Increasing Rigor in the Social Studies
Classroom with
Common Core
Common Core:
Research to Build and Present Knowledge (Grades 6-12)
Text Types and Purposes (Grades 6-12)
Key Ideas and Details (Grades 6-12)
Integration of Knowledge and Ideas (Grades 6-12)
Range of Reading and Level of Text Complexity (Grades 6-12)
Addressing Common Core…
• Common Core:
• Research to Build and Present Knowledge
(Grades 6-12)
• Text Types and Purposes (Grades 6-12)
• Key Ideas and Details (Grades 6-12)
• Integration of Knowledge and Ideas (Grades 612)
• Range of Reading and Level of Text Complexity
(Grades 6-12)
Addressing Common Core…
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Key Ideas and Details
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade s 6-8, read and comprehend history/social studies texts in the grades 6–8
text complexity band independently and proficiently.
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 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.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10
text complexity band independently and proficiently.
Key Ideas and Details
CCSS.ELA-Literacy.RH.11-12.1 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.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Rigor, Rigor! What is Rigor?
• Rigor, We hear it all the time!
• What is Rigor?
Defining Rigor & What it looks like
• Academic rigor can be defined as the set of standards we set
for our students and the expectations we have for our
students and ourselves.
• Rigor includes our basic philosophy of learning – we expect
our students to demonstrate not only content mastery, but
applied skills and critical thinking about the disciplines being
taught.
• Rigor also means that we expect much from ourselves, our
colleagues, and our institutions of learning.
Outcomes of Rigor
• Clear expectations define what students should
know and be able to do.
• Higher test scores.
• Improved writing skills.
• Attaining the benchmarks at each grade level.
• Utilizing higher ordered thinking skills.
Rigor in the Classroom
• Develop a set of best management practices for
promoting academic excellence through rigor in the
classroom.
• Develop strategies for establishing instructional goals
for academic excellence and for documenting progress
toward these goals.
• Assess our current understanding of rigor in the
classroom.
Components of Rigor
-Assists students in fulfilling predetermined outcomes
and competencies by challenging them with high
expectations.
-Essential components of rigor in the classroom:
• Content acquisition
• Critical thinking
• Relevance
• Integration
• Application of concepts
• Long term retention
• Responsibility
Brainstorming!
What strategies do you use with your students to analyze
the following:
• Textbooks
• Poems
• Documents
• Speeches
• Lyrics
• Readings
Introduction to SOAPStonE!
What is SOAPSTonE?
•A strategy that can be used to analyze speeches, letters,
political cartoons, posters, photos, artist representations, or
almost ANY other primary source.
It will help the student build skills in:
•Developing arguments
•Analyzing points of view
•The situation/context
•Bias
•Change over time
The overall goal is to help the student better understand the
time period and people of it by examining their points of view
and drawing connections between all of them.
Source: The College Board
Part of SOAPSTonE includes:
Strategy questions addressing:
• Speaker
• Occasion
• Audience
• Purpose
• Subject
• Tone
• Evidence (new one!)
Who is the Speaker?
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Remember that it is not enough simply to
name the speaker. What can you say about
the speaker based on references to the text?
Identifying the speaker’s values, biases and
beliefs.
Can the speaker be trusted?
What is the Occasion?
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Discuss and record both the larger occasion,
that is, those issues or ideas that must have
made the speaker think about this issue, as
well as the immediate occasion.
What specific set of circumstances prompted
the writer to write?
Who is the Audience?
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At whom is the text directed? It’s not enough
to say, “Anyone who reads it.” You will want to
identify a certain audience by describing some
of its characteristics.
Who will hear or read the message?
Is the audience open to the message?
What are this audience’s biases/values?
What is the Purpose?
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The purpose could be a personal one, decide
what the message is and how the author
wants this audience to respond.
What is the main purpose (argument)?
Why was the document produced?
What “change” do they want to accomplish?
What is the Subject?
• What is the focus of the piece?
• What is the topic of this text?
• What is this work about?
• What is the main topic of the document?
What is the Tone?
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Try to choose a description of the tone that
fits the piece as a whole. Include specific
words or phrases from the text and explain
how they support your statement.
What feeling or attitude does the document
express?
What is the author’s attitude and what
emotions do they rely upon within their
argument?
What is Evidence?
(new one)
• What evidence does the speaker give to prove
his/her argument?
• (Taking it to the next level, step!!!)
Use this stem sentence: “To prove the idea that
_______, the speaker (says, points out, shows,
etc. ) _____________________.
Can SOAPSTonE be used for
this?
Republican Party – 1860
Abraham Lincoln
Northern Democratic Party –
1860
Stephen A. Douglas
Southern Democratic Party –
1860
John C. Breckinridge
Constitutional / Whig Party –
1860
John Bell
Benchmarks Connection to
Pacing Guide – Middle School
• 7TH GRADE – CIVICS - 2nd Nine Weeks Grading Period
Content Benchmarks:
• SS.7.C.2.9: Evaluate candidates for political office by analyzing their qualifications,
experience, issue-based platforms, debates, and political ads.
• 8th GRADE – US HISTORY – 4th Nine Weeks Grading Period
Content Benchmarks:
• SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
• SS.8.A.5.4 Identify the division (Confederate and Union States, Border states,
western territories) of the United States at the outbreak of the Civil War.
• SS.8.A.1.6 Compare interpretations of key events and issues throughout American
History.
Benchmarks Connection to
Pacing Guide – High School
• 11TH GRADE – US History – 1st Nine Weeks Grading Period
Content Benchmarks:
• SS.912.A.2.1: Review the causes and consequences of the Civil
War. (Tested Benchmark)
Skill Benchmarks:
• SS.912.A.1.1: Describe the importance of historiography, which includes how
historical knowledge is obtained and transmitted, when interpreting events in
history.
• SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author,
historical significance, audience, and authenticity to understand a historical period.
• SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts,
maps, and artwork may be used to interpret the significance of time periods and
events from the past.
Incorporating SOAPSTonE
• Introduce it after content lesson is taught,
knowledge acquired.
• Whole group first.
• Start with a short document.
• 1-2 steps (closure activity, bellringer on
following class day).
• Complete 4/5 times together before using it as
an independent activity.
Let’s do one together and Let’s
SING!!!
1860 Election Song
Lincoln and Liberty
Hurrah for the choice of the nation!
Our chieftan so brave and so true;
We'll go for the great Reformation —
For Lincoln and Liberty too!
We'll go for the son of Kentucky
The hero of Hoosierdom through;
The pride of the Suckers so lucky
For Lincoln and Liberty too!
Our good David's sling is unerring,
The Slaveocrat's giant he slew;
Then shout for the Freedom-preferring
For Lincoln and Liberty too!
SPEAKER
OCCASION
AUDIENCE
PURPOSE
SUBJECT
TONE
EVIDENCE
(Make connections to the overlying issues)
Group Activity
• Read and Analyze one of the four 1860 National
Presidential Election Platforms with your group
peers.
• Use the SOAPSTonE strategy for your assigned
Primary Source Document.
• Choose a group leader to present your analysis
in a few minutes.
GROUPS
• Republican Party
• Northern Democratic Party
• Southern Democratic Party
• Constitutional Party
Would this map been helpful?
1856 Election
Making those connections… The Election
of 1860 in Modern Context
• In recent memory, the most comparable situation to the election of
1860 was the presidential race between George W. Bush and Al
Gore. Both elections followed similar patterns and the issues each
candidate was presented were comparable. Bush won the election
although Gore received the majority of the popular vote. Just like
1860, the Electoral College was the deciding factor. Oddly enough,
both Lincoln and Bush inherited a war within a year of their
inauguration. However, one major difference was the swap in
States political affiliation in the elections. In 1860, the South voted
primarily Democrat while the North was almost entirely
Republican. These values have seen radical changes since then.
• Next step, perhaps, teach a lesson on the Electoral College.
Final thoughts on incorporating SOAPSTonE in
the classroom
• Increasing the rigor
• Making the connections
• Big picture (The significance of the election of
1860)ramifications / results / connecting the
dots)
• Raising the stakes
• EOC connection
• Writing tool – using the completed chart –
beginning component to grow
• Deep analysis
• Stepping stone
Helpful websites
Library of Congress
www.loc.gov
National Archives
www.archives.gov