The Common Core

           The Civil War
Grade Level: 6-8

RI.6.1
RI.7.1
RI.8.1

WHST.6-8.1
WHST.6-8.1a
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1d
WHST.6-8.1e

WHST.6-8.2
WHST.6-8.2a
WHST.6-8.2b
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f

WHST.6-8.7

WHST.6-8.9

WHST.6-8.10

Grade Level: 9-10

WHST.9-10.1
WHST.9-10.1a
WHST.9-10.1b
WHST.9-10.1c
WHST.9-10.1d
WHST.9-10.1e

WHST.9-10.2
WHST.9-10.2a
WHST.9-10.2b
WHST.9-10.2c
WHST.9-10.2d
WHST.9-10.2e
WHST.9-10.2f

WHST.9-10.7
WHST.9-10.9
WHST.9-10.10

Grade Level: 11-12

WHST.11-12.1
WHST.11-12.1a
WHST.11-12.1b
WHST.11-12.1c
WHST.11-12.1d
WHST.11-12.1e

WHST.11-12.2
WHST.11-12.2a
WHST.11-12.2b
WHST.11-12.2c
WHST.11-12.2d
WHST.11-12.2e
WHST.11-12.2f

WHST.11-12.7
WHST.11-12.9
WHST.11-12.10

          World War I
Grade Level: 6-8

RI.6.1
RLHS.6-8.3

WHST.6-8.1
WHST.6-8.1a
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1d
WHST.6-8.1e

WHST.6-8.2
WHST.6-8.2a
WHST.6-8.2b
WHST.6-8.2c
WHST.6-8.2d
WHST.6-8.2e
WHST.6-8.2f

WHST.6-8.7

WHST.6-8.9

WHST.6-8.10

Grade Level: 9-10

RI.9-10.1

RLHS.9-10.3

WHST.9-10.1
WHST.9-10.1a
WHST.9-10.1b
WHST.9-10.1c
WHST.9-10.1d
WHST.9-10.1e

WHST.9-10.2
WHST.9-10.2a
WHST.9-10.2b
WHST.9-10.2c
WHST.9-10.2d
WHST.9-10.2e
WHST.9-10.2f

WHST.9-10.7

WHST.9-10.9

WHST.9-10.10

Grade Level: 11-12

WHST.11-12.1
WHST.11-12.1a
WHST.11-12.1b
WHST.11-12.1c
WHST.11-12.1d
WHST.11-12.1e

WHST.11-12.2
WHST.11-12.2a
WHST.11-12.2b
WHST.11-12.2c
WHST.11-12.2d
WHST.11-12.2e
WHST.11-12.2f

WHST.11-12.7

WHST.11-12.9

WHST.11-12.10

          World War II
Grade Level 9-10

SL9-10.1
SL9-10.1a
SL9-10.1b
SL9-10.1c
SL9-10.1d

SL9-10.6
SL9-10.7
SL9-10.10

Grade Level 11-12

SL.11-12.1
SL.11-12.1a
SL.11-12.1b
SL.11-12.1c
SL.11-12.1d

SL.11-12.6

SL.11-12.7

SL.11-12.10

The Common Core

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          The Cold War
Grade Level: 9-10

RI.9-10.1
RI.9-10.1a
RI.9-10.1b
RI.9-10.1c
RI.9-10.1d
RI.9-10.1e

WHST.9-10.2
WHST.9-10.2a
WHST.9-10.2b
WHST.9-10.2c
WHST.9-10.2d
WHST.9-10.2e
WHST.9-10.2f

WHST.9-10.9

WHST.9-10.10

Grade Level 11-12

SL.11-12.1
SL.11-12.1a
SL.11-12.1b
SL.11-12.1c
SL.11-12.1d

SL.11-12.6
SL.11-12.7
SL.11-12.10

Common Core State Standards

The CCSS are set up by grade level for reading informational text and in grade span format for literacy in history and social studies.  The standards read as follows:

 RI.6.1    Cite specific textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 RI.7.1    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 RI.8.1    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

 RLHS.6-8.3    Identify key steps in a text's description of a process related to history or social studies.

 RLHS.6-8.6    Identify aspects of a text that reveal an author's point of view or purpose.

 RLHS.6-8.10    By the end of grade 8, read and comprehend history or social studies texts in the grades 6-8 text complexity band independently and proficiently.

 WHST.6-8.8    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

 WHST.6-8.9    Draw evidence from informational texts to support analysis, reflexion and research.

 WHST.6-8.10    Write routinely over extended time frames (time for reflexion and revision) and shorter time frames (a simple sitting or a day or two) for a range of discipline specific tasks, purposes and audiences.



RI.9-10.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

WHST.9-10.1—Write arguments focused on discipline-specific content

WHST.9-10.1a—Introduce precise claim(s),  distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the  claim(s), counterclaim(s), reasons and evidence.

WHST.9-10.1b—Develop claims and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claims and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s  knowledge level and concerns

WHST.9-10.1c—Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims

WHST.9-10.1d—Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

WHST.9-10.1e—Provide a concluding statement or section that follows from or supports the argument presented

WHST.9-10.2—Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes

WHST.9-10.2a—Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole;  include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension

WHST.9-10.2b—Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

WHST.9-10.2c—Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts

WHST.9-10.2d—Use precise language and domain-specific vocabulary to inform about or explain the topic

WHST.9-10.2e—Establish and maintain a formal style and objective tone

WHST.9-10.2f—Provide a concluding statement or section that follows from and supports the information or explanation presented

WHST.9-10.9-- Draw evidence from informational texts to support analysis, reflection and research.

WHST.9-10.10— Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a simple sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.


RI.11-12.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

WHST.11-12.1—Write arguments focused on discipline-specific content

WHST.11-12.1a—Introduce precise claim(s),  distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the  claim(s), counterclaim(s), reasons and evidence.

WHST.11-12.1b—Develop claims and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claims and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s  knowledge level and concerns

WHST.11-12.1c—Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims

WHST.11-12.1d—Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

WHST.11-12.1e—Provide a concluding statement or section that follows from or supports the argument presented

WHST.11-12.2—Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes

WHST.11-12.2a—Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole;  include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension

WHST.11-12.2b—Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

WHST.11-12.2c—Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts

WHST.11-12.2d—Use precise language and domain-specific vocabulary to inform about or explain the topic

WHST.11-12.2e—Establish and maintain a formal style and objective tone

WHST.11-12.2f—Provide a concluding statement or section that follows from and supports the information or explanation presented

WHST.11-12.7—Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.9-- Draw evidence from informational texts to support analysis, reflection and research.

WHST.11-12.10— Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a simple sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

National Governors Association Center for Best Practices, Council of Chief School Officers. (2010). Common core state standards for language arts. Washington, D.C.: Author

This page developed in cooperation with Michelle Manville