Common Core State
Standards Professional
Learning Module Series
Content Literacy in
History/Social Studies 6-12
Unit 3: Implementing the CA CCSS in
Civics and Government, Economics,
and Geography
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Unit 3: Learning Objectives
• Understand the importance of teaching with
discipline-specific literacy skills in history/social
studies to strengthen student understanding of both
the CA History-Social Science Standards as well as
the CA CCSS for ELA.
• Explore how to integrate the CA CCSS for
ELA/Literacy into civics and government,
economics, and geography instruction.
2 | California Department of Education
Four Core Disciplines in History/Social
Studies
The CA HSS Framework discusses different literacies
based on the core areas.
• Historical Literacy
• Geographic Literacy
• Economic Literacy
• Sociopolitical (Civic) Literacy
CA HSS Framework also emphasizes democratic
understanding and civic values.
• Read Disciplinary Literacies
3 | California Department of Education
Preparing Students for College, Career,
and CITIZENSHIP
• Civic Ed. Connection to CCSS, Example for Grades 9-12 (pp. 47-51)
Civil Liberties in the 20th Century Redefined
• “Read informational text about the women’s rights movement from the era
of Elizabeth Cady Stanton, Susan B. Anthony and the passage of the
Nineteenth Amendment to the movement launched in the 1960s:
• Cite strong and thorough evidence to support analysis of what each text
says explicitly and implicitly about the constitutional rights of women and the
role of government to protect these rights.
• Analyze the course of the women’s rights movement – how and why it
emerged and how it was shaped by specific people and events.
• Analyze and explain the tensions that emerged between majority rule and
individual rights. How did the women’s rights movement challenge
constitutional principles to promote the common good and protect the
natural rights of individuals?
• How did the leaders of the women’s rights movement contextualize the
Founders’ understanding of civil liberties for women?”
4 | California Department of Education
CA CCSS and the Civic Action Project
“Civic Action Project (CAP) is a project-based learning model for
civics and government courses. It offers a practicum for high
school students in effective and engaged citizenship and uses
blended learning to engage students in civic activities both in
and out of the traditional U.S. government classroom. By using
web-based technology and civics-based instruction and
activities, students exercise important 21st century skills in
digital literacy, critical thinking, collaboration, self-direction, and
learning to be an engaged and effective citizen in a democracy.
CAP provides numerous opportunities for teachers to integrate
Common Core State Standards for English Language Arts &
Literacy in History/Social Studies, Science, and Technical
Subjects (CCSS ELA)."
Constitutional Rights Foundation, 2013
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Benefits of Civic Discussion
“Research has shown discussing current issues
benefits students in other areas. A University of
Maryland study showed that students who took part in
interactive discussions related to civic education
scored highest on 21st century competencies that
include working with others, and knowledge of
economic and political processes."
• Association of California School Administrators,
2013
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Structured Academic Controversy for
Civic Discourse
Structured Academic Controversy (SAC)
• Introduction – Teacher defines deliberation and explains the rules for SAC.
• Careful Reading of the Text. Students read to ensure understanding of the documents
that address the controversy from multiple perspectives.
• Clarification. Students work to clarify any confusion and ensure understanding of the
central ideas, claims, and evidence in the text as well as the deliberation question.
• Presentation of Positions. Students work in groups of four with half assigned to support
and half assigned to oppose the central question. They determine compelling reasons and
evidence for their position and present that to the students on the opposing side.
• Reversal of Positions. Students reverse positions, find at least one additional compelling
reason for their new position and present it to students on the opposing side.
• Free Discussion. Students drop their assigned roles and deliberate the question in their
small groups. Each student reaches a personal decision based on evidence and logic.
• Whole Class Debrief. The teacher leads the whole class in a discussion to gain a deeper
understanding of the question, democracy, and deliberation.
• Student Reflection. Students complete the reflection form.
Deliberating in a Democracy in the Americas
7 | California Department of Education
Structured Academic Controversy for
Civic Discourse Continued
• Watch “DDA Lesson Procedures Video” for SAC.
– http://www.myboe.org/portal/default/Content/Viewer/Content
?action=2&scId=508656&sciId=16168
– Lessons available at:
http://www.dda.deliberating.org/index.php?option=com_cont
ent&view=section&layout=blog&id=5&Itemid=37&lang=en
View and Discuss:
• Identify at least one Speaking and Listening
Standards addressed in the video.
• How can SAC be modified to support ELs or students
with disabilities?
8 | California Department of Education
Incorporating CA CCSS for Literacy in
Economics
“The requirements of the CCSS have the potential not
only to enhance core literacy competencies, but also to
strengthen the teaching of Economics as well."
Kozdras and Day (2013)
• Read “Common Core State Standards and Economics:
Reading like a Detective, Writing like a Reporter, and
Thinking like and Economist.”
Read and Discuss:
• What two points from the article will help you
incorporate the CA CCSS in an economics lesson?
9 | California Department of Education
Sample CCSS in Literacy for
Economics Lessons
• Watch “Using Debate to Develop Critical Thinking and
Speaking Skills”
– http://www.myboe.org/portal/default/Content/Viewer/Content
?action=2&scId=508656&sciId=16163
• Explore EconEdLink Common Core State Standardscorrelated lessons at: http://www.econedlink.org/ccss/
• Watch the “CEE (Council for Economic Education)
Connection to the CCSS Webinar”
• Explore EconWorks! Lessons at http://econworks.org/
10 | California Department of Education
Geography and Literacy
“Geography and literacy education both focus on these outcomes:
• Strengthening and building vocabulary
• Reinforcement of reading and writing strategies
• Practical application of comprehension skills
• Supplying nonfiction reading and writing topics”
“To understand the powerful connection between geography and literacy
even more, [educators] can do two things: redefine text and use a
common vocabulary. . . In geography, text includes maps, diagrams and
other pictures (static or animated), graphics, charts and graphs, and geospatial representations of information.”
• Read full article at:
http://education.nationalgeographic.com/education/news/geographyand-literacy-connection/?ar_a=1
11 | California Department of Education
Geography and CCSS Examples
• Read “What do we Mean by ‘Reading’ Maps” by Phil
Gersmehl.
• Watch “Exploring Emigration: Maps and Migration”
– http://www.myboe.org/portal/default/Content/Viewer/Content?acti
on=2&scId=508656&sciId=16165
• Go to “Mapping the Migration of the Lost Boys”
– http://education.nationalgeographic.com/education/activity/godgrew-tired-of-us-mapping-migration-lost-boys/?ar_a=1
Reflect and Discuss:
• How does/could the lesson in the video support the needs of
diverse learners (English Learners, students with disabilities,
and students with different learning styles)?
12 | California Department of Education
Unit 3 Summary
• The CA CCSS for ELA/Literacy identify the importance of developing disciplinespecific literacy skills. History/social studies contains four main disciplines:
civics and government, economics, geography, and history.
• Each of the disciplines of history/social studies calls for close reading of texts,
but the types of texts, questions asked, and how they are approached differs by
discipline.
• Instruction can effectively blend the teaching of civics and the CA CCSS for
ELA/Literacy by calling for students to actively participate in activities that
strengthen reading, writing, and speaking and listening skills in the context of
civic dialogue, debate, persuasion and action.
• The requirements of the CCSS have the potential not only to enhance core
literacy competencies, but also to strengthen the teaching of economics as well.
• Geography and literacy education both focus on strengthening and building
vocabulary, reinforcement of reading and writing strategies, practical application
of comprehension skills, supplying nonfiction reading and writing topics.
13 | California Department of Education
Learning Objectives Revisited
• Understand the importance of teaching with
discipline-specific literacy skills in history/social
studies to strengthen student understanding of
both the CA History-Social Science Standards
as well as the CA CCSS for ELA.
• Explore how to integrate the CA CCSS for
ELA/Literacy into civics and government,
economics, and geography instruction.
14 | California Department of Education
Talk about…
• Some of the new ideas you have gained in
this introductory unit
• Questions you have
• Some of the challenges that you anticipate as
you prepare to support your students in their
use of the CA CCSS for ELA/Literacy in
history/social studies lessons
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Think about…
• How will you teach history/social studies so
that students may engage in the CA CCSS for
ELA/Literacy?
• How will you provide opportunities and support
for all students to meet the CA CCSS for
ELA/Literacy in history/social studies
instruction?
16 | California Department of Education
Module Summary
This module introduced strategies for integrating
CA CCSS for ELA/Literacy in the secondary
history/social studies classroom, with an emphasis
on the Reading Standards for Literacy in
History/Social Studies 6–12. The module provided
readings, classroom video, and lesson plans to help
teachers further the development of disciplinary
literacy and content knowledge in history/social
studies for all students.
17 | California Department of Education
Professional Resources
Professional resources that provide support for extending learning
and deepening knowledge of content literacy in history/social
studies:
Brokers of Expertise Content Literacy in History/Social Studies, Grades 6-12
Professional Learning Module Resources:
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciId=16203
18 | California Department of Education
What have you learned?
Post-Assessment
Assess your knowledge of Content Literacy in
History/Social Studies prior to beginning the
module:
• Complete the “Post-Assessment”
• Work independently, without discussion or
assistance form others
19 | California Department of Education