Connecting Delaware History Standards
and the Common Core State Standards
Delaware History Standards and Clarifications
Supporting CCSS Reading Anchor Standards and
Literacy Standards for History/Social Studies
Connecting Chronology to Key Ideas and Details
History Standard One [Chronology]
Grade 6-8: Students will examine historical materials
relating to a particular region, society, or theme;
analyze change over time, and make logical inferences
concerning cause and effect.
Grade 9-12a: Students will analyze historical
materials to trace the development of an idea or trend
across space or over a prolonged period of time in
order to explain patterns of historical continuity and
change.
Students build knowledge through close reading of social
studies materials facilitated by text-dependent questions
that require evidence drawn from what they have read.
Such materials should be either historical sources or
about contemporary public policy issues with an
emphasis on academic vocabulary. An effective text
dependent question delves into a text to guide students
in extracting the key meanings or ideas and events
found there.
The study of history depends upon evidence, the
documents and artifacts that historians rely upon to
systematically investigate and construct the story of the
past. Effective historical writing rests securely upon a
base of factual information that forms historical
conclusions. Every conclusion by a historian rests upon
the documentary evidence. Building chronology means
understanding (why and how) that one event may or
may not lead to subsequent events. A historian must
logically organize events, recognize patterns and trends,
explain cause and effect, make inferences, and draw
conclusions.
CCSS / Delaware Social Studies
CCSS Reading Anchor 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.
•
Grade 6-8: … cite specific textual evidence to support analysis of primary and secondary
sources.
•
Grade 9-10: … cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
•
Grade 11-12: … 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.
CCSS Reading Anchor 2
Determine the central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
•
Grade 6-8: … provide an accurate summary of a primary or secondary source, distinct from
prior knowledge or opinions.
•
Grade 9-10: … provide an accurate summary of how key events or ideas develop over the
course of a text.
•
Grade 11-12: … provide an accurate summary of a primary or secondary source that makes
clear the relationships among the key details and ideas.
CCSS Reading Anchor 3
Analyze how and why individuals, events, or ideas develop and interact over the course
of a text.
•
Grade 6-8: … a text’s description of a process related to history/social studies.
•
Grade 9-10: … determine whether earlier events caused later ones or simply preceded
them.
•
Grade 11-12: … evaluate various explanations for events and determine which explanation
best accords with textual evidence, acknowledging where the text leaves matters uncertain.
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Connecting Delaware History Standards
and the Common Core State Standards
Connecting Research to Craft and Structure
History Standard Two [Research]
Grade 6-8: Students will examine historical documents, artifacts,
and other materials, and analyze them in terms of credibility, as well
as the purpose, perspective, or point of view for which they were
constructed.
Grade 9-12: Students will examine and analyze primary and
secondary sources in order to differentiate between historical facts
and historical interpretations.
Historians collect and analyze both primary and secondary sources in
order to describe, compare, and interpret historical events. The same
event may be presented from a variety of perspectives by different
historians because they choose different questions to guide their
inquiries, may have varied access to historical materials, analyze those
sources differently, and are led by their own beliefs and points of view
to weigh causes in distinct manners. Any comparison or evaluation of
competing historical interpretations has to take these factors into
account.
CCSS Reading Anchor 4
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.
•
Grade 6-8: … including vocabulary specific to social studies.
•
Grade 9-10: … including vocabulary describing political, social, or economic
aspects of social studies.
•
Grade 11-12: … including analyzing how an author uses and refines the
meaning of a key term over the course of a text.
CCSS Reading Anchor 5
Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text relate to each other and the whole.
•
Grade 6-8: … describe how a text presents information.
•
Grade 9-10: … analyze how a text uses structure to emphasize key points or
advance an explanation or analysis.
•
Grade 11-12: … 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.
It is not what is the point of view, but how does a narrative show a
point of view. Students should understand that historians sometimes
disagree and the reasons why they disagree. It is the process – not
the end conclusion – that is important.
CCSS Reading Anchor 6
As used by historians, point of view has a specific meaning. If two
historians disagree, they do not have two different points of view.
Point of view asks the question – where is this historian coming from?
What is the historian’s nationality, race, gender, age, and personal
background? How might these factors have played a role in
determining that historian’s conclusions or the research questions that
guided historical investigation?
CCSS / Delaware Social Studies
Assess how point of view or purpose shapes the content and style of a text.
•
Grade 6-8: … identify aspects of a text that reveal an author’s point of view or
purpose.
•
Grade 9-10: … compare the point of view of two or more authors, including
which details they include and emphasize in their accounts.
•
Grade 11-12: … evaluate differing points of view on the same historical event
or issue by assessing the author’s claims, reasoning, and evidence.
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Connecting Delaware History Standards
and the Common Core State Standards
Connecting Research and Interpretation to Integration of Knowledge and Ideas
History Standard Two [Research]
Grade 6-8: Students will master the basic research skills necessary
to conduct an independent investigation of historical phenomena.
Grade 9-12: Students will develop and implement effective research
strategies for investigating a given historical topic.
CCSS Reading Anchor 7
Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
•
Grade 6-8: … integrate visual information (e.g. charts, tables, maps, graphs,
photographs, videos) with other information in print and digital texts.
•
Grade 9-10: … integrate quantitative or technical analysis with qualitative
analysis in print or digital text.
•
Grade 11-12: … integrate and evaluate multiple sources of information
presented in diverse formats or media in order to address a question or solve
a problem.
History Standard Three [Interpretation]
Grade 6-8: Students will compare different historians' descriptions of
the same societies in order to examine how the choice of questions
and use of sources may affect their conclusions.
Grade 9-12: Students will compare competing historical narratives,
by contrasting different historians' choice of questions, use and
choice of sources, perspectives, beliefs, and points of view, in order
to demonstrate how these factors contribute to different
interpretations.
Effective citizens can research issues, form reasoned opinions, and
support their positions, orally and in writing. Effective citizens are
aware that all written accounts flow from a person who sat down to
write that account and brought with him/her a collection of personal
influences and perspectives. An understanding of how a historian,
economist, geographer, reporter, or politician goes about writing arms
students when they encounter what others write. This skill and
awareness is essential for future citizenship.
Critical examination of social studies issues and materials requires
logical analysis, an appreciation of context, and an understanding of the
principles of evidence. A student is ready to apply these skills in daily
adult life as a citizen by understanding of the role of documentary
support. A citizen needs to ask questions of the person who advocates
a particular position. Where did they get their information? What factors
influenced their point of view? How much is based on facts and how
much is based upon interpretation?
CCSS / Delaware Social Studies
CCSS Reading Anchor 8
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.
•
Grade 6-8: … distinguish among fact, opinion, and reasoned judgment in a
text.
•
Grade 9-10: … assess the extent to which the reasoning and evidence in a
text support the author’s claims.
•
Grade 11-12: … evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
CCSS Reading Anchor 9
Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
•
Grade 6-8: … analyze the relationship between a primary and secondary
source on the same topic.
•
Grade 9-10: … compare treatments of the same topic in several primary and
secondary sources.
•
Grade 11-12: … integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
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