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Trickle or Tsunami?: Getting Involved with the Common Core Standards

http://teachinghistory.org/nhec-blog/25306

Nov 18 2011 screencap, Common Core Standards Initiative main page, 15 Nov 2011

Is everybody talking about the Common Core standards in your district? I’ve heard them described as a tsunami by some educators, and also received blank looks when I’ve mentioned them.

These standards, developed through an initiative led by a consortium of states and territories, and overseen by the National Governors Association Center for Best Practices (NGA) and Council of Chief State School Officers (CCSSO), are having a large impact fairly quickly. As of November 2011, only 16 months after they were published, 45 states and the District of Columbia have adopted the standards. For federal programs, like Race to the Top and the waiver program for No Child Left Behind, states need to show that they have adopted top-notch college and career-ready standards. The Common Core State Standards fit that bill. Chances are that these standards will be on your district’s professional development agenda soon, if they are not there already.

Chances are that these standards will be on your district’s professional development agenda soon, if they are not there already.

The standards that potentially matter to history educators are nested in the English/Language Arts section of the standards and focus on literacy. With this focus, they broadcast that history and social studies teachers are literacy teachers and that historical reading and writing are skills that students should master before they leave high school. In the standards document, there are also nods to history and social studies as long-time companions of civic competency, as its stated “vision” of a literate person in the 21st century includes such things as demonstrating “the cogent reasoning and use of evidence...essential to…responsible citizenship in a democratic republic.” (p.9)

Interpreting the Standards

These Common Core literacy standards, like your own state’s history/social studies standards, are designed to articulate clearly what students should be able to do by high school graduation, not how to get them there. They are not a road map; they are the destination.

[The Common Core Standards] are not a road map; they are the destination.

That means there is a lot of work to be done to make the map. First, we need to understand and evaluate the standards. They are blessedly short. If you are a secondary teacher, you can scan two pages (63, 60) and see them in their entirety. Look at four more pages and you can see them broken down across grades 6-12 in a kind of developmental trajectory (61, 64–66). If you are an elementary teacher, look at pages 10, 18, 22 and 25 for an overview. To make the necessary curricular and instructional road maps, we will need to ask the questions that we ask of all standards: what does a student performance that meets this standard look like? What kinds of tasks can I use to enable students to show mastery of the standard(s)? What kinds of tasks and learning activities will scaffold that performance?

History and Literacy

This can all start to sound like more to add onto a curriculum already bursting at the seams. Your history course consistently requires you to make hard choices (more time on World War I or make it to the 1980s?) so adding more to it may sound outrageous or discouraging—just one more top-down dictate with an uncertain impact on student learning. But wait, these literacy standards may not be an add-on for you: they may in fact support what you are already doing in your class.

These literacy standards may not be an add-on for you: they may in fact support what you are already doing in your class.

Do you teach history as argument? Are your students engaged in analyzing primary sources and comparing secondary accounts? Do your students conduct research?

If so, and I imagine many of you are nodding yes, then much of these standards’ content will be familiar to you. Consider that the primary genre of writing that secondary students should master is “arguments focused on discipline-specific content.” Twelfth graders should be able to “introduce precise, knowledgeable claims,” distinguish them from counterclaims, and supply “data and evidence” for each while indicating its “strengths and limitations.” Likewise, sixth graders should write arguments, and be able to introduce a claim and support it with “accurate data and evidence.”

In reading, middle school students should to be able to “cite specific textual evidence to support analysis of primary and secondary sources” and high schoolers should be able to do the same while “attending to such [text] features as the date and origin of the information.” In the more generic elementary standards, fifth graders should be able to “quote accurately from a text” to support explanations and inferences. Alongside this emphasis on using textual evidence is a focus on adjudicating between multiple texts and being able to “integrate information from diverse sources, both primary and secondary, into a coherent understanding,” while “noting discrepancies among sources."

Historical Thinking and the Standards

Is this sounding familiar?

It is to us. In fact, the six facets of historical thinking in our What is Historical Thinking video and poster focus on these kinds of disciplinary skills. And while not all the Literacy in History/Social Studies standards are as familiar (what does summarizing “how key events or ideas develop over the course of the text” look like?), we will be working in the coming months to make explicit how our content can support you in teaching to these standards. Also look for our upcoming Roundtable about what these standards mean for history education. (For example, what are the implications of nesting our discipline in ELA standards? Should History/Social Studies have a distinct set of standards?)

Your content knowledge is needed. Your knowledge about teaching history to diverse student populations is needed even more.

But in the meantime, I urge you to get involved in your local and state efforts to understand and use these standards. Your administrators may not know that you and your colleagues teach historical argument and are already deeply engaged with the challenge of helping students master historical reading and writing. Write your principal, district administrator, or state history education specialist an email today to let them know that you can be a resource for thinking through these standards.

Making effective road maps requires that history and social studies educators get involved with the evaluation, implementation, and assessment of these standards. Your content knowledge is needed. Your knowledge about teaching history to diverse student populations is needed even more.

If the Common Core standards are to be a tsunami, let’s have history teachers riding that tsunami and broadcasting its arrival, what it means, and how to tame it, rather than being crushed by it.

Bibliography 

For more information 

PKa-AMOEBPS/cover.html Cover
Common Core and Social Studies
PKa-ATT OEBPS/e_1210881760247106121.html English Language Arts Standards » History/Social Studies » Introduction

English Language Arts Standards » History/Social Studies » Introduction

http://www.corestandards.org/the-standards/english-language-arts-standards/history-social-studies/introduction/

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

PKa-APSOEBPS/e_811178533418157486.html Teaching the Common Core

Teaching the Common Core

http://www.gilderlehrman.org/history-by-era/literature-and-language-arts/resources/teaching-common-core

With the introduction of the Common Core Standards teachers of American history have been given the valuable opportunity of using primary sources in the classroom.

The Common Core Standards ask teachers to devote instructional time to the close investigation of historical texts and the crafting of critical written analysis or responses based on that material. Yet, as all teachers know, the greatest challenge of using primary materials is that the difficulty of a text can overwhelm its usefulness in the classroom; comprehension falls apart and frustration builds. When a primary document appears dense or inaccessible the teacher and students may only do a cursory reading, with the teacher telling the students what the document means. The teacher may have students read a secondary source, such as a textbook, that tells students outright what is important about the document.

In contrast, the Common Core Standards emphasize analyzing, evaluating, and then critically writing about a historical piece by using evidence and information gleaned from the text. This kind of deep analysis, and eventual deep understanding, of primary material is the culmination of a well-taught, process-oriented series of lessons or units. A great deal of time must be devoted to teaching students how to investigate and analyze a historical text before most can do it successfully on an independent level. The teacher allows students to discover the meaning of a document through the words of its author. Students examine the vocabulary of the text, discern how its arguments are constructed, and analyze what is or is not said in the document. In addition, the teacher develops students’ writing skills so that they can make arguments based on the evidence available in the document.

These are all skills and strategies that students must learn before they can gain academic independence. The guiding principle behind the following ten units is the development of these investigative and analytical skills in all students. All history students must be able to read a primary source document, understand the significance of the author’s words, and write a critical analysis that examines that significance.

Ten Common Core Units in American history

Letter from Christopher Columbus

City Upon a Hill

The Declaration of Independence

Washington’s Farewell Address

Andrew Jackson’s Message to Congress Concerning the Indian Removal Act of 1830

The Gettysburg Address

The Haymarket Riot

The Roosevelt Corollary to the Monroe Doctrine

Franklin D. Roosevelt’s First Inaugural Address

Martin Luther King Jr.’s “I Have a Dream” Speech

Tim Bailey is an eighth grade teacher at Northwest Middle School in Salt Lake City, Utah.In 2009, Tim won the National History Teacher of the Year Award. Tim is currently working with the Gilder Lehrman Instiute of American History to develop Common Core lessons and units for teachers of American history.

PKa-Ak k OEBPS/content.opf urn:uuid:334ba330267940e18433a25c4e77d737 Common Core and Social Studies 2012-09-13 glennw98 en PKa-A'9*( ( OEBPS/toc.ncx Common Core and Social Studies Common Core and Social Studies English Language Arts Standards » History/Social Studies » Introduction Trickle or Tsunami?: Getting Involved with the Common Core Standards Teaching the Common Core What Do the Common Core State Standards Mean for History Teaching and Learning? Broadcast Yourself. PKa-AkM[OEBPS/index.html Common Core and Social Studies

Common Core and Social Studies

A collection of useful information about integrating Common Core Literacy Standards into Social Studies Instruction.
PKa-A"; 3 3 OEBPS/e_4860370807443064649.html What Do the Common Core State Standards Mean for History Teaching and Learning?

What Do the Common Core State Standards Mean for History Teaching and Learning?

http://teachinghistory.org/issues-and-research/roundtable/25348

John Lee, S.G. Grant, and Kathy Swan
Social Studies Assessment, Curriculum, and Instruction Collaborative (SSACI)

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The Common Core is only a first step. With the solid statement validating history and social studies literacies that the Common Core offers, our efforts now should be to establish a larger framework for social studies that compels and supports democratic life.  Read more »

Stephen Lazar
High School Teacher, Academy of Young Writers (Brooklyn, NY)

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These changes cannot be done to teachers, but rather must be accomplished through the collaboration of teachers, and their students.  Read more »

Sarah Drake Brown
Assistant Professor of History, Director of History Department’s Teacher Education Program (Ball State University, IN)

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The language in the standards merely skims the surface of historical thinking, but the CC provides us with two key opportunities: to educate the public about what a vibrant history classroom looks like and to spearhead rigorous history teacher preparation.  Read more »

Katherine Suyeyasu
Seventh- and Eighth-grade Teacher, Oakland Unified School District (Oakland, CA)

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Teachers need access to a wide range of historical writing models beyond those offered in history textbooks. Teachers also need access to resources that are based in pedagogical methods that align with an understanding of history as a dynamic discipline based in interpretation.  Read more »

Lynne Munson
President and Executive Director of Common Core

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We should seize this opportunity to both infuse the “ELA block” with rich history and civics content but also to revitalize the teaching of the most important history and civics content in the social studies classroom.  Read more »

Karen Parks
Fifth-grade Teacher, Mesa Elementary School (Fountain, CO)

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Elementary education is designed so content knowledge is acquired through skills-based instruction. The fact that the Common Core Standards are internationally benchmarked, and the elementary reading and writing standards contain provisions for analyzing historical documents provides a degree of structure that most educators at the elementary level will find advantageous.  Read more »

Thank you for visiting Teaching History.org, the National History Education Clearinghouse. You can also find us at Facebook (http://www.facebook.com/group.php?v=wall&ref=ts&gid=68079071514) and Twitter (http://twitter.com/teachinghistory), where you can participate in a larger community of history educators.

PKa-AMY OEBPS/e_6231880777555965856.html Broadcast Yourself.

Broadcast Yourself.

http://www.youtube.com/watch?v=wYDhAmjmxYk

http://www.youtube.com/watch?v=wYDhAmjmxYk
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