What Were They Thinking Then, What Are We Thinking Now?

Size: px
Start display at page:

Download "What Were They Thinking Then, What Are We Thinking Now?"

Transcription

1 Published on AASL Learning4Life Lesson Plan Database What Were They Thinking Then, What Are We Thinking Now? Created by: Kathy Lehman Title/Role: Head Librarian Organization/School Name: Thomas Dale High School Location: Virginia Grade Level: 10 Type of Lesson: Stand-alone lesson Type of Schedule: Flexible Collaboration Continuum: Intensive Content Area: Language Arts Content Topic: Compare primary sources from two time periods to analyze issues from a work of literature. Standards for the 21st-Century Learner Skills Indicator(s): Use prior and background knowledge as context for new learning Find, evaluate, and select appropriate sources to answer questions Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Dispositions Indicator(s): Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success Display emotional resilience by persisting in information searching despite challenges Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. Responsibilities Indicator(s): Respect copyright/intellectual property rights of creators and producers Follow ethical and legal guidelines in gathering and using information Connect understanding to the real world. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process Determine how to act on information (accept, reject, modify) Assess the quality and effectiveness of the learning product. Scenario: After reading a novel or play for English class, students will pick a main issue in the work and compare how the issue is perceived in two primary sources from two time periods. Newspaper articles will be accepted as primary sources in this assignment. One source must be from the time period of the novel. One must be from today?s point of view. Students will consider how three characters in their book view the issue. Students will consider these questions: Are the characters in agreement over the issue? What do

2 you think the author is trying to say by creating this situation? Would one character agree with the first primary source you found? Looking at the second primary source from?today?, ask yourself: have the ideas and perspectives about the issues changed with time? Has the issue been resolved? Why or why not? Students will create a PowerPoint to present their findings covering the issue and how the characters would respond to the primary documents. This is a 10th grade American Literature class. Overview: In the library students compare primary sources from two time periods relating to an issue in their novel or play. Students compare how the issue was perceived by characters in their work to how it is perceived by individuals today. The essential questions for this lesson are: Have the ideas and perspectives about the main issue of the novel or play changed with time? To what extent has the issue been resolved? Final Product: Students will create PowerPoint presentations displaying the two primary sources, the issue of their novel or play and how they perceive their characters would respond to them. Students will also analyze their issue in terms of today?s attitudes and defend their opinion. Library Lesson:? Students will learn to analyze their topic for keywords and keyword combinations to use in online searches.? Students will learn to develop questions to answer in their research about the issues in their work to determine what type of primary document to locate.? Students will learn to access primary sources online from the Library of Congress.? Students will learn to access historical newspapers using Google News.? Students will learn to access subscription databases with historical documents on the issues in their novel or play.? Students will learn to persist in revising their search terms as needed to generate an appropriate results list for their topic. Estimated Lesson Time: 90 minutes Assessment Product: SL and teacher use a student self assessment checklist (see attachment) to verify that each student locates a primary document from two periods in time on a theme relating to their work. Process: SL and teacher circulate as students use their own keywords to access primary sources on their novel or play. Students having difficulty locating primary sources at the time of their novel or play will need to be guided to revise their keywords or try other resources. Student self-questioning: Do I understand my issue? Do I know what the characters in my book or play think about the issue? Have I accessed the best resources for my topic? Do I know which keywords I need to pull up the best primary sources or newspaper articles? Did I use the best combination of search terms? Did I use too many search terms in the same query? Did I remember to match the search term with the correct field? Did I alter the combination of search terms and fields multiple times for different results? Did I evaluate the article to be sure I can use it before I made a source card? Did I make a source card for each primary source I will use in my project? Instructional Plan Resources students will use: Dataset (ie. lists, tables, databases) Still image (i.e.paintings, drawings, plans, and maps) Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Text (books, letters, poems, newspapers, etc.) Interactive Resource URL:

3 Resources instructor will use: Projector Laptop Smart board Instruction/Activities Direct instruction: The teacher instructs students in the classroom with an overview of the project and explains the grading rubric. Students are instructed before they come into the library:? Choose a controversial issue addressed in your novel or play.? Consider how three different characters in your book view this issue. Are they in agreement? Do they have different opinions? Why?? What do you think the author is trying to say by creating this situation? In the library, the librarian uses a projection system with a Smart Board to show students how to access online resources using the pathfinder. Begin showing a primary source document from one of the primary source sets on the Library of Congress teacher's pages. Evaluate the resource together using the question guide provided on the teacher's pages(see sample document attached) <http://www.loc.gov/teachers/usingprimarysources/> Modeling and guided practice: After evaluating a primary source together, the librarian uses an online computer projection system with Smartboard models accessing and citing each resource on the class pathfinder. Taking examples from several students, the librarian brainstorms specific novels and issues to help students determine which keywords will give the best results. Students proceed to the library computer workstations. Accessing the class pathfinder, students begin their own search. The librarian and teacher circulate to monitor student work. Students not getting the results they expected are guided to revise their search terms and field combinations to increase success. Independent practice: Students continue to combine search terms to modify their results lists and locate historical and current primary sources relating to their novel or play. They must experiment with multiple online resources to determine which best supports their query(see reflection questions under checklist in attachments). The teacher and librarian continue to circulate and assist students as needed in finding sources they can use and filling out source cards. A few students will probably need to continue working on this assignment after school and from home. They now have the tools they need to complete their research for their assignment and create their PowerPoints. Sharing and reflecting: Students share their PowerPoint presentations and opinions about how the issues have been resolved with the class. The works from American literature used successfully in this unit are: Ethan Frome (1911) by Edith Wharton (Poverty 1900's); The Awakening (1899) by Kate Chopin (Depression in Women - Victorian Era), The Crucible (1953) by Arthur Miller (Witch Hunts, Puritanism, McCarthyism, Terrorism today); The Bean Trees (1988) by Barbara Kingsolver (Immigration); The Glass Castle: a Memoir (2005) by Jeanette Walls (born 1960)(Homelessness, Child Neglect). Have you taught this lesson before: Yes Strategies for differentiation: For students with physical disabilities, the databases and online search engines provide audio access and enlarged text. The keyboard helps those with fine motor disabilities. Much of the information gathering and citation collection can be done as point and click with the mouse. AASL/Common Core State Standards Crosswalk

4 English Language Arts: CC.9-10.W.5» English Language Arts» Production and Distribution of Writing» 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (9,10) CC.9-10.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10) CC9-10RS/TS3» Reading Standards for Literacy in Sci Tech» 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (9,10) CC9-10WH/SS/S/TS1b» Writing Standards» b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. (9,10) CC.9-10.W.2.b» English Language Arts» Text Types and Purposes» b. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10) CC9-10RS/TS8» Reading Standards for Literacy in Sci Tech» 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. (9,10) CC9-10RS/TS9» Reading Standards for Literacy in Sci Tech» 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10) CC.9-10.R.L.1» English Language Arts» Key Ideas and Details» 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9,10) CC.9-10.R.I.2» English Language Arts» Key Ideas and Details» 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10) CC.9-10.R.I.3» English Language Arts» Key Ideas and Details» 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are

5 introduced and developed, and the connections that are drawn between them. (9,10) CC.9-10.R.I.5» English Language Arts» Craft and Structure» 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (9,10) CC.9-10.R.I.9» English Language Arts» Integration of Knowledge and Ideas» 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. (9,10) CC.9-10.W.1.a» English Language Arts» Text Types and Purposes» a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (9,10) CC.9-10.W.1.b» English Language Arts» Text Types and Purposes» b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (9,10) CC.9-10.L.3.a» English Language Arts» Knowledge of Language» a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10) CC.9-10.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10) CC9-10RH/SS8» Reading Standards for History» 8. Assess the extent to which the reasoning and evidence in a text support the author's claims. (9,10) CC9-10RS/TS1» Reading Standards for Literacy in Sci Tech» 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10) CC.9-10.L.4.c» English Language Arts» Vocabulary Acquisition and Use» c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10) CC.9-10.SL.2» English Language Arts» Comprehension and Collaboration» 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

6 evaluating the credibility and accuracy of each source. (9,10) CC.9-10.SL.3» English Language Arts» Comprehension and Collaboration» 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10) CC.9-10.W.1.c» English Language Arts» Text Types and Purposes» c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (9,10) CC9-10WH/SS/S/TS2a» Writing Standards» a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10) CC9-10WH/SS/S/TS2c» Writing Standards» c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (9,10) CC9-10WH/SS/S/TS2d» Writing Standards» d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (9,10) CC.9-10.W.6» English Language Arts» Production and Distribution of Writing» 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10) CC9-10RS/TS7» Reading Standards for Literacy in Sci Tech» 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10) CC9-10RH/SS7» Reading Standards for History» 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9,10) CC.9-10.L.1» English Language Arts» Conventions of Standard English» 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (9,10) CC.9-10.L.2» English Language Arts» Conventions of Standard English» 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (9,10) CC.9-10.SL.4» English Language Arts» Presentation of Knowledge and Ideas» 4. Present information,

7 findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10) CC.9-10.W.2.c» English Language Arts» Text Types and Purposes» c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (9,10) CC.9-10.W.2.d» English Language Arts» Text Types and Purposes» d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (9,10) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

8 What Were They Thinking Then, What Are We Thinking Now? Name Teacher Period Student Self-Assessment Checklist I located a primary source document on an issue or theme related to my novel (play) published at the time of my novel or play. (The time for the document may be the setting of the work or the date the work was published, whichever is significant to the theme. You should establish the issue or theme with your teacher before beginning.) I located a current primary source document on the same issue or theme related to my novel (play) I asked the teacher of librarian for help when I could not find a primary source on my topic I was not successful locating a primary source document on my issue or theme at the time of my novel (play) will need additional help to revise keywords or try other resources I was not successful locating a current primary source on the same issue or theme as my novel (play) will need additional help to revise keywords or try other resources Next class period I will: What Were They Thinking Then, What Are We Thinking Now Reflect as you work: Do I understand my issue? Have I accessed the best resources for my topic? Do I know which keywords will generate the best primary sources or newspaper articles? Am I using the best combination of search terms? Am I using too many search terms in the same query? Did I remember to match each search term with the correct field? Have I altered the combination of search terms and fields for different result lists? Did I evaluate the article to be sure I can use it before I made a source card? Have I made a source card for each primary source I will use in my project? Next I will work on

9 Introductory Activity Sample for What Were They Thinking... Use questions from the LOC teacher s page to analyze this print and model analysis of a primary source document relative to the issue of religious tolerance and freedom in the New England colonies. and Mary Dyer led to execution on Boston Common, 1 June 1660 Color engraving. Copyprint Nineteenth Century Courtesy of The Granger Collection, New York (20) Religion and the Founding of the American Republic, Section I. Part 2 Execution of Quakers Mary Dyer (d. 1660) first ran afoul of Massachusetts authorities for supporting theological dissenter Anne Hutchinson. As a result Dyer and her family were forced to move to Rhode Island in Converted to Quakerism in England in the 1650s, Dyer returned to New England and was three times arrested and banished from Massachusetts for spreading Quaker principles. Returning to Massachusetts a fourth time, she was hanged on June 1, "America as a Religious Refuge: the 17th Century - PART 2 (Religion and the Founding of the American Republic, Library of Congress Exhibition)." Library of Congress Home. Web. 06 July <http://www.loc.gov/exhibits/religion/rel01-2.html>. Mary Dyer Led to Execution on Boston Commons, 1 June Digital image. Library of Congress. The Granger Collection, New York. Web. 6 July <http://www.loc.gov/exhibits/religion/vc jpg>. After analyzing this print, ask students, Name examples of intolerance in our society today? Where can we look to find examples of documents which express intolerance or acceptance of these issues?

Greek Mythology Research

Greek Mythology Research Published on AASL Learning4Life Lesson Plan Database Greek Mythology Research Created by: Kristin Bachman Title/Role: Children's Services Librarian Organization/School Name: Guilford County Location: North

More information

Finding Your Way Using QR Codes

Finding Your Way Using QR Codes Published on AASL Learning4Life Lesson Plan Database Finding Your Way Using QR Codes Created by: Karla Collins Title/Role: School Librarian Organization/School Name: Longwood University Location: Virginia

More information

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12 1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

More information

9 th and 10th Grade English Standards and I Can Statements

9 th and 10th Grade English Standards and I Can Statements 9 th and 10th Grade English Standards and I Can Statements Standard - CC.9-10.L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel

More information

Dr. Seuss and Read Across America

Dr. Seuss and Read Across America Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools

More information

Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database Published on AASL Learning4Life Lesson Plan Database Penguin Facts Created by: Neely Swygert Title/Role: Teacher Librarian Organization/School Name: Gadsden Elementary Location: South Carolina Grade Level:

More information

Note-taking: K.I.S.S. "Keep it Short and Simple"

Note-taking: K.I.S.S. Keep it Short and Simple Published on AASL Learning4Life Lesson Plan Database Note-taking: K.I.S.S. "Keep it Short and Simple" Created by: Marie A. Parker Title/Role: Library Media Specialist Organization/School Name: Londonderry

More information

The Declaration of Independence - AASL Lesson Plan in Collaboration with GPO (The Government Printing Office)

The Declaration of Independence - AASL Lesson Plan in Collaboration with GPO (The Government Printing Office) Published on AASL Learning4Life Lesson Plan Database The Declaration of Independence - AASL Lesson Plan in Collaboration with GPO (The Government Printing Office) Created by: Lynn M. Dixon Title/Role:

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would

More information

Cyberbullying Among Teens

Cyberbullying Among Teens Published on AASL Learning4Life Lesson Plan Database Cyberbullying Among Teens Created by: Violet Harada Title/Role: Professor Organization/School Name: University of Hawaii Location: Hawaii Grade Level:

More information

George Washington: Was he a responsible family man as well as a great leader?

George Washington: Was he a responsible family man as well as a great leader? Published on AASL Learning4Life Lesson Plan Database George Washington: Was he a responsible family man as well as a great leader? Created by: Dianne Hemminger Title/Role: Library Media Specilaist Organization/School

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages define

More information

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12 Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1

More information

Complete the Research!

Complete the Research! Published on AASL Learning4Life Lesson Plan Database Complete the Research! Created by: Sherry Shewmaker Title/Role: Information Technology Specialist Organization/School Name: Pine Grove Elementary Location:

More information

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes) American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans

More information

Creating book reviews in Destiny OPAC

Creating book reviews in Destiny OPAC Published on AASL Learning4Life Lesson Plan Database Creating book reviews in Destiny OPAC Created by: Elizabeth Russell Title/Role: School library media specialist Organization/School Name: Bradley Elementary

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

Social Networking Sites: Pros and Cons

Social Networking Sites: Pros and Cons Published on AASL Learning4Life Lesson Plan Database Social Networking Sites: Pros and Cons Created by: Kathy Carson Title/Role: Media Specialist Organization/School Name: Richland One Location: South

More information

Burr Airlines Flight to Asia: building inquiry skills

Burr Airlines Flight to Asia: building inquiry skills Published on AASL Learning4Life Lesson Plan Database Burr Airlines Flight to Asia: building inquiry skills Created by: Dorna Persson Title/Role: Library Media Specialist Organization/School Name: Burr

More information

HIV, STD & Pregnancy Prevention

HIV, STD & Pregnancy Prevention HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text

More information

South America: Geography's Effect on People's Lifestyle and Work

South America: Geography's Effect on People's Lifestyle and Work Published on AASL Learning4Life Lesson Plan Database South America: Geography's Effect on People's Lifestyle and Work Created by: Patricia Louis Title/Role: School Librarian Organization/School Name: Aliamanu

More information

Evaluating Animal Nonfiction Book(s)

Evaluating Animal Nonfiction Book(s) Published on AASL Learning4Life Lesson Plan Database Evaluating Animal Nonfiction Book(s) Created by: Debora Lum Title/Role: School Librarian, retired Organization/School Name: Hawaii Association of School

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

Evaluating Websites. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

Evaluating Websites. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database Published on AASL Learning4Life Lesson Plan Database Evaluating Websites Created by: Julie Ricker Title/Role: School Librarian Organization/School Name: Portsmouth High School Location: New Hampshire Grade

More information

Literary Text vs. Informational Text

Literary Text vs. Informational Text Published on AASL Learning4Life Lesson Plan Database Literary Text vs. Informational Text Created by: Kris Schreck Title/Role: Library Media Specialist Organization/School Name: Cleveland Elementary Location:

More information

California's Native American Tribes

California's Native American Tribes Published on AASL Learning4Life Lesson Plan Database California's Native American Tribes Created by: Doree Tschudy Title/Role: Teacher Librarian Organization/School Name: Duveneck Elementary School Location:

More information

Career Planning Basics

Career Planning Basics Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:

More information

Hooks with Books: Never Judge a Book by its Cover

Hooks with Books: Never Judge a Book by its Cover 7/2/2014 Hooks with Books: Never Judge a Book by its Cover Published on AASL Learning4Life Lesson Plan Database Hooks with Books: Never Judge a Book by its Cover Created by: Sabrina Carnesi Title/Role:

More information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12 STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

More information

Language Arts Florida Standards (LAFS) Grade 6

Language Arts Florida Standards (LAFS) Grade 6 Language Arts Florida Standards (LAFS) Grade 6 Cluster 1: Key Ideas and Details CODE LAFS.6.RL.1.1 Strand: READING S FOR LITERATURE Cite textual evidence to support analysis of what the text says explicitly

More information

Connections to the Common Core State Standards for Literacy in Middle and High School Science

Connections to the Common Core State Standards for Literacy in Middle and High School Science Connections to the Common Core State Standards for Literacy in Middle and High School Science This document is based on the Connections to the Common Core State Standards for Literacy in Science and Technical

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Student Created Book Talks

Student Created Book Talks Published on AASL Learning4Life Lesson Plan Database Student Created Book Talks Created by: Sarah Chrisman Title/Role: Media Specialist Organization/School Name: Guilford County Schools Location: North

More information

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will

More information

American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction. Overview

American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction. Overview American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction Overview Overall days: 12 (1 day = 50-55 minutes) Purpose The focus of this unit is nonfiction from the period of the American Revolution

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1

More information

Unit: Dystopia Essential Questions: Reading Anchor Text: The Giver Harrison Bergeron The Lottery Wall E The Village The Obsolete Man

Unit: Dystopia Essential Questions: Reading Anchor Text: The Giver Harrison Bergeron The Lottery Wall E The Village The Obsolete Man Unit: Dystopia Essential Questions: What factors/situations combine to create dystopia? What happens to the individual/the group in a dystopia? Is the disappearance of the individual a bad thing? Think

More information

Academic Standards for Writing in History and Social Studies*

Academic Standards for Writing in History and Social Studies* Academic Standards for Writing in History and Social Studies* Grades 6 12 August 6, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the

More information

The importance of literary elements, such as dramatic irony and foreshadowing, affect the development of the play

The importance of literary elements, such as dramatic irony and foreshadowing, affect the development of the play Romeo and Juliet Content Area: English Language Arts Course(s): Language Arts Literacy I Honors, Language Arts Literacy I CP, Language Arts Literacy I Time Period: 5 weeks Length: 5-6 weeks Status: Published

More information

Eighth Grade English Language Arts Standards and I Can Statements

Eighth Grade English Language Arts Standards and I Can Statements Eighth Grade English Language Arts Standards and I Can Statements Language Standard CC.8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain

More information

Learning Life Lessons through Fables

Learning Life Lessons through Fables Published on AASL Learning4Life Lesson Plan Database Learning Life Lessons through Fables Created by: Kathy Lawrence Title/Role: Librarian Organization/School Name: Hiawatha Elementary School Location:

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

Read Around Ball for Fantasy and Science Fiction

Read Around Ball for Fantasy and Science Fiction Published on AASL Learning4Life Lesson Plan Database Read Around Ball for Fantasy and Science Fiction Created by: Lauren Millikan Location: Minnesota Grade Level: 4, 5, 6, 7, 8 Type of Lesson: Stand-alone

More information

Adelina's Whales and The Big 6 research process

Adelina's Whales and The Big 6 research process Published on AASL Learning4Life Lesson Plan Database Adelina's Whales and The Big 6 research process Created by: Jessica Gascard Title/Role: Teacher Librarian Organization/School Name: Mote Elementary

More information

English 4: Florida College Prep, Grade 12 Curriculum Map

English 4: Florida College Prep, Grade 12 Curriculum Map English 4: Florida College Prep, Grade 12 Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed,

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.

More information

Summary of Changes for English Language Arts (ELA) Standards Kindergarten High School

Summary of Changes for English Language Arts (ELA) Standards Kindergarten High School Grade Level Strand Standard Kindergarten Reading Literary Text CCKRL4 CCKRL7 Reading Informational Text CCKRI2 CCKRI7 CCKRI10 Reading Foundation CCKRF3 CCKRF4 Writing CCKW6 CCKW7 CCKL4 CCKL5 Grade 1 Reading

More information

Everett Public Schools Framework: Digital Photography I

Everett Public Schools Framework: Digital Photography I Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory

More information

Common Core Standards Addressed by Lessons

Common Core Standards Addressed by Lessons Common Core Standards Addressed by Lessons Unit 1: Reading Literary Texts (Romeo and Juliet) ELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the

More information

College and Career Readiness Anchor Standards for Reading

College and Career Readiness Anchor Standards for Reading Anchor Standards for Reading Key Ideas and Details 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

More information

The Brave New World of Common Core Standards

The Brave New World of Common Core Standards The Brave New World of Common Core Standards Brandon Zaslow Department of Education Occidental College Los Angeles Area Site of the California World Language Project http://www.la-stars.net Brandon

More information

English 2 - Journalism Mitch Martin: mmartin@naperville203.org

English 2 - Journalism Mitch Martin: mmartin@naperville203.org Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social

More information

Competencies for Teachers of Physical Education/Health, Grades K-12

Competencies for Teachers of Physical Education/Health, Grades K-12 In addition to the Arkansas Teaching Standards, the teacher of Physical Education/Health, grades K-12, shall demonstrate knowledge and competencies in the following areas: 1. Scientific and Theoretical

More information

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.

More information

United States History: Beginnings to 1877 2012

United States History: Beginnings to 1877 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

eday Lessons KAP Political Science

eday Lessons KAP Political Science KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and

More information

Common Core State Standards Speaking and Listening

Common Core State Standards Speaking and Listening Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Mental Health issues in YA Literature

Mental Health issues in YA Literature Published on AASL Learning4Life Lesson Plan Database Mental Health issues in YA Literature Created by: Laura Haverkamp Title/Role: Media Specialist Organization/School Name: Dreher High School Location:

More information

Reading, Writing, & Communicating Colorado Sample Graduation Competencies and Evidence Outcomes

Reading, Writing, & Communicating Colorado Sample Graduation Competencies and Evidence Outcomes Reading, Writing, & Communicating Colorado Sample Graduation Competencies and Evidence Outcomes Reading, Writing, & Communicating Graduation Competency 1 Speaking and Listening: Discussion Collaborate

More information

BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in

BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in italics.) (A): Assessed (Formative and/or Summative) (Assessed

More information

Common Core State Standards for Literacy in History/Social Studies

Common Core State Standards for Literacy in History/Social Studies for Literacy in History/Social Studies Grades 6 8 INSIDE Levels A - E CCSS for Literacy in History/SS Grades 6 8 INSIDE Levels A & B for Literacy in History/Social Studies INSIDE Levels A and B Reading

More information

Alignment to the Common Core State Standards

Alignment to the Common Core State Standards Alignment to the Common Core State Standards Grades: 9-12 Language Arts Introduction Scientific Learning Reading Assistant software combines advanced speech recognition technology with scientifically-based

More information

Stockton Unified School District Instructional Guide for Applied Writing and Thinking Semester 2, Traditional Schedule

Stockton Unified School District Instructional Guide for Applied Writing and Thinking Semester 2, Traditional Schedule 2016 2017 Guide for Applied Writing and Thinking SUSD Focus Strategies, Activities, and Practices Which Enhance Instruction 1. Use the Six Traits rubric often: Score a passage from the current reading

More information

Lesson 5: Savvy Savers

Lesson 5: Savvy Savers KaChing! Lesson 5: Savvy Savers Standards and Benchmarks (see page B-56) Lesson Description Students calculate compound interest to identify benefits of saving in interest-bearing accounts. They learn

More information

Common Core Writing Rubrics, Grade 6

Common Core Writing Rubrics, Grade 6 Common Core Writing Rubrics, Grade 6 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Everett Public Schools Framework: Digital Video Production VI

Everett Public Schools Framework: Digital Video Production VI Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production VI Arts, Audio/Video Technology & Communications Total Framework

More information

World Geography Social Studies Georgia Performance Standards

World Geography Social Studies Georgia Performance Standards World Geography The World Geography course provides students with an introduction to both physical and cultural geography. After an introduction to geography, students study each major region of the world.

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01

More information

Career & Technical Education Curriculum Alignment with Common Core ELA & Math Standards

Career & Technical Education Curriculum Alignment with Common Core ELA & Math Standards Career & Technical Education Curriculum Alignment with Common Core ELA & Math Standards National Standards 110 Course Title Grade Levels 11-12 Credit Value 1 Description This course provides students with

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

The Commons: Our Right and Our Responsibility?

The Commons: Our Right and Our Responsibility? The Commons: Our Right and Our Responsibility? Teacher s Guide Grade: 9-12 Lesson: The Commons: Our Right and Our Responsibility? Number of Class Periods: 3 45-minute periods The Healthy Commons Lesson

More information

English 7 Essential Curriculum

English 7 Essential Curriculum English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

More information

Northern Essex First Year Seminar Language and Composition

Northern Essex First Year Seminar Language and Composition Quarter 1 Unit 1: Citizenship and Education: Right vs. Priviledge Common Texts on Citizenship: "The Time is Now Obama s Immigration Reform Speech Jan. 2013, Civil Disobedience by Henry David Thoreau Common

More information

Third Grade English Language Arts Standards and I Can Statements

Third Grade English Language Arts Standards and I Can Statements Third Grade English Language Arts Standards and I Can Statements Standard #: CC.3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

More information

FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN

FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective

More information

APPLIED MATH FOR CULINARY MANAGEMENT 2014-2015 Page 1 of 5

APPLIED MATH FOR CULINARY MANAGEMENT 2014-2015 Page 1 of 5 2014-2015 Page 1 of 5 Applied Math for Culinary Management, an individual or team event, recognizes participants who use Family and Consumer Sciences skills to demonstrate application of mathematical concepts

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

6th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)

6th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) READING LITERARY (RL) Key Ideas and Details ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE6RL2: Determine a theme

More information

Examples of Model School Library Standards for California Public Schools

Examples of Model School Library Standards for California Public Schools Examples of for California Public Schools Supporting Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. The first section

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

LANGUAGE ARTS Fantasy/Science Fiction Standard: Acquisition of Vocabulary. Organizing Topic Benchmark Indicator Contextual Understanding

LANGUAGE ARTS Fantasy/Science Fiction Standard: Acquisition of Vocabulary. Organizing Topic Benchmark Indicator Contextual Understanding Standard: Acquisition of Vocabulary Contextual Understanding Conceptual Understanding Conceptual Understanding Structural Understanding Tools and Resources A. Verify meanings of words by the author s use

More information

Common Core Writing Rubrics, Grades 7 8

Common Core Writing Rubrics, Grades 7 8 Common Core Writing Rubrics, Grades 7 8 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

LDC Template Task Collection 2.0

LDC Template Task Collection 2.0 Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need

More information

TExES English Language Arts and Reading 7 12 (231) Test at a Glance

TExES English Language Arts and Reading 7 12 (231) Test at a Glance TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

New York State Common Core 9 12 Social Studies Framework INTRODUCTION

New York State Common Core 9 12 Social Studies Framework INTRODUCTION New York State Common Core 9 12 Social Studies Framework INTRODUCTION Social Studies Education in the 21 st Century: Rationale In the interconnected world of the 21 st century, it is necessary to revise

More information