WHAT WILL COMMON CORE
MEAN FOR MY SOCIAL STUDIES
CLASSROOM
An Introduction to the Reading Standards For
Secondary Social Studies
BELLWORK
What is Literacy?
Take 3 minutes and write
down your thoughts.
OKLAHOMA C3 STANDARDS FOR SS
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Social Studies content will still be taught.
Common Core Literacy Skills are what teachers
will use to teach the social studies content.
C3 Standards – Common Core has been
integrated into the content standards to make
one document.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
Reading Standard 1: (6-8) Cite specific textual
evidence to support analysis of primary and
secondary sources.
 Reading Standard 1: (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.
 Reading Standard 1: (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.
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COMMON CORE READING STANDARD 1
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Classifying documents as primary or secondary.
(Sorting information from those documents)
Anticipation Guide – prior to the reading
assignment, the teacher creates five to ten
statements of which will be true or false. The
next step would be for the students to read the
text to see if their answers are correct. The
students would then cite the page and paragraph
they found the answers to verify the information.
ANTICIPATION GUIDE
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Agree or Disagree - Governments receive their
power from the Creator.
Agree or Disagree - Governments should
changed whenever people complain.
Agree or Disagree – The colonists were upset
that the King had cut off trade between the
colonies and other parts of the world.
DECLARATION OF INDEPENDENCE
We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life,
Liberty and the pursuit of Happiness.--That to secure these
rights, Governments are instituted among Men, deriving
their just powers from the consent of the governed, --That
whenever any Form of Government becomes destructive of
these ends, it is the Right of the People to alter or to abolish
it, and to institute new Government, laying its foundation on
such principles and organizing its powers in such form, as to
them shall seem most likely to effect their Safety and
Happiness. Prudence, indeed, will dictate that Governments
long established should not be changed for light and transient
causes; and accordingly all experience hath shewn, that
mankind are more disposed to suffer, while evils are
sufferable, than to right themselves by abolishing the forms
to which they are accustomed.
DECLARATION OF INDEPENDENCE
He has kept among us, in times of peace, Standing Armies
without the Consent of our legislatures.
He has affected to render the Military independent of and
superior to the Civil power.
He has combined with others to subject us to a jurisdiction
foreign to our constitution, and unacknowledged by our laws;
giving his Assent to their Acts of pretended Legislation:
For Quartering large bodies of armed troops among us:
For protecting them, by a mock Trial, from punishment for
any Murders which they should commit on the Inhabitants of
these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefits of Trial by
Jury:
For transporting us beyond Seas to be tried for pretended
offences
SOAPS
SOAPS
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Gettysburg Address
Example using text – Child of Chernobyl
COMMON CORE READING STANDARD 1
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SOAPStone Strategy
S – Speaker – whose voice is telling the story?
What can you say about the speaker based on
references in the text.
O- Occasion – what is the time, place, current
situation, context in which the author is writing.
(immediate and larger occasions)
A- Audience – who is the intended audience?
Whom is the text directed?
COMMON CORE READING STANDARD 1
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P – Purpose – why is the author writing – how
does the author want the audience to respond?
S – Subject – briefly state the main idea(s) of
writing – short phrase.
Tone – what is the feeling or manner of
expression by the author in the piece as a whole.
COMMON CORE READING STANDARD 1
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Dialectical Journal – Students will divide their
paper into two vertical columns. One will be
labeled “text” and the other labeled “response.”
As students read, they are to record important
points in the text column, giving them a good
summary of the materials. Also, while they read,
students should record questions, comments, or
ideas in the response column. These responses
are used to clear up any misunderstandings the
students have.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 2: (6-8) Summarize Central Ideas:
Determine the central ideas or information from a
primary or secondary source; provide an accurate
summary of the source, distinct from prior knowledge.
Reading Standard 2: (9-10) provide an accurate
summary of how key events or ideas developed
over the course of the text.
Reading Standard 2: (11-12) provide an accurate
summary that makes clear the relationships among
the key details and ideas.
COMMON CORE READING STANDARD 2
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GIST – select a passage and have the students
read and write down the 10 most important
words out of the passage. Group the students
into groups of 3 or table groups and have
everyone share their lists and add words they
did not have on their original list. The students
will then write a summary of the passage using
only 25 words. Once they have the summary
written hang up each group’s summary and
have the class vote.
COMMON CORE READING STANDARD 2
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Cornell Note Taking/Two Column Notes (Main
ideas and details)
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Think/Pair/Share
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K/W/L
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 3: (6-8) Process/Cause and
Effect: Identify key steps in a text’s description
of a process related to social studies/history.
Reading Standard 3: (9-10) Analyze in detail a
series of events described in a text; determine
whether earlier events caused later ones or
simply preceded them.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 3: (11-12) Evaluate various
explanations for actions or events and
determine which explanation best accords with
textual evidence, acknowledging where the text
leaves matters uncertain.
READING STANDARD 3
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Select a passage of text and ask students to try
and find the phrases that “signal” cause-andeffect relationships. Generate a list together as
a class, and keep it posted where students can
see it. Add to your list whenever the class reads
a text that addresses cause-and-effect
relationships. The list will include such “signal”
words as “led”, “resulted”, “contributed”,
“reason for”, “because”, “happened”,
“consequence”, “impacted”, and “outcome.”
READING STANDARD 3
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Using the Declaration of Independence, ask
pairs of students to use two different colors of
highlighters and underline, in one color, events
they believe caused the colonists to want to
separate from England versus another color for
the impact the declaration will have on the near
or long term future. Develop a basic cause-effect
“T-chart” noting their conclusions.
READING STANDARD 3
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Cause and Effect Charts/Organizers
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 4: (6-8) Vocabulary:
Determine the meaning of words and phrases as
they are used in a text, including vocabulary
specific to domains related to social studies/
history.
Reading Standard 4: (9-10) …including
vocabulary describing political, social, or
economic aspects of social studies/history
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 4: (11-12) …including
analyzing how an author uses and refines the
meaning of a key term over the course of a
text.
READING STANDARD 4
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Word Splash – the teachers selects 20-25
words that represent important people, places,
or ideas from an article or social studies text.
The teachers splashes these words on a page.
Hand out a word splash to each student. The
student’s job is to draw connecting lines between
words to show how they are related. On the
the connecting line the student writes a
statement telling how the items are related.
READING STANDARD 4
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Vocabulary cubes
Vocabulary clues
Vocabulary notebooks
High school students should be able to trace the
development of a vocabulary term (idea/academic
concept) through the author’s multiple use of the
term in one document. Using the Declaration
of Independence, model the thought process
necessary to describe how Jefferson develops the
term/concept of “unalienable rights” through
several identified passages. Ask students to
write a brief “ticket out the door” explaining why
many historians consider Jefferson to be an
exceptional and effective writer.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 5: (6-8) Text Organization
Describe how a text presents information (e.g.
sequentially, comparatively, casually)
Reading Standard 5: (9-10) Analyze how a text
uses structure to emphasize key points or
advance in explanation or analysis.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 5: (11-12) Analyze how a
complex primary source is structured, including
how key sentences and paragraphs contribute
to the whole.
READING STANDARD 5
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THIEVES –
T – What is the title- what do I already know
about this topic – Does the title express a
point of view
H – What does the heading tell me I will be
reading about – how can I turn this heading
into a question that is likely to be
answered in the text?
STANDARD 5
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I – Introduction – does the opening paragraph
introduce the chapter-what does the
introduction tell me I will be reading about?
E - Every first sentence in a paragraph – what
do I think this chapter is going to be about
based on the first sentence in each
paragraph.
V –Visuals and Vocabulary – Does the chapter
include photographs, drawings, maps,
charts, or graphs? What do the boldfaced
words mean?
READING STANDARD 5
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E – End-of-Chapter questions – What do the
boldfaced words mean?
S – Summary – What do I understand and recall
about the topics covered in the summary
_______________________________________________
 Previewing – going through the chapter before
you read pointing out headings, bolded words,
pictures, captions, graphs, and etc. Talk with
the class about what might we learn in this
chapter based on the information we previewed.
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STANDARD 5
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PERSIA – Political, Economic, Religious, Social,
Intellectual, Artistic
SPRITE – Social, Political, Religious, Intellectual, Technology, Economic
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Graphic Organizers – students will be divided
into three groups and each group will be
assigned to create a different graphic organizer.
(Cause/Effect, Problem/Solution, and
Descriptive) using actual passages taken from
the Declaration of Independence. Groups
assigned the descriptive organizer may cite
passages from any portion of the document, groups
assigned to cause and effect may look at grievances,
and problem/solution may look at the final
paragraphs. Allow time for groups to share out!
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 6: (6-8) Point of View –
Identify aspects of a text that reveal an author’s
point of view or purposes.
Reading Standard 6: (9-10) 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 from their
respective accounts.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 6: (11-12) Evaluate the
authors’ points of view on the same historical
event or issue by assessing the authors’ claims,
reasoning, and evidence.
THE LORAX
Problem/3 alternatives to solving/pick a solution
and argue for it/how to get our solution put in
effect
 You Decide
 Boston Massacre – Paul Revere’s engraving and
actual accounts
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READING STANDARD 6
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You Decide! Students will be divided into three
groups. The first group will be the spokesperson
for one viewpoint or perspective of an issue.
Group two will be the opposing viewpoint.
Group three members will represent a neutral
viewpoint or the judges who will make their
decision based on the arguments made by
groups one and two.
READING STANDARD 6
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Poems for Two Voices
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RAFT
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SOAPStone
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Point of View letters
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 7: (6-8) Visual Evidence:
Integrate visual information {e.g., charts,
graphs, photographs, videos, maps} with other
information in print and digital texts.
Reading Standard 7: (9-10) Integrate and
evaluate multiple sources of information
presented in diverse formats and media in order
to address a question or solve a problem.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 7: (11-12) Integrate
quantitative analysis {e.g., charts, data}
with qualitative analysis in print or digital
text.
READING STANDARD 7
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TACOS – Time, Action, Caption, Objects,
Summary
Carousel
PIE –
P – People – Describe the people you observe
I – Items – list the terms you can identify
E – Environment – Describe the physical
environment you observe
READING STANDARD 7
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M & Ms –
M – Mirror – in what ways does the artwork
attempt to reflect life at a particular place
in time?
M – Message – what message is being expressed
by the artist about life during this particular
time or in this particular place? What is the
artist trying to say through this work?
S - Symbolism – Describe an item or individuals
in the artwork which could be regarded as
symbol for groups of people, ideas, or
concepts?
READING STANDARD 7
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OPTIC
O – Overview – What kind of visual is this?
P – Parts – What do you see? Details/elements
T - Title – Subject covered?
I - Interrelationships – What is happening –
how do parts relate
C – Conclusion – What is the message of the
visual?
OPTIC
Overview
Parts
Title
Interrelationships
Conclusion
What question do you want to ask?
MIGRANT MOTHER, NIPOMO VALLEY (1936) BY
DOROTHEA LANGE
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O: _____________
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P: _____________
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T: _____________
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I: ______________
C: _____________
What question would
you ask?
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COMMON CORE LITERACY STANDARDS FOR
SS/HISTORY
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Reading Standard 8: (6-8) Fact, Opinion,
Reasoning: Distinguish among fact, opinion,
and reasoned judgment in a text.
Reading Standard 8: (9-10) Assess the extent to
which the reasoning and evidence in a text
support the author’s claim.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 8: (11-12) Evaluate the
author’s premise, claims, and evidence by
corroborating or challenging them with other
information.
READING STANDARD 8
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Anticipation Guide
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Put Myself in the Picture
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Dinner Party
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Grand Conversation
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 9: (6-8) Text Comparisons:
Analyze the relationship between a primary and
secondary source on the same topic.
Reading Standard 9: (9-10) Compare and
contrast treatments of the same topic in several
primary and secondary sources.
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 9: (11-12) Integrate
information from diverse sources, both primary
and secondary, into a coherent understanding
of an idea or event, noting discrepancies
among sources.
READING STANDARD 9
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Introduce the lasting impact of the Declaration
of Independence on world revolutions and
prodemocracy movements into modern times by
providing students with copies of the following
documents for comparison. Declaration of the Rights
of Man(1789), Unanimous Declaration of
Independence of the People of Texas (1836),
Declaration of Sentiments (1948), and
Declaration on Rights of Indigenous Peoples (2007).
Ask students to identify passages from each
document reflecting the four common topics
(claims).
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
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Reading Standard 10: (6-8) By the end of grade
8, read and comprehend social studies/history
texts independently and proficiently.
Reading Standard 10: (9-10) Read and
comprehend 10th grade text.
Reading Standard 10: (11-12) Read and
comprehend 12th grade text.
READING STANDARD 10
Lexile Range
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
MORE IDEAS FOR COMMON CORE LESSONS
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Reading like a historian – Stanford University
http://sheg.stanford.edu/?q=node/45
COMMON CORE LITERACY STANDARDS
FOR SS/HISTORY
Brenda Beymer-Chapman, J.D.
National Board Certified Teacher
Social Studies Curriculum Specialist
Putnam City Schools
405-495-5200 ext. 1298
bchapman@putnamcityschools.org