READ AND WRITE SOCIAL STUDIES TO LEARN MORE

READ AND WRITE SOCIAL STUDIES TO LEARN MORE Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014

P Q R O S T Use this sequence to integrate reading/thinking\writing about social studies. P: Preview How will you introduce the topic? Q: Question What s the big question? R: Read How will students read thoughtfully? O: Organize How will students organize what they learn? S: Summarize/synthesize How will students summarize/synthesize what they learn? T: Tell How will students present what they learned? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 2

CONTENT WEEK WITH PQROST Read to Learn about: Words of the Week: BIG question: What students will read: What students will write: Preview Question read organize synthesize/tell Monday Focus Fluency Listen to teacher read with expression. Comprehension List/draw what s interesting. Word Knowledge List important words. Start this week s glossary (use words and/or pictures) Tuesday Locate and Collect Comprehension 1. Read/listen and collect information 2. Classify information Word Knowledge: Expand glossary Wednesday Organize Information Comprehension Use Graphic Organizers to show meaning Word Knowledge Use your new word knowledge to label your graphics. Thursday Write What You Learned and What You Knew Writing Write about this week s topic. Make it interesting. Write a poem story paragraph essay picture book Friday Improve and Share What You Learned Fluency Polish it: Revise and illustrate your writing. Share it to a Learning Partner or the class. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 3

K Place: My Classroom 17A What happens here? Expand Literacy Competence GEOGRAPHY TOPICS AND QUESTIONS Place: My school 17A How does my school work? How is it different from/like schools in other places? Places: Home 17A Who lives where? How are homes different or alike in other places? People and Places 17A How do people help each other here and in other places? Draw features of home, school Show how homes, schools, people are alike in many places. 1 Place: the 17A neighborhood What places are in a neighborhood? 2 Community Places 17A What places are in a community? 3 Location: Where are we? 17A What is where in the city? 4 Location: Where are we? Which regions are we in? 17A 5 Location: Where are we? 17AC How has where we are today changed from the past? 6 Location: How do you read a world map? 17A 7 Location: How do you use different kinds of maps? 17A 8 Location: What do maps show about the US and the world Place: Work in a neighborhood 17A What work do people do in a neighborhood? How are neighborhoods alike and different? Community Workers 17A What workers help a community? (May apply to any community. Place: City places 17A Who lives and works where in Chicago? Place: What s where in Illinois? How do they connect? 17A Place: Our land from sea to shining sea 17AC What is special about the United States geography? Place: Where in the world are important places? 17C How have those places changed? Place: What do maps show about the US and world? 17C Place: What places have been important in US history and why? 17A Movement: streets in a neighborhood 17A What kinds of streets are there? What do you find on a street? Transportation 17A How, where, and why do people travel in a community? Region: City areas 17A What is in different parts of Chicago? How are those parts like parts of other cities? Region: What regions are in Illinois and the US? How are they like regions in other places in the world? 17A Region: What regions are in the US? How are they different? How have they changed? 17AC Region: How does geography affect living in different regions? How have people changed the geography of regions? 17C Region: What is important about US regions today? 17C Region: What parts of the US are important today? 17C Movement: going places 17A How and where do people go? Community Links 17A What links communities? Movement: City 17A How, where, and why do people travel in a city? Movement: Traveling across regions 17A How and why do regions connect? Movement: How, where and why do people travel in the US Compare and contrast traveling today and in the past.17c Movement: How and why do people travel? How has transportation changed? 17C What is an important region of the US in the past and why? 17C Place: How has the United States changed? 17D Draw or match features; draw pictures or act stories of what happens in different places in neighborhoods. List, picture features; describe features; make map; complete booklet or model of community List, illustrate, explain features of a city; diagram relationships; Write own guide to city including map and vocabulary terms. Write and illustrate a region geography guide. List, illustrate, explain features and relationships. Use terms correctly. Make US geography guide or write the story of a US geography journey; include map and explain features and relationships. Use terms correctly. Write/illustrate booklet or display. Explain features and relationships of world geography. Use terms correctly. Explain features and relationships of US geography. Write/illustrate booklet or display. Explain features and relationships of world geography. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 4

CULTURE TOPICS AND QUESTIONS Big question for culture: What is important in the culture of? K Listen, read, draw: What s important to families? (in many places) 18 A 1 How do people live in a neighborhood? 18A Listen, read, draw: How and what do families celebrate? 18 A Listen, read, draw How do families work together? 18 A How do families live together? 18 A Give examples of how a family shares values in how they live and what they celebrate. How do people show they value each other. 18A What do people value in our neighborhood 16AB and how do they show it?18a What do people celebrate in our neighborhood? 18A Describe values; illustrate and explain what values mean to the way people live in a culture 16AB and what is important to them. 2 How did people met needs in a community in the past? 16A What values did people in people in a community have the past? 16A How do people in our community and others meet needs today? 18A How do people in communities show values today. 18A Describe values; illustrate and explain examples of a community s values in the past and today. 3 How did people live in Chicago long ago? 16A How, where, and why did people travel in Chicago long ago? 16A, 5A What was important to people in Chicago in the past? 16A What values of Chicago stayed the same or changed and how that affects us today? 18A Explain Culture with examples from Chicago. Identify ways Chicago has changed. Give examples of values and their importance to Chicago. 4 How did people live in Illinois in the past? 16A How and why have people changed Illinois? 16A How and why have people changed Illinois and other regions? 16A What values of people have stayed the same and what values have changed? 18A List, illustrate, give examples of choices of a culture; Write/illustrate to explain values and traditions 5 How did people live in the US in the past? 16A, D How have people changed the US? 6A,D How have communication and technology changed? 16A,D, What values of the U.S. have stayed the same; what values have changed? 18A,C, 5A List, illustrate, give examples of choices of a culture; Write/illustrate to explain values and traditions 6 Who lives where why? 16A,D, 18A Who lives how why? 16A,,D, 18A Values how are they different/alike for different cultures? 16A,D, 18A How do values influence traditions and history; how does a Culture 16AB change? 18A,C List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions, continuity and change 7 US Choices--Where and how have people chosen to live? 16A,D, 18A US choices where and how have people chosen to move? 16A,D, 18A US Choices what is important now? 16A,D, 18A What choices from the past are important to the US today? 16AB 18AD List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions 8 US Choices what choices have people made about how to work? 16A,D, 18A US Choices what choices have people made about how to live? 16A,D, 18A US Changes what changes have people made that changed the US? 16A,D, 18A What values still are important to the US today? 16AB 18AC List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 5

ECONOMY TOPICS AND QUESTIONS Expand Literacy Competence Big Question for economics: What are the parts of the economy and how do they fit together and change? May be applied to local economy and economies of many places. K work What work do people do in school? ILS 15 D,E 1 work What work do people do in a neighborhood? ILS 15 D,E 2 What are the parts of the community economy? ILS 15D,E 3 What are parts of the city economy. 4 What are the parts of the Illinois economy? 5 What kinds of work have people done in the past? What kinds of work do they do today? 6 What is an economy? 7 What was important in the early US economy? work What tools do people use in their jobs? ILS 15 D, E work What tools do people use in their jobs in a neighborhood? ILS 15 D, E What workplaces are in the community? ILS 15D,E What city work do people do and how? ILS15ABC Why is transportation an important part of the economy? How has transportation affected the economy? How has work changed? ILS15ABC What is important in the US economy today? money How do people get and use money? ILS 15C money How do people get and use money? ILS 15C What jobs are part of our community? ILS 15 D,E What businesses are in a city and why? ILS15ABC Why is communication an important part of the economy? How has the environment affected and been affected by the economy? How have kinds of businesses changed? ILS15ABC How has the US economy changed? my choices Who I will be in the future? ILS 15 A, B, C, D,E my choices Who I will be in the future? ILS 15 A, B, C, D,E How do people make community choices? ILS 15 D,E How do the parts of the city economy fit together? What changes have happened in the economy? How does an economy change? How do countries work together to solve economic problems? How has work changed? Describe and explain kinds of work people do. Describe and explain kinds of work people do. Write a paragraph or booklet about the economy in the community. Write, draw, explain the Chicago economy. Write with examples, graphs and facts, to explain how the Illinois Economy works. Write about economic changes in the US past/present/ future Make an exhibit or booklet about how economies work. Use data to explain how the economy works. 8 How has government affected the economy? What economic challenges have people faced? How and why has the economy changed? What economic challenges do we face today? Use numerical data and current or historical information to write about how economies work. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 6

GOVERNMENT TOPICS AND QUESTIONS BIG QUESTION FOR GOVERNMENT: HOW DOES GOVERNMENT WORK, AFFECT PEOPLE, AND CHANGE? K Why do we have rules? 1 How do leaders help people? 14A 2 What are government services? 14A 3 How goes city government work? 14A How do people share? How do people help their neighbors? 14C What do responsible persons do in a community? 14C How does a city use its resources? 14A What are some safety rules? What community workers help us? ILS 15 D,E Who is a community leader? ILS 14C What kinds of jobs does government do in the city? Government 14B 15B What are ways people stay healthy? What work do people do in that helps people? ILS 15 D,E What progress should our community make? ILS 14C How does government help people live and learn in the city? 14B 15B Based on what I knew and what I learned, what do I think is important? Write/draw to show how the government is part of the community. Write about Chicago s government. 4 How do laws and courts work? 14AB 5 What laws are important and why? 14A 6 What is a nation? 14A,D What agencies are important to people? 14AB How do the parts of government work and affect you? 14A What kinds of governments are there? 14D What do voters need to do? 14AB What is the President s job and how does it affect you? 14A What choices does a government make? 14B 15 DE What do leaders need to do? 14AB What changes should we make for more progress? 14A How does technology affect a country s development? 14B 15 DE Based on what I knew and what I learned, what do I think is important to understand state government? Based on what I knew and what I learned, what do I think is important to understand US government? Write and give examples of kinds and Systems of government. 7 What is a nation? 14A,D 8 What is a nation? 14A,D What do leaders need to know and do? 14D What kinds of governments are there? 14D What economic choices does a government make? 14B 15 DE What economic choices does a government make? 14B 15 DE How have governments changed? 14B 15 DE How have governments changed? 114B 5 DE Write and give examples of kinds and Systems of government. Write and give examples of kinds and Systems of government. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 7

History is an opportunity to evaluate claims. 7th grade PARCC Sample Pilot Items Session 1: Students begin by reading an anchor text that introduces the topic. Items ask students to gather key details about the passage to support their understanding. Below are three claims that one could make based on the article Earhart s Final Resting Place Believed Found. Part A Which claim is supported by the most relevant and sufficient facts within Earhart s Final Resting Place Believed Found. Part B Click on two facts within the article that best provide evidence to support the claim selected in Part A. Part C Based on the information in the text Biography of Amelia Earhart, write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas. Session 2: Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension. Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources. You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: Biography of Amelia Earhart Earhart's Final Resting Place Believed Found Amelia Earhart s Life and Disappearance Consider the argument each author uses to demonstrate Earhart s bravery. Write an essay that analyzes the strength of the arguments about Earhart s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 8

CONTRAST POINTS OF VIEW CCSSR8. 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. Position 1 Position 2 Which position has stronger evidence? Why do you think that? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 9

SMART CHART: Core Vocabulary Common Core Reading Anchor Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings. Anchor Standard 4 Competence target: Can define and use academic vocabulary to explain a topic. TOPIC: List five important terms you need to understand about this topic. They should be core words words that are important to explaining the topic. Write a synonym or example for each word. CORE WORD SYNONYM or EXAMPLE Make It Clear: Use all five core words to explain the topic. Write a sentence for each word or a paragraph that includes them. Added Challenge: Add five more words that are important to understanding the topic make your own bigger Core Vocabulary smart chart. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 10

Common Core history learners think clearly and comprehensively about situations, events, choices, and consequences. Concepts and Questions developed by the Chicago History Museum What is the context of the history? > What challenges do people face? > What values are important to the society? What event is central to this history? > What caused the event? > How do different persons respond to it? > What immediate effects does the event have? > What consequences will the event have? What choices do individuals make? > What values do those choices represent? > How do their choices affect other persons? What changes take place during the history? > How do those changes affect different individuals? What ideas does this history represent? > What concepts clarify the history? > How does a history text reflect the perspective of the writer? > How does a reader s perspective influence what is learned? How is this history relevant today? In responding, students will develop cross-cutting concepts of history: change, causation, challenge, choice, context, continuity, identity, patterns, perspective, relationships, sequence, story, values. These questions apply Common Core Anchor Literacy standards R1 read closely, then infer with evidence R2 analyze ideas R3 analyze relationships R7 integrate ideas and information from different sources W7 Research to respond to focused questions. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 11

History or Biography Analyzer CCSS Anchor Reading Standard 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. Name two persons in the event. For each one, tell one trait. Explain why you think the person has that trait based on the story. Person Trait Evidence What caused the event? How do you infer the persons felt about that event. Why do you think they felt that way? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 12

History or Biography Analyzer CCSS Anchor Reading Standard 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. Name two persons in the event. For each one, tell one trait. Explain why you think the person has that trait based on the story. Person Trait Evidence What caused the event? How do you infer the persons felt about that event. Why do you think they felt that way? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 13

Comprehend a Culture CCSSR3 analyze relationships CULTURE: List or draw information for each category. Place Homes Work Think More: What is an important value of this culture? Explain your conclusion. Why do you think that is an important value? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 14

Analyze History CCSS Anchor Reading Standard 3 analyze relationships. TOPIC: ORGANIZE TO UNDERSTAND People Place Challenges Choices Changes Think More: What is an important idea you learned about this history? Explain your idea. On another page use information you found to support that idea. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 15

History Reader Common Core Anchor Reading Standard 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. Draw two persons who are in it. Show their traits in your pictures. Show the most important event. Write a caption for your picture. CCSSR 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. What lesson can people learn from the history? Explain why you think that. Summarize the parts of the history that support your conclusion. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 16

History Analyzer CCSS Anchor Reading Standard 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. Name two persons in the event. For each one, tell one trait. Explain why you think the person has that trait based on the story. Person Trait Evidence What caused the event? How do you infer the persons felt about that event. Why do you think they felt that way? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 17

This Week s Core Content CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Topic: Important Words: Word What it Means Important Facts: My Summary: On another page, write and draw to tell and show what s important. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 18

Show and Tell History KEY IDEAS AND DETAILS Common Core Literacy Standards 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Show three important parts of the history you are learning. Write a label for each part. the Place a person the event What is an important lesson people can learn from this history? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 19

COMPREHENSIVE HISTORY READING ASSESSMENT Sequence; Infer with evidence; Summarize; Draw Conclusions (CCSSR 1, 2) Answer with Evidence IDENTIFY SEQUENCE (This is a Check-In Question are you on the page?) 1. What happened first? In which paragraph did you find that information? INFER Character Traits Choose one person from the history. What is one of that person s character traits? SUPPORT YOUR INFERENCE Why do you infer that? INFER Motive 3. What is an action that person took? What was the person s motive? SUPPORT YOUR INFERENCE Why do you infer that? Infer Cause-Effect Relations 4. What happened because of that action? Why do you think that is an effect? SUMMARIZE (This is a Check-Out question did you comprehend the passage?) Write a three-sentence summary of what happened. Tell the main idea. Use evidence from the history to support your conclusion. DRAW CONCLUSIONS may be constructed response or extended response. What is a lesson people can learn from this history? Explain why you think that is an important lesson. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 20

Think BIG Common Core Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. BIG IDEA: Important Words Important Information Show your idea here in a drawing or graphic organizer. Write a caption. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 21

Information Organizer: Time Line Date Event Which event is most important? Why? What connections are there among the events on the time line? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 22

Analyze History with Common Core Questions What do you infer someone who was there then said Where does it about the Who is an important happen? event?(1) person in this history? What is important to What are that person s traits? know about Why do you infer that? (1) that place?(1) How might people then What caused the event? have felt about this event? What effects did it have? (1) Why do you infer that? (1) Why do you think that? What problems or What is a obstacles do choice people the people face? (2) made? Infer their motive.(3) How do people interact before, during, and after the event? (3) CCSSR Standards Emphasized: 1 read closely; 2 figure out ideas; 3) Analyze relationships. What lesson can people learn from this history? (2) Support your answers with evidence from the history. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 23

EXPAND THINKING: Dramatists Communicate Themes Vividly Describe persons (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Common Core 3 rd grade literature standard 3) Situation: Who s involved? Who Trait Action Motive What happened the event (in history) or plot (in a story). How it starts: What happens next? How it ends. Write a drama based on the situation. What s the theme of your play? What lesson can people learn from it? Write what each person might say. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 24

How to Summarize an Event This Graphic Organizer can be used to assess if completed independently, or as a learning guide. Event: Tell about the event. Person Describe the Person Place: What happens what are the most important parts? How it starts: What happens next: How it ends: Why it ends that way: THINK MORE TO EXCEED4 Write a summary. Tell: who is in it, where it happens, and what happens. Then tell why you think the writer wrote the passage. What did the writer want you to understand? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 25

Compare and Contrast History When and Where: Use words and/or drawings to show the past and present. Then and There How people traveled Here and Now How people travel What work people did What work people do What was important to people What is important to people Write What Your Think: Was that time and place more like or more different from today? Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 26

Support Your Answer CCSSR7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Name Date: question Locate relevant information in two different sources. Source 1: Important Information Source 2: Important Information Use this information to write your response. Network 13 Literacy Guides Center for Urban Education teacher.depaul.edu 2014 27