Audience, 98, 105, 108; Social
commentary, compare, 1346, 1355;
Memoirs, 1424, 1439
Historical Accounts, Speeches, Personal
Essays
from “A Journey Through Texas,” by Alvar
Núñez Cabeza de Vaca, 48
“Boulders Taller Than the Great Tower of
Seville,” by García López de Cárdenas, 52
from “What to the Slave Is the Fourth of
July?," by Frederick Douglass, 97
from “The Interesting Narrative of the Life
of Olaudah Equiano,” by Olaudah Equiano,
170
from “My Bondage and My Freedom,” by
Frederick Douglass, 520
from ”Heading West,” by Miriam Davis Colt,
617
“I Will Fight No More Forever," by Chief
Joseph, 622
Performance Tasks (Common Core
Assessment Workshop): Evaluate a Work of
Nonfiction and Two Foundational
Documents, 685
Reading for Information
Diaries & journals (civil war), 492–505;
Personal history & speech, 614–623; Poster
& editorial cartoon & editorial, 1000–1007;
Newspaper articles, 1250–1255; Oral
history transcript & e-mail, 1398–1407
13
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Integration of Knowledge and Ideas
11-12.RH.7 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.
Pearson Common Core Literature
Grade 11, ©2015
Maps & Timelines
Literary Map of the United States, xxxii–
lxxxiii
Timelines, 4–13, 212–221, 464–473, 692–
701, 968–977, 1280–1289
Communications Workshop
Analyze a Nonprint Political Advertisement,
952–953; Analyze and Evaluate
Entertainment Media, 1264–1265; Compare
Print News Coverage, 1456–1457
Writing Workshop
Multimedia Presentation, 944–951
Reading for Information
Floor Plan, 184–187; Consumer
Documents, 392–397; Photographs /
Ballad, 764–771; Digital Reference Tools,
938–943; Poster / Editorial Cartoon /
Editorial, 1000–1007
Speaking and Listening
Media review, 135; Slide presentation, 224;
Multimedia presentation, 704; Travel
directions, 1292
14
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RH.8 Evaluate an author’s premises,
claims, and evidence by corroborating or
challenging them with other information.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Analyzing Arguments, lxiv–lxv; The Art of
Argument: Rhetorical Devices and
Persuasive Techniques, lxv–lxvii
Opinion Pieces
“Backing the Attack," by Editors of The New
York Times, 1005
from “Letter from Birmingham City Jail," by
Martin Luther King, Jr, 1109
Review of The Crucible by Brooks Atkinson,
1251
Hysteria Resides at Heart of the Frantic
“Crucible” by Kenneth Turan, 1252
Essays About Ideas
from “Nature,” by Ralph Waldo Emerson,
366
from “Self-Reliance,” by Ralph Waldo
Emerson, 369
from “Walden,” by Henry David Thoreau,
378
from “Civil Disobedience,” by Henry David
Thoreau, 388
Writing to Sources
Argument (Evaluation of Jonathan Edwards
persuasive techniques), 93; Explanatory
Text (Essay comparing view of Patrick
Henry and Benjamin Franklin), 109;
Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Argument (Write a
letter to the editor commenting on an
issue), 1114
Timed Writing
Explanatory Text (Write an essay in which
you analyze the author’s political opinions),
1249
15
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RH.9 Integrate information from
diverse sources, both primary and
secondary, into a coherent understanding
of an idea or event, noting discrepancies
among sources.
Pearson Common Core Literature
Grade 11, ©2015
Historical Accounts, Speeches, Personal
Essays
from “A Journey Through Texas,” by Alvar
Núñez Cabeza de Vaca, 48
“Boulders Taller Than the Great Tower of
Seville,” by García López de Cárdenas, 52
from “What to the Slave Is the Fourth of
July?," by Frederick Douglass, 97
from “The Interesting Narrative of the Life
of Olaudah Equiano,” by Olaudah Equiano,
170
from “My Bondage and My Freedom,” by
Frederick Douglass, 520
from ”Heading West,” by Miriam Davis Colt,
617
“I Will Fight No More Forever," by Chief
Joseph, 622
Performance Tasks (Common Core
Assessment Workshop): Evaluate a Work of
Nonfiction and Two Foundational
Documents, 685
Reading for Information
Diaries & journals (civil war), 492–505;
Personal history & speech, 614–623; Poster
& editorial cartoon & editorial, 1000–1007;
Newspaper articles, 1250–1255; Oral
history transcript & e-mail, 1398–1407
Range of Reading and Level of Text Complexity
11-12.RH.10 By the end of grade 12, read
Independent Reading (Social Science
and comprehend history/social studies texts Texts), 206, 458, 686, 961, 1273, 1466.
in the grades 11-CCR text complexity band
Also see Online Text Set and
independently and proficiently.
Comprehending Complex Texts, lviii–lix.
16
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
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
11-12.WHST.1 Write arguments focused on Common Core Workshop
discipline-specific content.
Composing an Argument, lxx–lxxi
a. Introduce precise, knowledgeable
Writing Workshop
claim(s), establish the significance of
Argumentative Text: Multimedia
the claim(s), distinguish the claim(s)
Presentation, 944–951; Argument:
from alternate or opposing claims, and
Persuasive Essay, 1256–1263
create an organization that logically
sequences the claim(s), counterclaims,
Writing to Sources
reasons, and evidence.
Argument (Evaluation of Jonathan Edwards
b. Develop claim(s) and counterclaims
persuasive techniques), 93; Argumentative
fairly and thoroughly, supplying the
Text (Persuasive editorial modeled on works
most relevant data and evidence for
by Jefferson and Paine), 121; Argument
each while pointing out the strengths
(Persuasive article on relevance of
and limitations of both claim(s) and
counterclaims in a discipline-appropriate Thoreau’s ideas in today’s world), 391;
Informative Text (Introduction for collection
form that anticipates the audience’s
of spirituals), 535; Argument (Write a letter
knowledge level, concerns, values, and
to the editor commenting on an issue),
possible biases.
c. Use words, phrases, and clauses as well 1114; Argument (Write a “friend of the
court” brief), 1215
as varied syntax to link the major
sections of the text, create cohesion,
Timed Writing; Argument (Essay about civic
and clarify the relationships between
involvement), 133; Position Statement
claim(s) and reasons, between reasons
and evidence, and between claim(s) and (Essay about use of photography during
Civil War), 683; Argument (Essay about
counterclaims.
using
online research tools), 943; Position
d. Establish and maintain a formal style
Statement
(Essay about humanity’s
and objective tone while attending to
feature),
959;
Position Statement (Write an
the norms and conventions of the
essay in which you discuss the ideas of
discipline in which they are writing.
work, career, and status), 1271; Argument
e. Provide a concluding statement or
(Write about who should preserve heritage
section that follows from or supports the
sites), 1447
argument presented.
17
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.WHST.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
a. Introduce a topic and organize complex
ideas, concepts, and information so that
each new element builds on that which
precedes it to create a unified whole;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant 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 complex ideas and
concepts.
d. Use precise language, domain-specific
vocabulary and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic;
convey a knowledgeable stance in a
style that responds to the discipline and
context as well as to the expertise of
likely readers.
e. Provide a concluding statement or
section that follows from and supports
the information or explanation provided
(e.g., articulating implications or the
significance of the topic).
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Informative Text (Historical Investigation
Report), 664–675
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Explanatory Text
(Speech introducing William Bradford), 67;
Explanatory Text (Essay comparing view of
Patrick Henry and Benjamin Franklin), 109;
Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Informative Text
(Museum placard for museum exhibit
about Olaudah Equiano), 177; Informative
Text (Introduction for collection of
spirituals), 535; Explanatory Text
(Compare-and-contrast essay about
writings of Abraham Lincoln and Robert E.
Lee), 543; Informative Text (Rewrite
Sojourner Truth’s account as a newspaper
article), 557; Informative Text (Write an
essay connecting the events described in
“The Turtle” to the lives of ordinary people
during the Great Depression), 763;
Explanatory Text (Write a compare and
contrast essay about themes in “Hiroshima”
and “The Death of the Ball Turret Gunner,”
999; Explanatory Text (Analyzing how
poems reflect struggles of African
Americans during the mid-twentieth
century), 1069; Explanatory Text (Letter
about American situation since 2001), 1397
Timed Writing
Explanatory Text (Write an analytical essay
comparing and contrasting explorations of
cultural heritage), 919; Explanatory Text
(Write an essay in which you analyze the
author’s political opinions), 1249
18
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.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.
Production and Distribution of Writing
11-12.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 11, ©2015
Writing Workshops
Narrative Text (Autobiographical Narrative),
188–195; Narrative Text (Short Story),
1448–1455
Writing to Sources
Narrative Text (Write a biographical
sketch), 1257
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Informative Text: Historical Investigation
Report, 664–675; Informative/Explanatory
Text: Multimedia Presentation, 944–951;
Argumentative Text: Persuasive Essay,
1256–1263
Timed Writing
Argument (Essay about civic involvement),
133; Argument (Support an opinion about
the management of natural resources),
397; Argument (Write an essay about the
importance of archaeology), 562; Position
Statement (Essay about use of photography
during Civil War), 683; Explanatory Text
(Write an analytical essay comparing and
contrasting explorations of cultural
heritage), 919; Argument (Essay about
using online research tools), 943; Position
Statement (Essay about humanity’s
feature), 959; Explanatory Text (Write an
essay in which you analyze the author’s
political opinions), 1249; Position
Statement (Write an essay in which you
discuss the ideas of work, career, and
status), 1271; Argument (Write about who
should preserve heritage sites), 1447
19
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
(Continued)
11-12.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Explanatory Text
(Speech introducing William Bradford), 67;
Argument (Evaluation of Jonathan Edwards
persuasive techniques), 93; Explanatory
Text (Essay comparing view of Patrick
Henry and Benjamin Franklin), 109;
Argumentative Text (Persuasive editorial
modeled on works by Jefferson and Paine),
121; Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Informative Text
(Museum placard for museum exhibit
about Olaudah Equiano), 177; Argument
(Persuasive article on relevance of
Thoreau’s ideas in today’s world), 391;
Informative Text (Introduction for collection
of spirituals), 535; Explanatory Text
(Compare-and-contrast essay about
writings of Abraham Lincoln and Robert E.
Lee), 543; Informative Text (Rewrite
Sojourner Truth’s account as a newspaper
article), 557; Informative Text (Write an
essay connecting the events described in
“The Turtle” to the lives of ordinary people
during the Great Depression), 763;
Explanatory Text (Write a compare and
contrast essay about themes in “Hiroshima”
and “The Death of the Ball Turret Gunner,”
999; Informative Text (Research plant
growth in a science book or on a science
Web site (compare to Roethke poem),
1061; Explanatory Text (Analyzing how
poems reflect struggles of African
Americans during the mid-twentieth
century), 1069; Argument (Write a letter to
the editor commenting on an issue), 1114;
Argument (Write a “friend of the court”
brief), 1215; Narrative Text (Write a
biographical sketch), 1257; Explanatory
Text (Letter about American situation since
2001), 1397
20
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.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.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Informative Text: Historical Investigation
Report, 664–675; Informative/Explanatory
Text: Multimedia Presentation, 944–951;
Argumentative Text: Persuasive Essay,
1256–1263
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Explanatory Text
(Speech introducing William Bradford), 67;
Argument (Evaluation of Jonathan Edwards
persuasive techniques), 93; Explanatory
Text (Essay comparing view of Patrick
Henry and Benjamin Franklin), 109;
Argumentative Text (Persuasive editorial
modeled on works by Jefferson and Paine),
121; Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Informative Text
(Museum placard for museum exhibit
about Olaudah Equiano), 177; Argument
(Persuasive article on relevance of
Thoreau’s ideas in today’s world), 391;
Informative Text (Introduction for collection
of spirituals), 535; Explanatory Text
(Compare-and-contrast essay about
writings of Abraham Lincoln and Robert E.
Lee), 543; Informative Text (Rewrite
Sojourner Truth’s account as a newspaper
article), 557; Informative Text (Write an
essay connecting the events described in
“The Turtle” to the lives of ordinary people
during the Great Depression), 763;
Explanatory Text (Write a compare and
contrast essay about themes in “Hiroshima”
and “The Death of the Ball Turret Gunner,”
999; Informative Text (Research plant
growth in a science book or on a science
Web site (compare to Roethke poem),
1061; Explanatory Text (Analyzing how
poems reflect struggles of African
21
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
11-12.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.
(Continued)
Americans during the mid-twentieth
century), 1069; Argument (Write a letter to
the editor commenting on an issue), 1114;
Argument (Write a “friend of the court”
brief), 1215; Narrative Text (Write a
biographical sketch), 1257; Explanatory
Text (Letter about American situation since
2001), 1397
11-12.WHST.6 Use technology, including
the Internet, to produce, publish, and
update individual or shared writing products
in response to ongoing feedback, including
new arguments or information.
Common Core Workshop: Print and Digital
Resources & Media Resources, lxxiii
Writing Workshop
Multimedia Presentation, 944–951;
Publishing and Presenting, 195, 447, 675,
1263, 1455
Research Task
Construct an illustrated timeline, 187;
Create a Computer Slide Show, 1008
Writing to Sources
Electronic Slide Presentation, 535; Formal
Oral Presentation, 565; Multi-Genre
Response to Literature, 910; Multi-Genre
Response to Poetry, 1078; Ad Campaign,
1363
Solve a Research Problem
Find reliable print and online sources about
inventions, 224; Conduct targeted research
on popular form of American culture, 704;
Use technology to interview someone who
lived through the 1960s, 980
22
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Research to Build and Present Knowledge
11-12.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.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Conducting Research, lxxii–lxxvii
Writing Workshop: historical investigation
report, 664–675, multimedia presentation,
944–951; Focus on Research, 1256
Text Set Workshop: research, 200b, 452b,
680b, 956b, 1268b, 1460b
Research Task, 187, 255, 505, 624, 771,
1008, 1407
Writing to Sources, 67, 177, 763, 1381
Speaking and Listening (Solve a Research
Problem), 16, 224, 476, 704, 980, 1292
23
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.WHST.8 Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
specific task, purpose, and audience;
integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any
one source and following a standard format
for citation.
Common Core Workshop
Conducting Research, lxxii–lxxvi
Writing Workshops
Informative Text (Historical Investigation
Report), 664–675
Text Set Workshop
Research the American Dream, 200b;
Research Americans in the arts politics, and
sports, 452b; Research ethics of Westward
expansion, 680b; Research historical
context, 956b; Research for a culture fair,
1460b
Solve a Research Problem
Locate texts from the oral tradition, 16;
Find reliable print and online sources about
inventions, 224; Locate commentaries
about the public speaking of a famous
American, 476 ; Conduct targeted research
on popular form of American culture, 704;
Use technology to interview someone who
lived through the 1960s, 980; Research
American writer who writes from dual
cultural perspective, 1292
Research Task
Construct an annotated and illustrated
timeline of the White House, 187; Write a
biographical narrative about Sacagawea,
255; Write a research report on women and
the Civil War, 505; Make a display about
the Westward Expansion, 624; Research
the WPA, 771; Research society and culture
in the media, 1008; Research the value and
values of memorials, 1407
24
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Pearson Common Core Literature
Grade 11, ©2015
Writing Workshop
Informative Text (Historical Investigation
Report), 664–675
Writing to Sources
Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Explanatory Text
(Compare-and-contrast essay about
writings of Abraham Lincoln and Robert E.
Lee), 543; Explanatory Text (Write a
compare and contrast essay about themes
in “Hiroshima” and “The Death of the Ball
Turret Gunner,” 999
Text Set Workshop
Research, 200b, 452b, 680b, 956b, 1268b,
1460b
Solve a Research Problem
Locate texts from the oral tradition, 16;
Find reliable print and online sources about
inventions, 224; Locate commentaries
about the public speaking of a famous
American, 476 ; Conduct targeted research
on popular form of American culture, 704;
Use technology to interview someone who
lived through the 1960s, 980; Research
American writer who writes from dual
cultural perspective, 1292
25
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Range of Writing
11-12.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.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Informative Text: Historical Investigation
Report, 664–675; Informative/Explanatory
Text: Multimedia Presentation, 944–951;
Argumentative Text: Persuasive Essay,
1256–1263
Timed Writing
Argument (Essay about civic involvement),
133; Argument (Support an opinion about
the management of natural resources),
397; Argument (Write an essay about the
importance of archaeology), 562; Position
Statement (Essay about use of photography
during Civil War), 683; Explanatory Text
(Write an analytical essay comparing and
contrasting explorations of cultural
heritage), 919; Argument (Essay about
using online research tools), 943; Position
Statement (Essay about humanity’s
feature), 959; Explanatory Text (Write an
essay in which you analyze the author’s
political opinions), 1249; Position
Statement (Write an essay in which you
discuss the ideas of work, career, and
status), 1271; Argument (Write about who
should preserve heritage sites), 1447
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Explanatory Text
(Speech introducing William Bradford), 67;
Argument (Evaluation of Jonathan Edwards
persuasive techniques), 93; Explanatory
Text (Essay comparing view of Patrick
Henry and Benjamin Franklin), 109;
Argumentative Text (Persuasive editorial
modeled on works by Jefferson and Paine),
121; Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Informative Text
26
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
(Continued)
11-12.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.
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
(Museum placard for museum exhibit
about Olaudah Equiano), 177; Argument
(Persuasive article on relevance of
Thoreau’s ideas in today’s world), 391;
Informative Text (Introduction for collection
of spirituals), 535; Explanatory Text
(Compare-and-contrast essay about
writings of Abraham Lincoln and Robert E.
Lee), 543; Informative Text (Rewrite
Sojourner Truth’s account as a newspaper
article), 557; Informative Text (Write an
essay connecting the events described in
“The Turtle” to the lives of ordinary people
during the Great Depression), 763;
Explanatory Text (Write a compare and
contrast essay about themes in “Hiroshima”
and “The Death of the Ball Turret Gunner,”
999; Informative Text (Research plant
growth in a science book or on a science
Web site (compare to Roethke poem),
1061; Explanatory Text (Analyzing how
poems reflect struggles of African
Americans during the mid-twentieth
century), 1069; Argument (Write a letter to
the editor commenting on an issue), 1114;
Argument (Write a “friend of the court”
brief), 1215; Narrative Text (Write a
biographical sketch), 1257; Explanatory
Text (Letter about American situation since
2001), 1397
27
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
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
11-12.RST.1 Cite specific textual evidence
Common Core Workshop
to support analysis of science and technical
Comprehending Complex Texts, lviii–lix
texts, attending to important distinctions
the author makes and to any gaps or
Scientific Accounts
inconsistencies in the account.
from Mars Rover Mission Update by Steve
Squyres, 69
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
11-12.RST.2 Determine the central ideas or
conclusions of a text; summarize complex
concepts, processes, or information
presented in a text by paraphrasing them in
simpler but still accurate terms.
Opportunities to address this objective may
be found with the following:
Common Core Workshop: Writing an
Objective Summary, lvi–lvii;
Comprehending Complex Texts, lviii–lix
Scientific Accounts
from Mars Rover Mission Update by Steve
Squyres, 69
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
28
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
(Continued)
11-12.RST.2 Determine the central ideas or
conclusions of a text; summarize complex
concepts, processes, or information
presented in a text by paraphrasing them in
simpler but still accurate terms.
(Continued)
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating
Investigating
Investigating
Investigating
Investigating
11-12.RST.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in the
text.
Health and Medicine, 822;
Psychology, 1170;
Health and Medicine, 1210;
Psychology, 1328;
Science, 1370
Opportunities to address this objective may
be found with the following:
Common Core Workshop
Comprehending Complex Texts, lviii–lix
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
Functional Text
Government Form: Virginia Department of
Historic Resources, 561; Online Citation
Organizer, 939; Wikipedia Entry, 941
Writing to Sources
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
29
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
Craft and Structure
11-12.RST.4 Determine the meaning of
symbols, key terms, and other domainspecific words and phrases as they are used
in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
Common Core Workshop
Building Academic Vocabulary, xlviii
Technical Domain-Specific Academic
Vocabulary: Science, xlix, Mathematics, l,
Technology, lii
Vocabulary Across Content Areas, liv–lv
Vocabulary Acquisition and Use
Research the history of the word terrestrial,
254
Language Study Workshop: Etymology:
Scientific, Medical, and Mathematical
Terms, 954–955
11-12.RST.5 Analyze how the text
structures information or ideas into
categories or hierarchies, demonstrating
understanding of the information or ideas.
Common Core Workshop
Comprehending Complex Texts, lviii–lix
Scientific Accounts
from Mars Rover Mission Update by Steve
Squyres, 69
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
30
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RST.6 Analyze the author’s purpose
in providing an explanation, describing a
procedure, or discussing an experiment in a
text, identifying important issues that
remain unresolved.
Pearson Common Core Literature
Grade 11, ©2015
Scientific Accounts
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Timed Writing
Argument (Support an opinion about the
management of natural resources), 397;
Argument (Write an essay about the
importance of archaeology), 562
Writing to Sources
Informative Text (Analytical essay on
effects of Benjamin Franklin’s plan for selfimprovement), 154; Informative Text
(Research plant growth in a science book or
on a science Web site (compare to Roethke
poem), 1061
31
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
Integration of Knowledge and Ideas
11-12.RST.7 Integrate and evaluate
multiple sources of information presented in
diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.
Opportunities to address this objective may
be found with the following:
Reading for Information
Evaluate information from charts and
graphs, 392–397; Technical report and
mission statement, 1442–1447
Writing to Sources
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
11-12.RST.8 Evaluate the hypotheses,
data, analysis, and conclusions in a science
or technical text, verifying the data when
possible and corroborating or challenging
conclusions with other sources of
information.
Common Core Workshop
Analyzing Arguments, lxiv–lxv; The Art of
Argument: Rhetorical Devices and
Persuasive Techniques, lxv–lxvii
Scientific Accounts
from Mars Rover Mission Update by Steve
Squyres, 69
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
32
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.RST.9 Synthesize information from a
range of sources (e.g., texts, experiments,
simulations) into a coherent understanding
of a process, phenomenon, or concept,
resolving conflicting information when
possible.
Pearson Common Core Literature
Grade 11, ©2015
Opportunities to address this objective may
be found with the following:
Common Core Workshop: Print and Digital
Resources & Media Resources, lxxiii
Scientific Accounts
from Mars Rover Mission Update by Steve
Squyres, 69
“Water on Tap,” by United States EPA, 393
Kissimmee River Restoration and Upper
Basin Initiatives, 395
Technical Accounts
“Demographic Aspects of Surnames from
Census 2000,” by David L. Word, Charles D.
Coleman, 1443
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
Range of Reading and Level of Text Complexity
11-12.RST.10 By the end of grade 12, read Independent Reading (Science Texts),
and comprehend science/technical texts in
1274–1275, 1466–1467. Also see Online
the grades 11-CCR text complexity band
Text Set and Comprehending Complex
independently and proficiently.
Texts, lviii–lix.
33
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
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
11-12.WHST.1 Write arguments focused on Common Core Workshop
discipline-specific content.
Composing an Argument, lxx–lxxi
a. Introduce precise, knowledgeable
Writing Workshop
claim(s), establish the significance of
Argumentative Text (Multimedia
the claim(s), distinguish the claim(s)
Presentation), 944–951; Argument Text
from alternate or opposing claims, and
(Persuasive Essay), 1256–1263
create an organization that logically
sequences the claim(s), counterclaims,
Writing to Sources
reasons, and evidence.
Argument (Persuasive article on relevance
b. Develop claim(s) and counterclaims
of Thoreau’s ideas in today’s world), 391
fairly and thoroughly, supplying the
most relevant data and evidence for
Timed Writing
each while pointing out the strengths
Argument (Support an opinion about the
and limitations of both claim(s) and
counterclaims in a discipline-appropriate management of natural resources), 397;
Argument (Write an essay about the
form that anticipates the audience’s
importance of archaeology), 562
knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well
as varied syntax 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.
34
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.WHST.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
a. Introduce a topic and organize complex
ideas, concepts, and information so that
each new element builds on that which
precedes it to create a unified whole;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant 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 complex ideas and
concepts.
d. Use precise language, domain-specific
vocabulary and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic;
convey a knowledgeable stance in a
style that responds to the discipline and
context as well as to the expertise of
likely readers.
e. Provide a concluding statement or
section that follows from and supports
the information or explanation provided
(e.g., articulating implications or the
significance of the topic).
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Explanatory Text (Reflective Essay), 440–
447; Informative Text (Historical
Investigation Report), 664–675
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Informative Text
(Analytical essay on effects of Benjamin
Franklin’s plan for self-improvement), 154;
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
35
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.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.
Pearson Common Core Literature
Grade 11, ©2015
For related material see:
Writing Workshop
Narrative Text (Autobiographical Narrative),
188–195; Explanatory Text (Reflective
Essay), 440–447; Narrative Text (Short
Story), 1448–1455
Research Task
Write a biographical narrative about
Sacagawea, 255
Writing to Sources
Narrative Text (Write a biographical
sketch), 1257
36
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Production and Distribution of Writing
11-12.WHST.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Conducting Research, lxxii–lxxvii
Writing Workshop
Explanatory Text (Reflective Essay), 440–
447; Informative Text (Historical
Investigation Report), 664–675
Writing to Sources
Explanatory Text (Write an explorer’s
journal entry), 55; Informative Text
(Analytical essay on effects of Benjamin
Franklin’s plan for self-improvement), 154;
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
Timed Writing
Argument (Support an opinion about the
management of natural resources), 397;
Argument (Write an essay about the
importance of archaeology), 562
11-12.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.
Common Core Workshop
Writing an Objective Summary, lvi–lvii
Writing Workshop
Explanatory Text (Reflective Essay), 440–
447; Informative Text (Historical
Investigation Report), 664–675
Writing to Sources
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
Timed Writing
Argument (Support an opinion about the
management of natural resources), 397;
Argument (Write an essay about the
importance of archaeology), 562
37
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
11-12.WHST.6 Use technology, including
the Internet, to produce, publish, and
update individual or shared writing products
in response to ongoing feedback, including
new arguments or information.
For related material see:
Common Core Workshop: Print and Digital
Resources & Media Resources, lxxiii
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
Writing Workshops
Argumentative Text (Multimedia
Presentation), 944–951
Research Task
Construct an illustrated timeline, 187;
Create a Computer Slide Show, 1008
Solve a Research Problem
Find reliable print and online sources about
inventions, 224
38
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
Pearson Common Core Literature
Grade 11, ©2015
Research to Build and Present Knowledge
11-12.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, lxxii–lxxvii
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
Research Task
Construct an illustrated timeline, 187;
Create a Computer Slide Show, 1008
Solve a Research Problem
Find reliable print and online sources about
inventions, 224
11-12.WHST.8 Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
specific task, purpose, and audience;
integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any
one source and following a standard format
for citation.
Common Core Workshop
Conducting Research, lxxii–lxxvii
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
Research Task
Construct an illustrated timeline, 187;
Create a Computer Slide Show, 1008
Solve a Research Problem
Find reliable print and online sources about
inventions, 224
39
A Correlation of Pearson Common Core Literature, Grade 11, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grades 11-12
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects
Grades 11-12
11-12.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Pearson Common Core Literature
Grade 11, ©2015
Common Core Workshop
Conducting Research, lxxii–lxxvii
Writing to Sources
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
Teacher’s Edition Activities
Research the state of scientific
understanding in Lewis’s time, 246;
Investigating Health and Medicine, 308;
Investigating Science, 348; Research
Dangers of Cold Weather, 598;
Investigating Health and Medicine, 822;
Investigating Psychology, 1170;
Investigating Health and Medicine, 1210;
Investigating Psychology, 1328;
Investigating Science, 1370
Range of Writing
11-12.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
Writing an Objective Summary, lvi–lvii
Writing Workshop
Explanatory Text (Reflective Essay), 440–
447; Informative Text (Historical
Investigation Report), 664–675
Writing to Sources
Informative Text (Research plant growth in
a science book or on a science Web site
(compare to Roethke poem), 1061
Timed Writing
Argument (Support an opinion about the
management of natural resources), 397;
Argument (Write an essay about the
importance of archaeology), 562
40