Series Common Core Challenge: The Significance of the Frontier in American History

ELA.RH.9-10.1

Common core State Standards

  • ELA:  English Language Arts
  • RH:  Reading Standards for Literacy in History/Social Studies 6-12
  • 9-10:  9th & 10th Grades
  • 1: 
    Cite specific textual evidence to support analysis
    of primary and secondary sources, attending
    to such features as the date and origin of the
    information.

Download Common Core State Standards (PDF 1.2 MB)

|
ELA.RH.9-10.2

Common core State Standards

  • ELA:  English Language Arts
  • RH:  Reading Standards for Literacy in History/Social Studies 6-\x80\x9312
  • 9-10:  9th & 10th Grades
  • 2: 
    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.

Download Common Core State Standards (PDF 1.2 MB)

|
ELA.RH.9-10.10

Common core State Standards

  • ELA:  English Language Arts
  • RH:  Reading Standards for Literacy in History/Social Studies 6-\x80\x9312
  • 9-10:  9th & 10th Grades
  • 10: 
    By the end of grade 10, read and comprehend
    history/social studies texts in the grades 9-10 text
    complexity band independently and proficiently.

Download Common Core State Standards (PDF 1.2 MB)

The Significance of the Frontier in American History

Lesson Objective: Determine the central idea of a text, citing evidence from the text, and determining the meaning of words and phrases as they are used in the text
Grade 10 / History / Literacy
ELA.RH.9-10.1 | ELA.RH.9-10.2 | ELA.RH.9-10.10

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

  1. What Core Action indicator(s) does this lesson best exemplify?
  2. How does Ms. Thiebes make sure that all students will have opportunities to engage in the work of the lesson?

10 Comments

  • Private message to Abel Gomez

A wonderful lesson. My take away was the importance of personalizing history for the student. The active reading portion definitely helps bring the students into the lesson. The sharing of their 'fab fours' introduced that personalization, and the summary completed it. I am totally going to try this when the time comes.

Recommended (0)
  • Private message to Jeffrey Otterby

Just looking at the typed excerpt--it says, "And now, four centuries the discovery of America..."  Something seems to be left out.

Recommended (0)
  • Private message to Jacqueline Sham
I applaud the active reading of this demonstration. As a high school literacy coach it has been difficult to move SS teachers away from pouring in information and asking students to regurgitate. I am going to place this in my blog wit the hopes of making some progress. I appreciated the entire presentation, but especially liked the exit card with a specific related question. Just a suggestion for Laurie. Group the students in pairs to revise the exit slip to draft the most accurate summary or combine the two. Turn the pairs into fours and repeat the process. The group comes to consensus and writes again. Write the summary on large chart paper and display. Conduct a gallery walk and anonymously rank them. As a class determine the best summary, great for a debate resulting in deeper thinking, more information shared and determining key vocabulary. If chart paper is not available, construction or a paper pass could work as well. Not all exit slips need to be graded. The exercise is formative assessment followed up with further reading, class discussion, and perhaps presentations on the American Frontier, which will certainly reveal their understanding. At the end of unit a summative exam can be in order as well. I predict the students will be successful.
Recommended (0)
  • Private message to Amparo Meneses-Olivar
Another excellent unit, Thanks
Recommended (0)
  • Private message to Laurie Marks
Really like the idea of focusing on just a few concepts in a larger reading like this. I plan to start using exit slips next semester and I am wondering what you would have the students focus on for their exit slips and how you would assess the results of their close reading. I have to admit that the idea of reading 145 exit slips plus reading and providing feedback on their summaries is a bit daunting to me. Also, how would you follow up the next day? ie - short discussion before moving on to the next topic, or a quiz or just moving forward without any direct reference to it.
Recommended (0)

School Details

Centennial High School
3505 Southeast 182nd Avenue
Gresham OR 97030
Population: 1818

Data Provided By:

greatschools

Teachers

Kathy Thiebes

Newest

TCH Special

Webinar / Engagement / Distance Learning

TCH Special

Webinar / Leadership / Distance Learning

TCH Special

Webinar / Engagement / Distance Learning

TCH Special

Webinar / Leadership / Distance Learning

TCHERS' VOICE

Social Justice & Equity

TCHERS' VOICE

Distance Learning

TCHERS' VOICE

Professional Learning

TCHERS' VOICE

Professional Learning