The Western Most Battle of the Civil War The Western Most Battle of the Civil War

Common Core in the Classroom Common Core in the Classroom Social Studies and Language Arts?

Common Core.. Standards are to complement the subject area disciplines and NOT replace them. Word Cloud

3. RIT 9.Compare and Contrast the most important points and key details presented in two texts on the same topic. The Boston Massacre, 1770 Text: “Seven Accounts of The Boston Massacre” (Collection of 7 secondary Sources) Activity: Find and highlight facts from each source.

4.RIT.9 integrate information from two texts on the same topic in order to write or speak about the subject knowledgably. Activity: 1. Summarize accurately what took place during this event. 2. Share with a partner. 3. Share consensus with the class.

5. RIT 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. Activity: Discussion of Perspective, Interpretation and What’s Truth? Fiction? Unclear? Writing: Create their own accurate account.

RH Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Picturing America (NEH.org) What is the Legacy of Paul Revere?: Myth v. Fact A history generated by art and literature -Grant Wood’s 1931 Paul Revere’s Midnight Ride -Henry Wadsworth Longfellow’s 1863 The Midnight Ride of Paul Revere -NY Times, Paul Revere’s Ride Against Slavery

BROWN V. BOARD OF ED 1954: “Deliberate Speed” Myth or Reality? Picturing America (NEH.org) Melba Beals: Thank You for My Life Eisenhower’s Televised Speech in Response to Little Rock, 1957 Norman Rockwell’s New Kids in the Neighborhood

11-12RH 4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of text. Example: “FACTION” from Federalist Paper No. 10

“FACTION” By a faction, I understand a number of citizens, whether amounting to a majority or a minority of he whole, who are united and actuated by some common impulse of passion, or of interest, adversed to he rights of other citizens, or the permanent and aggregate interests of the community.

States= “Factions” “controlling the effects of faction, is enjoyed by a large over a small republic, is enjoyed by the Union over the states composing it. Mrs. Sandlin’s 6 th Grade

Investigating Instead of Modifying Vocabulary pre-reading exercise Federalist No. 10 WordMy GuessDescriptions Actuated Adversed Aggregate Mercantile Conflagration

Ah2H Identify the structure of an historical narrative or story and differentiate between historical facts and historical interpretations. Historical Narrative in the Classroom “This is not a lynching. Its straight out murder.” Hugh White, Gov. of Mississippi, 1955

Historical Fiction in the Classroom Builds Literacy Compare and Contrast to historical sources Tests historical knowledge Activity: Provide30 historical pictures to students and have place them into the book. Use a rubric to rate accuracy/ historical comprehension.

How to Re-align Lessons to the Common Core? CCLS standards Primary/Secondary Resources Outcomes Hands on Activities Guiding Questions (formative and summative Assessments)

Eric Foner’s Savvy Politician: Abraham Lincoln 1 st A Recolonizationist who did not support civic equality for African Americans Negotiation with Delaware 1862 Delegation of Black Leaders to the White House to discuss colonization 2 nd An Emancipator that believed in limited suffrage. Emancipation Proclamation 2 nd Inaugural Address

Granting US Opportunity Teaching Teachers Requires Funding: Local Community Businesses Private University Partnerships Grant proposals to Large state Companies.