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Common Core State Standards Professional Learning Module Series

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. Unit 3: Learning Objectives.

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Common Core State Standards Professional Learning Module Series

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  1. 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

  2. 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. | California Department of Education

  3. 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 | California Department of Education

  4. 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?” | California Department of Education

  5. 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 | California Department of Education

  6. 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 | California Department of Education

  7. 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 | California Department of Education

  8. 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_content&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? | California Department of Education

  9. 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? | California Department of Education

  10. 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 Standards-correlated 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/ | California Department of Education

  11. 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 geo-spatial representations of information.” Read full article at: http://education.nationalgeographic.com/education/news/geography-and-literacy-connection/?ar_a=1 | California Department of Education

  12. 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?action=2&scId=508656&sciId=16165 • Go to “Mapping the Migration of the Lost Boys” • http://education.nationalgeographic.com/education/activity/god-grew-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)? | California Department of Education

  13. Unit 3 Summary The CA CCSS for ELA/Literacy identify the importance of developing discipline-specific 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. | California Department of Education

  14. 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. | California Department of Education

  15. 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 | California Department of Education

  16. 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? | California Department of Education

  17. 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. | California Department of Education

  18. 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 | California Department of Education

  19. 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 | California Department of Education

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