Home > Marine Park - I.S. 278 > National Reading and Writing Core Standards in History/Social Studies
In accordance with President Obama's Adminstration effort to create literacy standards throughout the nation,
below are the new National Reading and Writing Core Standards for History/Social Studies.
National Reading Core Standards in History/Social Studies
| Key Ideas and Details |
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| 1. | Cite specific textual evidence to support analysis of primary and secondary sources. |
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| 2. | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
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| 3. | Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
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| Craft and Structure |
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| 4. | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
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| 5. | Describe how a text presents information (e.g., sequentially, comparatively, causally). |
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| 6. | Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). |
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| Integration of Knowledge and IdeasCraft and Structure |
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| 7. | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |
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| 8. | Distinguish among fact, opinion, and reasoned judgment in a text. |
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| 9. | Analyze the relationship between a primary and secondary source on the same topic. |
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| Range of Reading and Level of Text Complexity |
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| 10. | By the end of Grade 8, read and comprehend history/social studies texts in the Grades 6–8 text complexity band independently and proficiently. |
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National Writing Core Standards in History/Social Studies
| Text Types and Purposes |
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| 1. | Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. |
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| 2. | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
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| 3. | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. |
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| Production and Distribution of Writing |
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| 4. | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
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| 5. | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
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| 6. | Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
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| Research to Build and Present Knowledge |
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| 7. | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
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| 8. | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
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| 9. | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
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| Range of Writing |
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| 10. | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
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