Integrating Common Standards Curriculum and Civilian Role in the Civil

War

Prepared for and presented to The Society for Women and the Civil War Conference (July 2011)

Common Core Standards:• Are aligned with college and work expectations

(CCR)• Include rigorous content and application of

knowledge through high-order skills;• Build upon strengths and lessons of current state

standards;• Are informed by other top performing countries; • Are evidence-based.

Organization of the Standards• K-5 Standards for English Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects K–5

• 6-12 Standards for English Language Arts• 6-12 history/social studies, science, and

technical subjects– 6th-8th

– 9th-10th

– 11th-12th

Anchor Standards for Reading • Key Ideas and Details• Craft and Structure • Integration of Knowledge and Ideas• Range of Reading and Level of Text

Complexity

• Reading Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 pp. 61-62

“The object of the Sanitary Commission was to dowhat the Government could not. The Government undertook, of course, to provide all that wasnecessary for the soldier, . . . but, from the verynature of things, this was not possible. . . . The methods of the commission were so elastic, and so arranged to meet every emergency, that it was able to make provision for any need, seeking always to supplement, and never to supplant, the Government.” -Mary A. Livermore in My Story of the War

MY STORY OF THE WAR: a Woman’s Narrative of

Four Years PersonalExperience…

• How did the women’s Sanitary Commission view their role in supporting the Civil War?

• How did men support, undermine these efforts?

Key Ideas and Details Read closely, cite supporting passages

Determine central ideas or themes in a text, summarize key supporting details Analyze how and why individuals, events, or ideas develop and interact over

the course of a text

“ The Yankees, since the war has begun, have discovered it is to free the slaves that they arefighting. So their cause is noble … we bear the ban of slavery; they get all the money. Cotton payseverybody who handles it, sells it, manufactures it, but rarely pays the man who grows it… They grew rich. We grew poor.”--Mary Chestnut

A Diary From Dixie:Mary Boykin Miller Chesnut,

1823-1886

• Why is word choice important?• Consider the source material –how is

a diary a unique source? • How is an edited diary different from

a non-edited diary?• How would her account differ from a

northern woman’s? An enslaved person’s?

Craft and StructureWhat does word choice mean, why is it important?

How do words relate to one another?How does point of view shape the text?

• Compare and contrast with Dorothea Dix’s request that her nurses “dress plainly, in brown or black dresses” and sought women who were “very plain looking.”

• Does this illustration reflect the mission of the Sanitary Commission?

• Evaluate advertisement in context of supplies/funds raised

– What does this cartoon suggest about women’s role in society at the time?

– Does this advertisement focus on the women’s actions or the results of their actions?

– Does the illustration support or diminish women’s contributions?

Integration of Knowledge & IdeasEvaluate information presented in different formats

A Hint for the Sanitary Fair

Range of Reading & Level of Text Complexity Read and comprehend literary and informational texts

• Text Types and Purposes• Production and Distribution of Writing• Research to Build and Present Knowledge• Range of Writing

• Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 pp. 64-66)

Anchor Standards for Writing

Move away from: “How do you feel about…”

Text Types and PurposesArguments

Informatory/explanatoryNarratives

Move toward: Writing arguments focused on

discipline-specific content • Introduce claims• Provide data• Support with sources• Adhere to discipline standards

Production & Distribution of WritingTask/purpose/audience

Editing Using technology

• Students write for an audience• Students edit their own work• Students use technology to edit, display, and

disseminate their work

Research to Build & Present Knowledge

Short, sustained research projectsMultiple print sources, evaluate sources

Draw analysis from primary sources

• Conduct short and sustained research projects to answer a question

• Gather relevant information from relevant primary and secondary sources

• Draw evidence to support text

Range of Writing Write frequently

• Write routinely over extended time frames (timefor reflection and revision) and shorter timeframes (a single sitting or a day or two) for arange of discipline-specific tasks, purposes, andaudiences.

Rigor

Building upon previous content knowledge is essential Rigor

Rigor Scaffolding

You do/I watch

You do/I help

I do/You help

I do/You watch

Further Resources

• Society for Women in the Civil War• Maryland Historical Society • Library of Congress

– Photos: http://memory.loc.gov/ammem/cwphtml/cwphome.html

– For teachers: http://www.loc.gov/teachers/classroommaterials/themes/civil-war/

• National Archives– Docs Teach http://www.archives.gov/education/lessons/civil-war-reconstruction.html

– ARC http://www.archives.gov/research/arc/education/

• New York Times – http://opinionator.blogs.nytimes.com/category/disunion/

About the CCSSI

Common Core Standards:

Why they Matter Make expectations for students clear to parents, teachers,

and the general public; Develop and implement comprehensive assessment systems

to measure student performance against the common core state standards that will replace the existing testing systems that too often are inconsistent, burdensome and confusing;

Evaluate policy changes needed to help students and educators meet the standards; and

Encourage the development of textbooks, digital media, and other teaching materials aligned to the standards;

• In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.

• Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction

• note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them

Why they Matter

Key Design Considerations:

• CCR and grade-specific standards• A focus on results rather than means• An integrated model of literacy• Research and media skills blended into the Standards as a

whole• Shared responsibility for students’ literacy development

Putting the Standards to Use• Science/Technical Subjects, History/Social Studies not

excluded– Reading as historians, scientists– Critical to develop an academic language

• Students should be able to draw knowledge from text they read

• “Being able to read a range of sufficiently complex text is the single most reliable factor of success.”

Who We AreEdOptions is in the business of

providing Educational Learning Solutions.

We provide educators the tools needed to increase the success of the 21st

century learner.

Our Philosophy• Provide rigorous curriculum

• Maintain an easy-to-use interface

• Preserve the student-teacher relationship

• Deliver cost-effective solutions

What Ed Options, Inc. Does• Provide a comprehensive range of curriculum

and preparation tools for grades PreK-12. • Offer rigorous content created by teachers for

teachers through our award-winning products.• Provide curriculum that is

– State-correlated – Continually updated– Fully Web-based

Our Numbers

• In the past 12 years, EdOptions has helped over 1 million students reach academic success.

• EdOptions is currently serving over 1,600 districts nationwide.

• Our school retention is currently greater than 95%.

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