Using Social Studies to Approach the
Common Core
Crystel Dunn
September 7, 2013
Grades 3 - 5
Why Use Primary Sources
http://www.history.com/videos/what-was-in-lincolns-pockets#what-was-in-lincolns-pockets
Social Studies Course
Descriptions for 3 - 5
Third Grade: North America and the Caribbean - The third grade social studies curriculum
consists of the following content area strands: American History, Geography, Economics, and
Civics. Third grade students will learn about North America and the Caribbean. They will focus on
the regions of the United States, Canada, Mexico, and the Caribbean Islands. Their study will
include physical and cultural characteristics as they learn about our country and its neighbors.
Fourth Grade: Florida Studies – The fourth grade social studies curriculum consists of the
following content area strands: American History, Geography, Economics and Civics. Fourth grade
students will learn about Florida history focusing on exploration and colonization, growth, and the
20th Century and beyond. Students will study the important people, places, and events that helped
shape Florida history.
Fifth Grade: United States History – The fifth grade social studies curriculum consists of the
following content area strands: American History, Geography, Economics, and Civics. Fifth grade
students will study the development of our nation with emphasis on the people, places, and events
up to approximately 1850. Students will be exposed to the historical, geographic, political,
economic, and sociological events which influenced the initial inhabitation, exploration,
colonization, and early national periods of American history. So that students can clearly see the
relationship between cause and effect in history, students should also have the opportunity to
explore how individuals and events of this period influenced later events in the development of our
nation.
Department of Social Sciences Website
socialsciences.dadeschools.net
Click on Pacing
Guides/Lessons
Pacing Guides / Year at a Glance /Civics Integration
http://socialsciences.dadeschools.net/pacingguides.asp
Click to
access pacing
guides for
each nineweek grading
period and
Year at a
Glance (for
major topics)
Lesson plans that are tied to
tested Benchmarks,
complete with assessments,
can be accessed two ways:
(1) through the Pacing
Guides or (2) by clicking on
the lesson plan link directly.
Civic Integration Lesson Plans
http://socialsciences.dadeschools.net/pacingguides.asp
Lesson Plans Include:
–
–
–
–
Essential Questions
Lesson Materials
Standards
Guided/Independent
Activities
– Formative and Summative
Assessments
– Technology Integration
– Differentiated Instruction
Strategies
Civics Integration Lesson Plans
Topics Include:
– 3.C.1.1. Purpose and Need
for Government
– 3.C.1.2. Government-Power
from the People
– 4.C.2.2. Making Laws in
Florida
– 4.C.2.3. Citizen’s Rights and
Responsibilities
– 5.C.1.2. What is a
Constitution?
– 5.C.3.4. The Amendment
Process
What are Common
Core State Standards?
“The Common Core State
Standards provide a consistent,
clear understanding of what
students are expected to learn,
so teachers and parents know
what they need to do to help
them.”
Source: corestandards.org
The Common Core
State Standards identify
the skills students need
to have to move
forward.
Teachers will decide the
best way to teach their
students in order for
them to meet Common
Core expectations
Reading Common Core State
Standards
CCSS.ELA-Literacy.RI.3.1
Common Core State Standard
Strand (English Language Arts-Literacy Reading I. T.)
Grade Level
Standard
Ask and answer questions to demonstrate
understanding of a text, referring explicitly
to the text as the basis for the answers.
English Language Arts Standards » Standard 10:Range of Text Types
(Grades K-5)
Source: corestandards.org
Literature
Informational Text
Stories
Dramas
Poetry
Literary Nonfiction and Historical,
Scientific, and Technical Texts
Includes
children’s
adventure
stories,
folktales,
legends,
fables,
fantasy,
realistic
fiction, and
myth
Includes
staged
dialogue
and brief
familiar
scenes
Includes
nursery
rhymes and
the
subgenres
of the
narrative
poem,
limerick,
and free
verse poem
Includes biographies and
autobiographies; books about
history, social studies, science, and
the arts; technical texts, including
directions, forms, and information
displayed in graphs, charts, or
maps; and digital sources on a
range of topics
Grade 3
English Language Arts Standards » Speaking & Listening »
Grade 3
Standards in this strand:
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
–
–
–
–
CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at
an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
“How will I teach CCSS and
Social Studies together?”
NGSSS-SS
SS.3.C.1.3: Explain how government
was established through a written
Constitution.
SS.3.A.1.1: Analyze primary and
secondary sources.
Title: Explain How Government Was
Established Through a Written Constitution
Social Studies Lesson Plan: SS.3.C.1.3
Essential Question:
– How was the United States’ government
established through a written Constitution?
Common Core/Social Studies
Connections
America Gets
a Constitution:
http://www.history.com/topics/constitut
ion/videos#america-gets-aconstitution
Class Reading
Attachment B- What is a
Constitution?

Model paraphrasing with
students

Have students read and take
notes from this document with a
partner

Have students record their
findings and share with the
class
Preamble to the United States
Constitution
Identify/Define Key
Terms and Phrases:





Preamble
Tranquility
Welfare
Posterity
Ordain
"We the People of the United
States, in Order to form a more
perfect Union, establish Justice,
insure domestic Tranquility,
provide for the common
defence, promote the general
Welfare, and secure the
Blessings of Liberty to ourselves
and our Posterity, do ordain and
establish this Constitution for
the United States of America."
Identifying Evidence in
Historic Photographs
Allow students to
examine primary
sources themselves
Allow students to
share their findings.
Provide students
with immediate
feedback
Analysis Activity
Image 1
Source: www.loc.gov/teachers/classroommaterials/primarysourcesets/constitution/pdf/foundation.pdf
Essential Question
How was the United
States’ government
established through
a written
Constitution?
Grade 4
Effects of Florida land boom and bust
Florida during the Great Depression
English Language Arts Standards »
Reading: Informational Text » Grade 4
Standards in This Strand:
Key Ideas and Details
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
Craft and Structure
CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures
CCSS.ELA-Literacy.SL.K.3 -Ask and answer questions in order to seek help, get information, or clarify something that is
not understood.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1
NGSSS-SS
Grade 4
SS.4.A.7.1 Describe the causes and effects of the 1920's Florida land boom and bust.
SS.4.A.7.2 Summarize challenges Floridians faced during the Great Depression.
SS.4.A.6.3 Describe the contributions of significant individuals to Florida (Carl Fisher,
Thomas Edison, Eddie Rickenbacker, Dr. John Gorrie, Willis Carrier, Edwin L. Moore,
Cedric Donald Atkins, Luis Gardner MacDowell, Zora Neale Hurston)
SS.4.A.9.1 Utilize timelines to sequence key events in Florida history.
SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and
events throughout Florida history.
SS.4.A.1.2 Synthesize information related to Florida history through print and electronic
media.
Grade 4 Informational Text Sample
http://www.miamiherald.com/2012/11/27/3115540/the-worst-year-for-south-florida.html
How were cities in Florida
Marketed?
Common Core/Social Studies
Connections
Sample
Performance Tasks
for Teaching
Informational Text
include:
–
–
Students determine the meaning of
domain-specific words or phrases
like economy, or The Great
Depression.
Students should be able to identify
the relationship between the
economy and unemployment.
Miami Vacation Ad, 1920’s
Grade 5
English Language Arts Standards »
Reading: Informational Text » Grade 5
Standards in this strand:
CCSS.ELA-Literacy.RI.5.1 CCSS.ELA-Literacy.RI.5.2 CCSS.ELA-Literacy.RI.5.3 CCSS.ELA-Literacy.RI.5.4
CCSS.ELA-Literacy.RI.5.5 CCSS.ELA-Literacy.RI.5.6 CCSS.ELA-Literacy.RI.5.7 CCSS.ELA-Literacy.RI.5.8
CCSS.ELA-Literacy.RI.5.9 CCSS.ELA-Literacy.RI.5.10
Key Ideas and Details
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
English Language Arts Standards »
Writing » Grade 5
CCSS.ELA-Literacy.W.5.7: Conduct short research
projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.8: Recall relevant information from
experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
NGSSS-SS
SS.5.A.1.1: Use primary and secondary sources to understand
history.
SS.5.A.6.6: Explain how westward expansion affected Native
Americans.
Closing Activity
Informational Text
Analysis:
– Native American
Assimilation
– Describe the impact of
immigrants on Native
Americans
– Map skills
Apache Teenagers in
Carlisle, Pennsylvania
(1887)
Image 1
Source: http://docsteach.org/activities/11878/print
Image 2
Source: http://docsteach.org/documents/593352/detail?menu=closed&mode=search&sortBy=relevance&q=documentpairs&commit=Go
Image 3
Source: http://www.enchantedlearning.com/usa/states/florida/
Image 4
Source: http://www.carlisle.army.mil/usawc/dmspo/JTSD/AY11/DrivingDirections/DrivingDirections.htm
Analyzing Informational Text:
The School Days of an Indian Girl
II. The Cutting of My Long Hair
Photo of Zitkala Sa, (Gertrude Bonnin)
Source: Library of Congress Photo used with permission
of University of South Dakota E. DeLoria Collection
http://www.loc.gov/teachers/classroommaterials/lessons/indianschools/journal
.html
“How will I teach CCSS and
Social Studies together?”
Closing Thoughts
Establish a learner-centered
environment
Increase student inquiry/communication
skills
Encourage student self-assessment of
process and content knowledge
Session 1: Follow-up Assignment
Consider the resources from today’s
workshop and create a lesson plan for your
class that includes the following elements:
– Next Generation Sunshine State Standards for Social
Studies
– Common Core Standards
– 2 Primary or Secondary Sources
– 1 Informational Text Sample (i.e., story, drama, poetry,
literary non-fiction or historical text)