CCSS Reading Literacy in History/Social Science Concept Organizer

These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

GRADE 9-10-Key Ideas and Details Reading Standard 1 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (1): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS – Grade Level Reading Standard 1 (Literacy in History/Social Studies) Grade 6-8: Cite specific textual Grade 9-10: Cite specific textual Grade 11-12: Cite specific evidence to support analysis of evidence to support analysis of textual evidence to support primary and secondary sources. primary and secondary sources, analysis of primary and attending to such features as the secondary sources, connecting date and origin of the information. insights gained from specific details to an understanding of the text as a whole. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (historical,  Authors include key  Differentiate between primary expository/technical texts) details in informational and secondary sources  How to cite specific textual texts which can help a  Recognize features that impact evidence (e.g., offer proof from reader ask and answer the reliability of a source (e.g., primary and secondary sources) questions. date, origin of information )  Features that reflect the reliability  Describe the connection between of a source (e.g., date, origin of  Authors of informational the audience and the text information) text(s) make specific  Describe the connection between  How to analyze (e.g., bias, choices about the selection the author’s purpose and the text credibility, point of view, of sources and use of  Identify/cite and explain perspective) evidence. information from primary  Audience sources  Purpose  Good readers/researchers  Identify/cite and explain analyze the reliability of information from secondary  Primary sources (including the information within a sources strengths and limitations) document/text.  Supply strong and thorough  Secondary sources (including textual support for analysis of a strengths and limitations)  Good readers/researchers text Difference between primary and  differentiate between  Identify/cite appropriate text secondary sources strong and weak textual support for inferences evidence.  Analyze primary sources for bias, credibility, point of view,  Good readers/researchers perspective, purpose, date, and respond to a variety of origin of information texts by drawing  Analyze secondary sources for conclusions and citing bias, credibility, point of view, textual evidence to show perspective, purpose, date and an understanding of what origin of information they read and how it  Cite specific textual evidence to Reading Recursive Strategies: 1 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

connects to their lives. support analysis of primary and secondary sources, attending to such features as the date and origin of the information CCSS-Grade Specific Standard 10 (Grade 9-10) By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts 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 9-10-Key Ideas and Details Reading Standard 2 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS – Grade Level Reading Standard 2 (Literacy in History/Social Studies) Grade 6-8: Determine the central Grade 9-10: Determine the Grade 11-12: Determine the ideas or information of a primary central ideas or information of a central ideas or information of a or secondary source; provide an primary or secondary source; primary or secondary source; accurate summary of the source provide an accurate summary of provide an accurate summary that distinct from prior knowledge or how key events or ideas develop makes clear the relationships opinions. over the course of the text. among the key details and ideas. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (historical,  Authors select  Recognize how ideas are expository/technical texts) organizational patterns and organized in an informational  Primary source(s) support to convey their text  Secondary source(s) central idea(s).  Identify primary sources  Central/main idea  Identify secondary sources  Key events/details  Good readers/researchers  Determine the central idea of an  Prior/background knowledge use information from informational text primary and secondary  Describe or graphically  Difference between central/main sources in informational ideas and key details/events in an represent the relationship text(s) to identify the informational text between central ideas and central idea(s).  Patterns of organization(e.g. details/events sequence/ chronological order,  Explain how the central ideas  Good readers/researchers classification, definition, simple develop accurate are supported by key details process, description, comparison) summaries that capture the  Summarize the central ideas in  Different purposes for graphic central ideas of an informational text, capturing Reading Recursive Strategies: 2 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

organizers, based on structure of informational text and the most important parts of the text excludes personal opinions piece distinct from personal  Characteristics of an effective or judgments opinions or judgments summary (e.g., objective vs.  Determine the central ideas or subjective) for informational information of a primary or texts secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

GRADE 9-10-Key Ideas and Details Reading Standard 3 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (3): Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS – Grade Level Reading Standard 3 (Literacy in History/Social Studies) Grade 6-8: Identify key steps in a Grade 9-10: Analyze in detail a Grade 11-12: Evaluate various text's description of a process series of events described in a explanations for actions or events related to history/social studies text; determine whether earlier and determine which explanation (e.g., how a bill becomes law, how events caused later ones or best accords with textual evidence, interest rates are raised or simply preceded them. acknowledging where the text lowered). leaves matters uncertain.

Know Understand Do (factual) (conceptual) (procedural & application)  Informational text  Authors of informational  Identify patterns of organization (historical, expository/technical text(s) present in informational and technical texts) information/details in a text(s)  How to analyze manner that reflects their  Identify text features  Cause/effect relationships relationship(s)  Identify the sequence of events  Graphic Organizers/Aids (e.g.,  Interpret graphic organizers/aids timelines, maps, graphs, pictures)  Authors control (e.g., time line, maps, graphs,  Patterns of organization (e.g., information and their pictures) chronological, sequential, message through their  Identify the difference between cause/effect, problem/solution) choices of how cause and effect and how an  Text features (e.g., bold, italics, information is presented effect can become a cause color, captions, headings, and connected.  Identify causal relationships subheadings, titles) between/among events  Make and explain logical  How to identify the relationship  Good readers/researchers inferences concerning between events analyze the relationships cause/effect  Connections and interactions between/ among events in order to determine  Analyze in detail a series of (e.g., one event “explains” events described in a text; another or influences another) whether earlier events caused later ones or determine whether earlier events Reading Recursive Strategies: 3 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

 Words that assist analysis and simply preceded them. caused later ones or simply explanation (e.g., because, then, preceded them as a consequence, in contrast) of informational text(s)

GRADE 9-10-Craft and Structure Reading Standard 4 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (4): Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS – Grade Level Reading Standard 4 (Literacy in History/Social Studies) Grade 6-8: Determine the Grade 9-10: Determine the Grade 11-12: Determine the meaning of words and phrases as meaning of words and phrases as meaning of words and phrases as they are used in a text, including they are used in a text, including they are used in a text, including vocabulary specific to domains vocabulary describing political, analyzing how an author uses and related to history/social studies. social, or economic aspects of refines the meaning of a key term history/social studies. over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (historical,  Authors of informational  Read and reread other expository/technical texts) text(s) use domain- specific sentences, paragraphs, and non-  Word choice vocabulary to clarify linguistic images in an  Context clues concepts. informational text to identify  Vocabulary specific to history context clues that can be used to (e.g., perspective, bias,  Authors make purposeful determine the meaning of credibility, point of view) word choices to achieve an unknown words  Vocabulary specific to geography intended effect within  Use context clues to unlock the (e.g., hierarchy, accessibility, informational text(s). meaning of unknown diffusion, complementarity) words/phrases  Vocabulary specific to economics  Identify, determine the meaning (e.g., monetary policy, fiscal  Good readers/researchers of, and use domain-specific policy, business cycle) seek the meaning of terms unknown words/phrases to  Determine the appropriate  Vocabulary specific to civics deepen their understanding definition of words that have (e.g., ideology, public policy, of informational text(s). more than one meaning political parties)  Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies Reading Recursive Strategies: 4 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

GRADE 9-10-Craft and Structure Reading Standard 5 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (5): Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS – Grade Level Reading Standard 5 (Literacy in History/Social Studies) Grade 6-8: Describe how a text Grade 9-10: Analyze how a Grade 11-12: Analyze in detail how presents information (e.g., text uses structure to a complex primary source is sequentially, comparatively, emphasize key points or structured, including how key causally). advance an explanation or sentences, paragraphs, and larger analysis. portions of the text contribute to the whole. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (historical,  Authors select specific  Identify text structures expository/technical texts) patterns of organization to  Identify patterns of organization  How to analyze convey information.  Make connections between  Difference between explain and author’s choice of text structure analyze  Author’ choices, including and the text’s purpose, key  Key points patterns of organization, points, and central idea(s)  Various text structures (e.g., structure, and text  Explain how organization, sentences, paragraph, chapter, features, control the structure and/or features enhance section) central idea and the text’s purpose and central idea  Various patterns of organization readers’ perceptions.  Analyze how a text uses structure ( e.g., sequence/chronological to emphasize key points or order, classification, definition,  Good readers/researchers advance an explanation or process, description, comparison, use their knowledge of analysis problem/ solution, simple organizational patterns in cause/effect, conflict/resolution) informational text(s) in order to make meaning.  Various text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices)  Difference between patterns of organization and text features  Relationships between parts of text and whole text (as indicated by text features and structures)

Reading Recursive Strategies: 5 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

GRADE 9-10-Craft and Structure Reading Standard 6 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (6): Assess how point of view or purpose shapes the content and style of a text. CCSS – Grade Level Reading Standard 6 (Literacy in History/Social Studies) Grade 6-8: Identify aspects of a text Grade 9-10: Compare the point Grade 11-12: Evaluate authors' that reveal an author's point of view of view of two or more authors differing points of view on the or purpose (e.g., loaded language, for how they treat the same or same historical event or issue by inclusion or avoidance of particular similar topics, including which assessing the authors' claims, facts). details they include and reasoning, and evidence. emphasize in their respective accounts. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text  Authors use distinctive  Explain the author’s overall (historical, expository/technical language (e.g., rhetorical purpose (to inform, to texts) devices) to influence the persuade, to explain how) for  How to compare audience and/or create an writing a text  How to contrast effect that will enhance their  Explain how the author’s  Relevant details purpose. choices reflect his/her  Informational text (both literary viewpoint, focus, attitude, nonfiction and  Good readers recognize that position or bias expository/technical texts) authors use rhetoric to  Compare/contrast the point of  How to analyze advance the viewpoint or view of two or more authors purpose of informational  Author’s purposes (to inform, to on the same or similar topics text(s). persuade, to explain how) for  Explain how point of view, writing a text viewpoint, purpose and  Authors achieve their  Point of view (e.g., first person, perspective affect an purpose by controlling what third person, limited, omniscient) informational text (controls the the reader knows through the  Author’s viewpoint/focus/ message/information) choices they make (e.g., attitude/ bias  Analyze the impact of content, point of view, style,  Author’s perspective including and emphasizing word choice). (background) certain details into two or more  Author’s strategies for accounts of the same or similar  Good readers/ researchers developing viewpoint and topics analyze informational text(s) purpose (e.g., author’s choices  Analyze the author’s use of to better understand and about when and how to develop persuasive techniques, evaluate the author’s information; what information to rhetorical devices, logical viewpoint/attitude and include or exclude) fallacies, etc. purpose.  Conflicting evidence or  Determine an author's point of viewpoints view or purpose in a text and  Responses to opposing analyze how an author uses Reading Recursive Strategies: 6 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

viewpoints (e.g., acknowledge, rhetoric to advance that point concede, rebut) of view or purpose  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 in their respective accounts.

GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 7 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (7): Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSS – Grade Level Reading Standard 7 (Literacy in History/Social Studies) Grade 6-8: Integrate visual Grade 9-10: Integrate Grade 11-12: Integrate and evaluate information (e.g., in charts, graphs, quantitative or technical multiple sources of information photographs, videos, or maps) with analysis (e.g., charts, presented in diverse formats and other information in print and digital research data) with media (e.g., visually, quantitatively, texts. qualitative analysis in print as well as in words) in order to or digital text. address a question or solve a problem. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (both literary  Authors make decisions  Develop and use research nonfiction and about their presentation of strategies expository/technical texts) information in order to  Distinguish between relevant and  How to analyze convey a specific message. irrelevant information  Difference between relevant and  Compare how different irrelevant information  Good readers’ and viewers’ text/media present information  Quantitative and/or technical understandings and about the same subject analysis (e.g., numbers, data, perceptions of a topic or  Identify aspects of text/media statistics) idea are affected by the that reveal an author’s  Qualitative analysis (e.g., human ways in which information purpose/intention behavior, reasons, non-numerical) or details are selectively  Analyze the way quantitative and  Text and topic/message presented. technical analysis support the qualitative analysis  Author’s purpose /intention  Analyze the details included  Audiences’ needs  Creators and presenters of written and visual text (and excluded) in different choose details to present a versions of an account particular topic or idea  Integrate quantitative or technical relevant for a specific analysis with qualitative analysis

Reading Recursive Strategies: 7 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

audience and purpose. in print or digital text

GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 8 for Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (8): Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS – Grade Level Reading Standard 8 (Literacy in History/Social Studies) Grade 6-8: Distinguish among fact, Grade 9-10: Assess the Grade 11-12: Evaluate an author's opinion, and reasoned judgment in a extent to which the premises, claims, and evidence by text. reasoning and evidence in a corroborating or challenging them text support the author's with other information. claims. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (both literary  Authors sometimes use  Identify the author’s argument nonfiction and fallacious or invalid and specific claims expository/technical texts) reasoning, irrelevant  Identify (e.g., by telling, writing,  How to trace/delineate an and/or insufficient graphically representing) author’s argument and specific evidence, and/or false reasons/examples/evidence that claims statements to support their support the author’s argument  How to evaluate/assess an arguments and claims in and specific claims author’s argument and specific order to promote their  Differentiate between claims claims ideas or agenda. which are supported by  Relevant vs. irrelevant details reasons/evidence and those  Relevant, sufficient reasons/  Good readers recognize which are not evidence when and why authors use  Differentiate between valid and  Sound/logical/justified reasoning fallacious reasoning and invalid claims  Rhetorical strategies for false statements in their  Identify sound reasoning persuasion (e.g., logos, ethos, arguments.  Identify false statements and pathos) fallacious reasoning in an  Relevant, sufficient evidence argument  Arguments  Recognize when irrelevant  Valid vs. invalid claims evidence is introduced  False statements  Explain how an author uses  Persuasive techniques/fallacious reasons and evidence to support reasoning (e.g., loaded particular arguments and specific language/emotional words, claims in a text, identifying testimonial, snob appeal, which reasons and evidence repetition, name calling support which point(s) bandwagon, red herring,  Assess the extent to which the propaganda, appeal to authority) reasoning and evidence in a text Reading Recursive Strategies: 8 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA. CCSS Reading Literacy in History/Social Science Concept Organizer

support the author's claims

GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 9 for Literacy in History/Social Studies

College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (8): Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS – Grade Level Reading Standard 8 (Literacy in History/Social Studies) Grade 6-8: Analyze the relationship Grade 9-10: Compare and Grade 11-12: Integrate information between a primary and secondary contrast treatments of the from diverse sources, both primary source on the same topic. same topic in several and secondary, into a coherent primary and secondary understanding of an idea or event, sources. noting discrepancies among sources. Know Understand Do (factual) (conceptual) (procedural & application)  Informational text (both literary  Authors of informational  Develop research strategies nonfiction and texts make choices about  Identify the relationship between a expository/technical texts) what to include and how primary and secondary source on  How to analyze to present information and the same topic  Primary source key details on topics  Identify the corroborating or  Secondary source depending on their conflicting information, facts,  Strengths and limitations of purpose. interpretations primary and secondary sources  Identify the authors’ positions in  Compare/contrast  Good readers make the text meaning of informational  Describe how the authors’ choices  Author’s viewpoint/ focus/ attitude/bias texts by analyzing how reflect their viewpoints, foci, different authors shape attitudes, positions or biases  Author’s perspective (background) their presentation of key  Analyze the strengths and information by limitations of primary and  Author’s strategies for shaping presentations (e.g., author’s emphasizing different secondary sources choices to emphasize some evidence or advancing  Compare and contrast treatments information or advance different different interpretations of of the same topic in several interpretations of facts) facts. primary and secondary sources

Reading Recursive Strategies: 9 o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.