The document outlines Common Core State Standards for literacy in history/social studies for grades 9-10. It includes 10 anchor standards that are further defined by grade-specific standards. The standards cover key ideas and details, craft and structure, integration of knowledge and skills, and range of reading complexity. The standards also address two types of writing: argument and informative/explanatory.

1. Common Core
State Standards
An Introduction with Exemplary Models for
Understanding and Application

2. CCR Anchor Standards - Overarching standards for each strand that are
further defined by grade-specific standards

3. CCR Anchor Standards - Overarching standards for each strand that are
further defined by grade-specific standards

4. Reading Standards for Literacy in
History/ Social Studies
Grades 9-10 students:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such
features as the date and origin of the information.
2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key
events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply
preceded them.

5. Reading Standards for Literacy in
History/9-10 students:
Grades Social Studies
Craft and Structure
4. 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.
5. Analyze how a text uses structure to emphasize key
points or advance an explanation or analysis.
6. Compare the point of view or two or more authors for
how they treat the same or similar topics, including which
details they include and emphasize in their respective
accounts.

6. Reading Standards for Literacy in
History/ Social Studies
Grades 9-10 students:
Integration of Knowledge and Skills
7. Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in
print or digital text.
8. Assess the extent to which the reasoning and evidence in
a text support the author’s claims.
9. Compare and contrast treatments of the same topic in
several primary and secondary sources.

7. Reading Standards for Literacy in
History/ Social Studies
Grades 9-10 students:
Range of Reading and Level of Text Complexity
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.

8. Overview of Text Complexity
Reading Standards include exemplar texts (stories and
literature, poetry, and informational texts) that illustrate appropriate
level of complexity by grade
Text complexity is defined by:
1. Qualitative measures – levels of
meaning, structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned Reader and Task
8

9. Why Text Complexity Matters
Lexile Score
CD-DVD Instructions 1080
USA Today 1100 1210
College Textbooks 1215
Baltimore Sun 1250
W4 Forms 1260
Applications for Student Loans 1270
Wall Street Journal 1320
Washington Post 1350
*Scores listed are averages
English Language Arts 2011 © Maryland State Department of Education

10. Common Core State
Standards include 3 types of
writing:
• Informative/explanatory
• Argument
• Narrative
Three Types of Writing in
ELA 10

11. Common Core State Standards
include types of writing:
• Argument
• Informative/explanatory
Two Types of Writing in
History/Social Studies
11

12. Writing Standards for Literacy –
Social Studies

13. Ancient River Valley Civilizations
• Grade 6
Agribusiness in Kenya
• Grade 7
Electoral College
• Grade Band 9-10
McCarthy and the Cold War
• Grade Band 11-12
Unit resources developed between Maryland
State Department of Education and MPT

14. Writing Standard
WHST 6-8.7
Conduct short research
projects to answer a
question, drawing on
several sources and
generating additional
related, focused
questions that allow for
multiple avenues of
exploration.

15. Reading Standard
RH. 6-8.9
Analyze the relationship
between a primary and
secondary source on the
same topic.

16. Reading Standard
RH. 6-8.9
Analyze the relationship
between a primary and
secondary source on the
same topic.

17. Reading Standard
RH.6-8.2
Determine the central
ideas or information
of a primary or
secondary source;
provide an accurate
summary of the
source distinct from
Reading Standard prior knowledge or
RH.6-8.8 opinions.
Distinguish among fact, opinion, and reasoned
judgment in a text.

18. Writing Standard
WHST.6-8.8
Gather relevant information
from multiple print and
digital sources, using search
terms effectively; assess the
credibility and accuracy of
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard form of
citation.

19. Writing Standard
WHST.6-8.9
Draw information from informational texts to support
analysis, reflection, and research.

20. Writing Standard
WHST.6-8.2
Write informative/
explanatory
texts, including the
narration of historical
events

21. Reading Standard
RH.6-8.7
Integrate visual information with other
information in print and digital texts.

22. Writing Standard
WHST.6-8.2
Write informative /explanatory
text
a. Introduce a topic clearly, previewing
what is to follow; organize
ideas, concepts, and information into
broader categories as appropriate to
achieving purpose; include formatting
(e.g., headings), graphics
(e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant, well-
chosen facts, definitions, concrete
details, quotations, or other information
and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style
and objective tone.
f. Provide a concluding statement or
section that follows from and supports the
information or explanation presented.

23. Support for Writing Standards
WHST.6-8.4 and WHST.6-8.5
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on how
well purpose and audience have been
addressed.

24. Writing Standard
WHST.9-10.9
Draw evidence from informational texts to support
analysis, reflection, and research.
Writing Standard
WHST.9-10.7
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.

25. Writing Standard
WHST.9-10. 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.