9. My name is Walking-Dog. I lived a long time ago. I am an
Osage boy. The sun is coming up. I am getting ready for a
busy day. Today my brothers and I will help our father. We
will go hunting near our home. We hunt for deer and
rabbits. We will eat some sweet, wild berries when we hunt.
My sisters will help our mother. She is cooking buffalo meat
and wild potatoes in a stew. It will cook all day long.
When we come home from hunting, we eat the buffalo stew.
Then we will sit around the fire and talk. My grandfather
tells us stories. He tells us about our history. I like to hear
my grandfather tell stories. I learn many things from my
grandfather.
The sun has gone down. It is dark in our lodge. It is time to
go to sleep. Tomorrow will be another busy day.
10. My name is Sarah. I lived a long time ago. I am a pioneer
girl. The sun is coming up. I am getting ready for a busy
day. Today my sisters and brothers and I will go to school.
I help my mother make a lunch for me to take to school. I
will take a piece of fried chicken for lunch. I will take an
apple, too. My brothers help our father. They milk the
cows. My sisters and I feed the chickens.
We walk a mile to go to school. Our teacher helps us to
read. We learn many things from our teacher at school. At
the end of the day we walk home again. After dinner
Papa reads the Bible to us. I learn many things when Papa
reads to us.
The sun has gone down. It is dark in our cabin. It is time to
go to sleep. Tomorrow will be another busy day.
11. How is your day the same and
different as Walking Dog and
Sarah?
12. Do how kids live change
depending on when and where
they live?
20. Mehta / Foorman 2005
“Students who spent a year in
classrooms taught by teachers
who use research-based
strategies are more likely to out-
perform those students who did
not.”
21.
22. Common Core
“the cogent reasoning and
use of evidence essential
to responsible citizenship
in a democratic republic.”
23. “Trickle or
Tsunami?:
Getting Involved
with the
Common Core read, partner &
Standards” review what
you know
58. S = What kind of source is
this? Picture, political
cartoon, newspaper article,
letter, etc
O = What’s the occasion?
SOAP What is happening in the
primary source?
A = Who is the audience?
Who do you think was
intended to see this, if
anyone?
P = What is the purpose
of the document? What
was the creator’s purpose in
making this primary source?
Why was it created?
59. contextualize
locate a document
in time / place &
understand how
those factors
shaped its content
66. We never would have found this
person if the person hadn’t been so
hard to find.
67. In 1837, a boy named John and his
six brothers and sisters lived on a
farm in a beautiful, wooded area in
Tennessee. His family planted corn
& raised animals for food and milk.
His father was a lawmaker and his
mother taught English in a local
school. They were happy &
prosperous.
68. In 1839, the family moved to a dry,
treeless, flat prairie where it was
difficult to raise enough food to
survive. Three of John’s siblings died.
Unable to make a living farming, his
father went back to being a legislator
and his mother wrote for a newspaper.
They missed their home in the
mountains.
94. What is happening in this photograph?
How many people are in the photograph?
Where is Dwight?
95. What is happening in this photograph?
How many people are in the photograph?
Where is Dwight?
96.
97. Student uses the illustrations and
details in a text to describe its key
ideas
Student writes informative /
explanatory texts in which they
name a topic & supply some facts
about the topic
Student demonstrates command of
the conventions of standard English
100. examine source
information
read multiple accounts
& perspectives
use evidence to
support claims
analyze primary
sources
understand historical
context
