PowerPoint from Primary Source's "Common Core and the Humanities: Global Approaches for Social Studies and ELA" workshop at the PGL 2012 Conference. June 29, 2012.

1. +
Common Core and the Humani/es:
Global Approaches for Social Studies
and ELA
Liz Howald, Program Director

2. +
Workshop Agenda
 “The Big Changes”
 Informational Texts for Social Studies & ELA
 Strategies & Activities
 Korea
 Children & War
 Resources
 Q/A & Discussion

3. +
Warm Up
 Group Introductions
 Paired Introductions
 Introduce Yourselves
 Know, Wonder, Fear, and Hope (Think/Pair/Share)

4. + The Big Changes & Informa8onal Texts

5. +
Common Core: The Big Changes
 Interdisciplinary: shared responsibility for literacy
 Emphasis on college and career‐readiness
 Internationally benchmarked (to ensure students are globally
competitive and collaborative)
 Skills are cumulative
 Reading: greater emphasis on informational texts (esp. in ELA)
 Reading: greater focus on text complexity
 Writing: strong emphasis on argument and informative/
explanatory writing, writing about sources, and using evidence to
inform argument

6. + Common Core Standards for ELA and Literacy in
History/Social Studies
Students who are College and Career Ready :
 Demonstrate independence  Use technology and digital
media strategically, capably
 Build strong content
knowledge through research  Come to understand other
perspectives and cultures
 Adapt communication to
demands of audience, task,
purpose, & discipline
 Comprehend as well as
critique
 Value evidence
From CCSS for ELA (p. 7)

7. +
Reading Standards for Literacy
Categories for History and ELA
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text Complexity

8. +
What types of informa8onal texts are
you using to teach about the world?
What types could you use?

9. +
Types of global informa8onal texts
Historical accounts Debates
Memoirs TED talks
Oral histories Essays
Blogs Investigative journalism
International newspapers Opinion pieces/ op‐eds
International NGO reports Manuals
Speeches/rhetoric A Constitution or other
foundational gov t document
News broadcasts

10. +
Strategies & Ac8vi8es

11. + Ac8vity 1: Korean Labor Strike
Integra8ng Mul8ple Quan8ta8ve and Qualita8ve Sources
to Answer a Ques8on
1. Learning from Charts
2. Reading a Photo
3. Answering a Question

12. +

13. +

14. +
Koreatimes.co.kr/www/news/nation/2011/05/117_87577.html

15. +
http://news.blogs.cnn.com/2011/05/24/riot-police-break-up-sit-down-strike-at-south-korean-auto-parts-plant/

16. + Korean News Ar8cle
 Text‐Dependent Questions
 What words are used to describe or characterize the nature of
the strike?
 What details does the article provide about the events leading
to the strike breakup?
 What does the quote by the KCTU tell us about how they view
the law enforcement’s interference?
 “Big Picture” Questions
 What is the purpose of the article?
 How does the article inform your understanding of the images
and graphs? In what ways do the images and graphs inform
your understanding of the article?

17. + Student Assessment
 Character Procile
 Research
 Reclect/evidence
 Inference/critical thinking/evidence
 Extensions
 Bringing in literature
 ciction
 sijo poetry
 North Korea v. South Korea
http://commons.wikimedia.org/wiki/
File:Earthlights_in_nkorea.jpg

18. + Ac8vity 2: Children & War
Analyzing the structure of texts & Developing Research
Ques8ons
1. Structure and Purpose of Texts
2. Integrating Information
3. Developing Research Question

19. + Excerpts from Impact of Armed Conflict on Children
& Beyond the Fire: Teen Experiences in War
Integra8ng informa8on from mul8ple global sources
 Part 1: Popcorn read UN Report Note & Introduction
 Structure: What are the Main Parts?
 Title
 Opening Note—Purpose, Tone (words?), Type of Writing
 Report/Summary—Purpose, Tone (words?), Type of Writing
 How does each part inform our understanding of the other?
 Text‐Dependent
 What words and details does the author use to describe war’s
effect on children?

20. + Excerpts from Impact of Armed Conflict
on Children (UN Report, 1996)
Structure & Purpose of a Global Informa8onal Text
 Major Issues Identicied in UN Report
 Forced cleeing & displacement
 Recruitment to military & participation in war
 Breakdown of family support systems
 Violent attacks
 Threats to health (walking, water, food, illness)
 Gender‐based violence
 Risk of dying
 Identify evidence for issues in oral history transcripts.
 Write strongest evidence on back of paper.

21. + From Reading to Research
Wri8ng informa8ve/explanatory texts and conduc8ng short
research projects
 Task: Develop a Research Question About the War in Somalia
 What do you need to know?
 Write a paragraph:
 How did you decide on this question? Why?
 Criteria
 Question is clearly‐stated and research appropriate
 Paragraph uses evidence from Beyond the Fire and cites passages
correctly
 Follow Up Options

22. + Pairing Informa8onal Texts with Literature

23. +
Resources

24. +
More on the Common Core
 Common Core State Standards Initiative
http://www.corestandards.org/
 Partnership for 21st Century Skills Common Core Toolkit
http://www.p21.org/tools‐and‐resources/publications/p21‐
common‐core‐toolkit
 Partnership for Assessment of Readiness for College and Careers
http://www.parcconline.org/ and Smarter Balanced Assessment
Consortium http://www.k12.wa.us/smarter/
 Measuring Text Complexity (Kansas DOE)
http://www.ksde.org/Default.aspx?tabid=4605

25. +
Resources for Informa8onal Texts
 Nonciction Resource Guide (Primary Source)
http://resources.primarysource.org/nonciction and other
regional guides: http://www.primarysource.org/resourceguides
 Primary Source World
http://www.primarysource.org/primarysourceworld
 World Digital Library
http://www.wdl.org/en/
 Online Newspapers
http://www.onlinenewspapers.com/

32. +
Ques8ons & Wrap Up
 Questions?
 elizabeth@primarysource.org
 Exhibit Booth # 7
 Thanks!