Reading and Writing with Social Studies Texts                

CCSS ELA /C3 (College, Career and Civic Life)  Alignment                                6th-8th grade

A Note to Teachers Regarding this Alignment:

The C3 (College, Career and Civic Life) Framework was created by the National Council of Social Studies, over 20 states and 15 affiliated agencies. It is built around four dimensions that focus on inquiry. The dimensions lay out expectations for student actions in planning inquiry, communicating, evaluating evidence and taking action. The content for this inquiry is not described in the Framework and is left to each state to decide courses of study within a grade level. The Framework instead, gives teachers a way to apply the key social studies disciplines.

The Framework connects with all CCSS ELA standards; however the NCSS views the three CCSS standards listed here as vital: Reading 1, Writing 7 and Speaking and Listening 1.

Our alignment focuses on the Dimensions and subsections that are relevant to all social studies articles on the DOGO news site. [1] For more information about the Framework, visit socialstudies.org.

C3

CCSS

Dimension 1: Developing Questions and Planning Inquiries

D1.1.6-8. Explain how a question represents key ideas in the field.

D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

CCSS.ELA-LITERACY.RI.6-8.1

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

Lesson Plan Suggestions:

  • Mind Map
  • Read or  the original or article.
  • Read the ,
  • Write a sentence explaining why this is a compelling question and why the answer is important.
  • Think: What supporting questions would help you to answer this question?
  • Make a mind map with the   in the center.
  • Add spokes with supporting questions.
  • Add connecting lines between questions that are linked and explain the connection with a word or phrase (see example below).

  • Read or  the same original or article as a classmate.
  • Play the .
  • Take turns giving each other a word from the .
  • Partner 1 says a word.
  • Partner 2 finds the word and reads the sentence from the article.
  • For example, in this article, “But based on other artifacts found in the area, they estimate it to be 3,700 years old.”
  • Partner 1 poses a question about the word.
  • Question example: Why do researchers use estimating to age artifacts?
  • Partner 2 answers the question, trying to use a quote or evidence from the article.
  • Answer example: According to the article, “The researchers could not determine the exact date of the comb.”, so they had to use artifacts from the area they already knew about. I think this happens in other archaeology digs, too.  
  • Partner 2 gets 2 points for using a quote and 1 point for answering without a quote.
  • Partner 1 tries to ask  a question related to Partner 2’s answer. Partner 1 gets a point for the question.
  • Question example: How do researchers know if artifacts are connected?
  • Trade roles.
  • Keep playing until all of the words have been used.
  • Count up points.

C3

CCSS

Dimension 3: Evaluating Sources and Using Evidence

D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

Dimension 4: Communicating and Critiquing Solutions

D3.4.6-8. Develop claims and counterclaims while pointing out the strengths and limitations of both.

D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

CCSS.ELA-LITERACY.RI.6-8.1

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

CCSS.ELA-LITERACY.W.6-8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and refocusing the inquiry when appropriate.*

Lesson Plan Suggestions:

  • and Arguments
  • Read or  the same original or article as a classmate.
  • Take the .
  • Make a chart with 4 columns. List all of the words, based on their part of speech.
  • Reread/ the article.
  • Click on each word as you read it.
  • A dictionary and thesaurus tool will pop-up.
  • Scroll down to “Related Forms”.
  • Note: Not all dictionary entries contain this section. Skip the word if missing.
  • Read the related forms and record them in your chart.
  • For example, the word massive  lists massively (adjective) and massiveness (noun).
  • Read the  question with your classmate.
  • Record your claim and a counterclaim related to the question.
  • Take a few minutes to reread/ the article and underline or record your ideas that support your claim and disprove the counterclaim, if any.
  • Check your work with your partner, did you find the same evidence? What evidence are you missing to support your claim or disprove the counterclaim?
  • Use the Search bar (upper right corner) to try to fill the gaps in evidence. Look up other articles on the same subject using keywords and phrases.  
  • On your own, write a paragraph supporting your claim related to the  question, using the quotes, evidence and vocabulary from your discussion with your classmate. Include evidence to disprove the counterclaim, if you were able to locate it.
  • Trade paragraphs with your partner.
  • Highlight the sentence you think was your partner’s strongest argument. Underline the sentence you think is weakest and give a suggestion for further research or revising.

C3

CCSS

Dimension 4: Communicating and Critiquing Solutions

D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary.)

D4.4.6-8. Critique arguments for credibility.

D4.5.6-8. Critique the structure of explanations.

CCSS.ELA-LITERACY.SL.6-8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Lesson Plan Suggestions:

  • Group Debate
  • Read or  the same original or  article as 2 or more students in your class.
  • Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
  • Work with your group to write a claim about your thinking.  
  • If you disagree, ask clarifying questions to learn more about your classmates’ ideas.
  • Reread/ the original or  article.
  • Highlight or record sentences and text features that support your group’s claim.
  • Meet with your classmates.
  • Take turns sharing your evidence. Note any new evidence shared by your classmates.
  • Debate another group in your class.
  • Group 1 shares their claim. Group 2 takes notes.
  • Group 2 asks clarifying questions.
  • Group 1 supplies evidence and quotes to support their thinking. Group 2 takes notes on their answers.
  • Trade roles.
  • Each group examines their notes from the debate to answer the questions:
  • Is the claim credible? Why or why not?
  • Was the structure of the argument sound? How could it be improved?
  • Groups share their report with the other group.

  • Video Message
  • Read or  the same original or  article as 2 or more students in your class.
  • Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
  • Work with your group to write a claim and counterclaim about your thinking.  
  • If you disagree, ask clarifying questions to learn more about your classmates’ ideas.
  • Reread/ the original or  article.
  • Highlight or record sentences and text features that support your group’s claim and disprove your group’s counterclaim.
  • Meet with your classmates.
  • Take turns sharing your evidence. Note any new evidence shared by your classmates.
  • Groups decide on an interactive way to share the information in a video (ie. speech, song, skit, etc.)
  • Groups write a script for their video.
  • Groups record their videos.
  • Groups share videos in class.
  • Students critique videos, answering two questions:
  • Is the claim credible? Why or why not?
  • Was the structure of the argument sound? How could it be improved?
  • Groups use critique to improve their video.
  • Videos are shared with interested parties. (Note to teachers: Remember to check for photo permissions for your students before sharing.)

The wording of the 6th-8th grade standards are often the same, if not similar. Therefore, where the wording is not exact (marked with an *),  their overall gist has been combined to create activities that align to the grade band as a whole. For exact wording of the 6th-8th grade CCSS, visit: www.corestandards.org.                                                          


[1] Dimension 2: Applying Disciplinary Concepts and Tools dives deep into topics like economics, history and geography and thus is left out of our alignment because it can not be applied universally. A section of Dimension 4: Taking Action isn’t present either. DOGO articles may serve as a catalyst for informed action, however the activities here do not meet these expectations. For more information about aligning to these Dimensions and about the Framework, visit socialstudies.org.