Reading Standards for Literacy in History/Social Studies Crosswalk - Grades 9 & 10

Common Core Standard © AASL Standard(s)

CC9-10RH/SS1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

CC9-10RH/SS2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

CC9-10RH/SS3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

CC9-10RH/SS4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

CC9-10RH/SS5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

CC9-10RH/SS6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

CC9-10RH/SS7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

1.2.3 Demonstrate creativity by using multiple resources and formats.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

CC9-10RH/SS8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2.4.1 Determine how to act on information (accept, reject, modify).

CC9-10RH/SS9 Compare and contrast treatments of the same topic in several primary and secondary sources.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

CC9-10RH/SS10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

 

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