This document discusses strategies for teaching social studies using the Common Core standards. It emphasizes teaching students to apply evidence to support claims, understand historical context, examine source information, and evaluate multiple accounts and perspectives. It provides examples of how to model document analysis for students and suggestions for online resources and lesson plans to help teach critical thinking skills outlined in the Common Core.
9. In a few seconds, we had ceased to be
men. Had the situation not been so tragic,
we might have laughed. We looked pretty
strange! Meir Katz, a colossus, wore a
child’s pants, and Stern, a skinny little
fellow, was floundering in a huge jacket.
We immediately started to switch.
10. I glanced over at my father. How different
he looked! His eyes were veiled. I wanted
to tell him something, but I didn’t know
what.
11. The night had passed completely. The
morning star shone in the sky. I too had
become a different person. The student
of Talmud, the child I was, had been
consumed by the flames. All that was left
was a shape that resembled me. My soul
had been invaded – and devoured – by a
black flame.
21. Choices have consequences
Individuals have rights and
responsibilities
Societies are shaped by beliefs, ideas,
and diversity
Societies experience continuity and
change over time
Relationships between people, place,
ideas, and environments are dynamic
31. 2013 - 2014
pilot items
2014 - 2015
field test
2015 - 2016
full assessment
proposed
timeline
no full assessment
2013-2014
32. 2013 - 2014
pilot items
2014 - 2015
field test
2015 - 2016
full assessment
proposed
timeline
33. on-‐line
performance
tasks
year
round
access
video,
audio
and
text
libraries
0ed
to
units
of
study
student
choice
of
standard,
content,
and
prompt
proposed
assessment
34. graphic
organizer
asking
student
to
demo
historical
thinking
constructed
responses
addressing
the
benchmarks
machine
and
hand
scored
items
work
product
and
score
banked
58. In those days, they had rabbit drives. The rabbits got so thick, yeah,
we had rabbit drives . . . somebody organized it and we made a big
circle, then we’d close in on ‘em, had a big pen out in the middle
and boy, the jack rabbits, they squealed.
One time, just south of the river, we had a drive. We circled clear
around about four miles; we walked about two miles. And never let
‘em go by and drove ‘em into that pen, and people got in there with
clubs, and clubbed ‘em to death. And then they got some money out
of the rabbits.
They had to do something with the rabbits eating the crops, they’d
just eat it down to nothin’. There were so many . . . And it helped
out.
Elmer Wetzel
Born September 1908
Ford County, Kansas
59. does how we live change
depending on when and where
we live?
60. apply evidence to
support claims
understand historical
context
examine source
information
evaluate multiple
accounts &
perspectives
89. Brown, Dee. Bury My
Heart at Wounded Knee:
An Indian History of the
American West
Connell, Evan S. Son of
the Morning Star:
Custer and the Little
Bighorn
90. Battle of the Little Bighorn
National Monument
Custer’s Last Stand
National Battlefield
Sioux Victory
National Memorial
Greasy Grass
National Battlefield
Custer’s Battlefield
National Monument
what should
we name it?
