Wisconsin Social Studies Standards History B.12.4 Assess the validity of different interpretations of significant historical events History B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Behavioral Science E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings MMSD Gr. 9/Gr. 9Honors Social Studies Close Reading Example Lesson Components Component Details Lesson-Specific Strategies and Materials Select a brief, high-quality, Diverse Social Studies texts, considering both primary Kenneth C. Davis excerpt from When – and secondary sources: complex text that warrants a Game (secondary source). Monopoly Wasn’t Primary sources: speeches, letters, political further investigation and Davis, Kenneth C. Don’t Know Much About History. cartoons, newspaper articles, maps, diaries, understanding. New York: Harper Collins, 2003. photographs, etc. Articles and informational texts Quantitative Measure: 1250 Lexile Excerpts from novels, books, graphic novels Qualitative Measure (See CCSS Appendix A): Charts, graphs, maps Art, music, lyrics, poetry, audio/visual Moderate complexity of Meaning/Purpose, For more on Text Types, see Wisconsin DPI’s Structure, Language Conventionality and For more on Text Complexity, see Wisconsin DPI’s Clarity, Knowledge Demands Consider Quantitative, Qualitative, and Reader to No Visual Supports Task measures. Reader and Task Measure: AVID Critical Reading Resources to consider: Backwards-planned from the writing prompt for (p. 2) ‘Selecting Texts Instructional Purposes’ Intended Course & Unit: U.S. History, The Gilded Consider Prior Learning Key vocabulary and ideas Consider context (through an article, timeline, Age direct teacher presentation, connection to prior A Close Reading lesson fits Background Textbook Reading: lesson, etc.) within a unit of study, not as a TCI History Alive! Pursuing American Ideals Textbook reading, books, web resources, stand-alone. Era 2 Industrialism and Reform (p. 147-241); photographs, audio, video definition & description of ‘Gilded Age’ p. 173
Wisconsin Social Studies Standards History B.12.4 Assess the validity of different interpretations of significant historical events History B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Behavioral Science E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings MMSD Gr. 9/Gr. 9Honors Social Studies Close Reading Example Lesson Components Component Details Lesson-Specific Strategies and Materials Select a brief, high-quality, complex text that warrants further investigation and understanding. Diverse Social Studies texts, considering both primary and secondary sources: Primary sources: speeches, letters, political cartoons, newspaper articles, maps, diaries, photographs, etc. Articles and informational texts Excerpts from novels, books, graphic novels Charts, graphs, maps Art, music, lyrics, poetry, audio/visual For more on Text Types, see Wisconsin DPI’s For more on Text Complexity, see Wisconsin DPI’s Consider Quantitative, Qualitative, and Reader to Task measures. Kenneth C. Davis – excerpt from When Monopoly Wasn’t a Game (secondary source). Davis, Kenneth C. Don’t Know Much About History. New York: Harper Collins, 2003. Quantitative Measure: 1250 Lexile Qualitative Measure (See CCSS Appendix A): Moderate complexity of Meaning/Purpose, Structure, Language Conventionality and Clarity, Knowledge Demands No Visual Supports Reader and Task Measure: Backwards-planned from the writing prompt AVID Critical Reading Resources to consider: ‘Selecting Texts for Instructional Purposes’ (p. 2) Consider Prior Learning A Close Reading lesson fits within a unit of study, not as a stand-alone. Key vocabulary and ideas Consider context (through an article, timeline, direct teacher presentation, connection to prior lesson, etc.) Textbook reading, books, web resources, photographs, audio, video Intended Course & Unit: U.S. History, The Gilded Age Background Textbook Reading: TCI History Alive! Pursuing American Ideals Era 2 Industrialism and Reform (p. 147-241); definition & description of ‘Gilded Age’ p. 173
Gr.%209%20Social%20Studies%20Close%20Reading%20Example%20Lesson%20Davis_0.docx