Common Core State Standards
Grades 9 – 10 History and Social Studies - Reading
COMMON CORE ANCHOR STANDARDS
College and Career Readiness Anchor Standards for
History and Social Studies
1. Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
COMMON CORE STATE STANDARD
WHAT DOES THIS STANDARD MEAN THAT
A STUDENT MUST KNOW AND BE ABLE TO
DO?
History and social Studies: Reading
Key Ideas and Details
1. Cite specific textual evidence to support
analysis of primary and secondary sources,
attending to such features as the date and
origin of the information.
Students read and cite sources from informational text
(historical, expository/technical texts).
Students cite specific textual evidence (e.g., offer
proof from primary and secondary sources).
Students identify features that reflect the reliability of
a source (e.g., date, origin of information).
Students analyze primary and secondary sources for
bias, credibility, point of view, perspective, purpose,
date, and origin of information.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
2. Determine the central ideas or information
of a primary or secondary source; provide
an accurate summary of how key events or
ideas develop over the course of the text.
Students determine the central ideas or information of
a primary or secondary source; and provide an
accurate summary of how key events or ideas develop
over the course of the text.
Students summarize the central ideas in an
informational text, capturing the most important parts
of the piece distinct from personal opinions or
judgments.
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3. Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
3. Analyze in detail a series of events
described in a text; determine whether
earlier events caused later ones or simply
preceded them.
Students identify patterns of organization in
informational and technical text(s).
Students identify the sequence of events by
interpreting graphic organizers and aids (e.g., time
line, maps, graphs, pictures).
Students identify the difference between cause and
effect and how an effect can become a cause.
Students identify causal relationships between and
among events.
Students make and explain logical inferences
concerning the relationships between cause and
effect.
Students analyze in detail a series of events described
in a text and determine whether earlier events caused
later ones or simply preceded them.
Students supply strong and thorough textual support
in the analysis (or in analyzing) a text.
Students cite specific textual evidence to support
analysis of primary and secondary sources,
contextualizing them according to the date and origin
of the information.
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Common Core State Standards
Grades 9 – 10 History and Social Studies - Reading
COMMON CORE ANCHOR STANDARDS
College and Career Readiness Anchor Standards for
History and Social Studies
1. Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
COMMON CORE STATE STANDARD
WHAT DOES THIS STANDARD MEAN THAT
A STUDENT MUST KNOW AND BE ABLE TO
DO?
History and social Studies: Reading
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text, including
vocabulary describing political, social, or
economic aspects of history/social studies.
Students read and reread other sentences, paragraphs,
and non-linguistic images in an informational text to
identify context clues that can be used to determine
the meaning of unknown words.
Students use context clues to unlock the meaning of
unknown words and phrases.
Students identify, determine the meaning of, and use
domain-specific terms.
Students determine the appropriate definition of
words that have more than one meaning.
2.
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.
5. Analyze how a text uses structure to
emphasize key points or advance an
explanation or analysis.
Students determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
Students identify patterns of organization in
informational and technical text(s) in order to make
meaning.
Students read and reread other sentences, paragraphs,
and graphic and visual images in an informational
text as the sources of context clues used to determine
the meaning of unknown words.
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Students make connections between author’s choice
of text structure and the text’s purpose, key points,
and central idea(s).
Students explain how organization, structure and/or
features enhance the text’s purpose and central idea.
3.
Assess how point of view or purpose shapes the
content and style of a text.
6. Compare the point of view of two or more
authors for how they treat the same or
similar topics, including which details they
include and emphasize in their respective
accounts.
Students analyze how a text uses structure to
emphasize key points or advance an explanation or
analysis.
Students describe the connection between the author’s
purpose and the style of the text.
Students explain the author’s overall purpose (to
inform, persuade, or explain how) in writing a text.
Students explain how the author’s choices reflect his
or her viewpoint, focus, attitude, position or bias.
Students compare and contrast the point of view of
two or more authors on the same or similar topics.
Students explain how point of view, viewpoint,
purpose, and perspective affect an informational text,
i.e., how they control the message through
information.
Students analyze the impact of including and
emphasizing certain details into two or more accounts
of the same or similar topics.
Students analyze the author’s use of persuasive
techniques, rhetorical devices, and logical fallacies.
Students determine an author's point of view or
purpose in a text and analyze how an author uses
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rhetoric to advance that point of view or purpose.
Students compare the approach of two or more
authors describing their treatment of the same or
similar topics, noting which details are emphasized
and developed in their respective accounts.
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Common Core State Standards
Grades 9 – 10 History and Social Studies - Reading
COMMON CORE ANCHOR STANDARDS
College and Career Readiness Anchor Standards for
History and Social Studies
1. Integrate and evaluate content presented in
diverse formats and media, including visually and
quantitatively, as well as in words.
COMMON CORE STATE STANDARD
WHAT DOES THIS STANDARD MEAN THAT
A STUDENT MUST KNOW AND BE ABLE TO
DO?
History and social Studies: Reading
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative
analysis in print or digital text.
Students develop and use research strategies.
Students distinguish between relevant and irrelevant
information.
Students compare how different text or media present
information about the same subject.
Students identify aspects of text or media that reveal
an author’s purpose and intention.
Students analyze the way quantitative and technical
analysis support the qualitative analysis.
Students analyze the details included (and excluded)
in different versions of an account.
2. 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.
8. Assess the extent to which the reasoning
and evidence in a text support the author’s
claims.
Students integrate quantitative or technical analysis
with qualitative analysis in print or digital text.
Students identify the author’s argument and specific
claims.
Students identify (e.g., by telling, writing, or
graphically representing) reason, examples, and
evidence that support the author’s argument and
specific claims.
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Students differentiate between claims that are
supported by reasons and evidence and those which
are not.
Students differentiate between valid and invalid
claims.
Students identify sound reasoning.
Students identify false statements and fallacious
reasoning in an argument.
Students recognize when irrelevant evidence is
introduced.
Students explain how an author uses reasons and
evidence to support particular arguments and specific
claims in a text, identifying which reasons and
evidence support which point(s).
3. Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
9. Compare and contrast treatments of the
same topic in several primary and
secondary texts.
Students assess the extent to which the reasoning and
evidence in a text support the author's claims.
Students develop research strategies.
Students identify the relationship between a primary
and secondary source on the same topic.
Students identify the corroborating or conflicting
information, facts, and interpretations.
Students identify the author’s position(s) in the text.
Students describe how the authors’ choices reflect
their viewpoints, foci, attitudes, positions or biases.
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Students analyze the strengths and limitations of
primary and secondary sources.
Students compare and contrast treatments of the same
topic in several primary and secondary sources.
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Common Core State Standards
Grades 9 – 10 History and Social Studies - Reading
COMMON CORE ANCHOR STANDARDS
COMMON CORE STATE STANDARD
College and Career Readiness Anchor Standards for
History and Social Studies
1. Read and comprehend complex literary and
informational texts independently and
proficiently.
WHAT DOES THIS STANDARD MEAN THAT
A STUDENT MUST KNOW AND BE ABLE TO
DO?
History and social Studies: Reading
Range of Reading and Level of Text Complexity
10. By the end of Grade 10, read and
Students assimilate prior knowledge.
comprehend history/social studies texts
in the Grades 9 – 10 text complexity
Students reread to clarify information.
band independently.
Students seek meaning of unknown vocabulary.
Students make and revise predictions.
Students use critical and divergent thinking and
assimilate prior knowledge to draw conclusions.
Students make connections and respond to text.
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