CONTENTS

Cover

Title page

Copyright page

Introduction

United States History, Era 1: Across Beringia

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connection to Common Core State Standards for English Language Arts

More Resources

United States History, Era 2: Driven to Discover

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 3: Uniquely American

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 4: Taxation without Representation

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 5: Independence

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 6: We the People

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 7: Democracy Made Real

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 8: Going West

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 9: Freedom for All

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Texts

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 10: A House Divided

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Texts

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 11: Blue versus Gray

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 12: Resistance and Recovery

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 13: The Next Benchmark: America Is a Global Leader

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Texts

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 14: The Great War

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 15: Prosperity Has Its Price

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Texts

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 16: The New American Dream

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessments

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 17: Communism and Counterculture

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

United States History, Era 18: Modern Times

Overview

Learning Expectations

Suggested Anchor Texts

Featured Anchor Text

Performance Assessment

Connections to Common Core State Standards for English Language Arts

More Resources

Era Summaries

Era 1: Across Beringia: Original People of North America (ca. 20,000 bce to ca. 1600 ce)

Era 2: Driven to Discover: Europeans Establish the New World (Late 1400s to Late 1600s)

Era 3: Uniquely American: The Beginnings of a New Nationality (1607 to Late 1600s)

Era 4: Taxation without Representation: Tension Mounts (ca. 1660 to 1763)

Era 5: Independence: America Gains Its Freedom (1763 to 1783)

Era 6: We the People: Building an American Republic (1776 to 1789)

Era 7: Democracy Made Real: America Passes the Torch (1789 to 1800)

Era 8: Going West: Opportunity and Peril on America’s Frontier (1800 to 1830s)

Era 9: Freedom for All: American Democracy Begins to Transform (1820s to 1840s)

Era 10: A House Divided: North versus South (1820 to 1859)

Era 11: Blue versus Gray: Civil War and Reconstruction (1860 to 1877)

Era 12: Resistance and Recovery: Rebuilding a War-Torn Nation (1870s to 1890s)

Era 13: The Next Benchmark: America Is a Global Leader (1890s to 1920)

Era 14: The Great War: Rallying American Patriotism (1914 to 1929)

Era 15: Prosperity Has Its Price: Economic Collapse and World War II (1929 to 1945)

Era 16: The New American Dream: Freedom from Tyranny (1946 to Late 1950s)

Era 17: Communism and Counterculture: The Challenges of the ’50s and ’60s (1950s to Late 1960s)

Era 18: Modern Times: Presidential Scandals, Conservatism, and Unrest (1968 to Present)

Who Is Common Core

Acknowledgments

Index

Eula

Guide

Cover

Table of Contents

Begin Reading

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Common Core Curriculum: United States History, Grades 3-5

Cover design by Chris Clary
Cover image: White Cloud, Head Chief of the Iowas by George Catlin | © Corbis

Copyright © 2014 by Common Core, Inc. All rights reserved.

Published by Jossey-Bass
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Credits:
White Cloud, Head Chief of the Iowas by George Catlin | © Corbis
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Library of Congress Cataloging-in-Publication Data

Common core curriculum: United States history, grades 3-5/Common Core, Inc. — 1
pages cm. — (Common core u.s. and world history)
Includes index.

ISBN 978-1-118-52696-5 (pbk.); ISBN 978-1-118-58336-4 (pdf); ISBN 978-1-118-58341-8 (epub)
1. United States—History—Study and teaching (Elementary) 2. United States—History—Study and teaching
(Elementary)—Standards.
LB1581.C724 2014
973.071—dc23

2013045498

Introduction: How to Use the Alexandria Plan

The Alexandria Plan is Common Core’s curriculum tool for teaching United States and world history. It is a strategic framework for identifying and using high-quality informational texts and narrative nonfiction to meet the expectations of the Common Core State Standards (CCSS) for English language arts (ELA) while also sharing essential historical knowledge with students in elementary school (kindergarten through fifth grade). These resources can be used in either the social studies block or the ELA block during the elementary school day. The curriculum helps teachers pose questions about texts covering a wide range of topics: from the caves at Lascaux to King Tut’s tomb, Chief Joseph to Kubla Khan, and the birth of democracy to the fall of the Berlin Wall. These books tell stories that thrill students. Accompanying text-dependent questions (TDQs) will elevate student learning to a level that will help them master the new CCSS for English language arts (CCSS-ELA).

We call these curriculum materials the “Alexandria Plan” because we enjoy thinking about the role that they—and the teachers who use them—play in passing along important knowledge to future generations. In ancient Egypt, the Library of Alexandria, along with a museum, was part of a grand complex that sought to collect and catalog “all the knowledge in the world.” It became a center of learning, attracting scholars, philosophers, scientists, and physicians from all corners of the earth. Though it fell to fire, the spirit of Alexandria remains. Some twenty-three hundred years later, a new library stands near the site of its ancient ancestor, and the story of Alexandria and its great library inspires our efforts to help teachers illuminate the future by inculcating in their students an understanding of the past.

The Alexandria Plan is the second in a suite of curriculum materials Common Core is developing to help educators implement the CCSS. In 2010, Common Core released its Curriculum Maps in English Language Arts. The Maps are a coherent sequence of thematic units, roughly six per grade level, for students in kindergarten through twelfth grade. Now known as the Wheatley Portfolio, these resources connect the skills delineated in the CCSS with suggested works of literature and informational texts and provide sample activities that teachers can use in the classroom to reinforce the standards. The Wheatley Portfolio will soon grow, with resources to help educators enact the instructional shifts while cultivating in students a love of excellent books—all based on featured anchor informational and literary texts, poetry, and the arts. In summer 2013, we began rolling out a comprehensive, K–12, CCSS-based mathematics curriculum known as Eureka Math, with embedded professional development. Please watch our website, commoncore.org, for future releases.

How Will the Alexandria Plan Help Me, My School, My District, or My State Implement the CCSS-ELA?

The CCSS-ELA emphasize the importance of literacy across the curriculum. Indeed, CCSS architect David Coleman has said, “There is no such thing as doing the nuts and bolts of reading in kindergarten through fifth grade without coherently developing knowledge in science, and history, and the arts—period.” Unfortunately, research has illustrated that history is one in a group of core subjects that have been squeezed out of many classrooms. The Alexandria Plan guides educators through the process of reprioritizing the teaching of history in the classroom and will assist teachers in addressing key CCSS-ELA while also meeting state social studies standards.

How Are These Resources Structured?

The print editions of the Alexandria Plan, each organized by subject and grade span, present essential content knowledge in United States and world history. United States history is separated into eighteen eras, and so is world history. To make this knowledge accessible to students in elementary school, we established two grade spans: lower elementary (kindergarten through second grade) and upper elementary (third grade through fifth grade). Each book contains one subject area (United States or world history) as well as the resources for teaching to one grade span (lower or upper elementary). Learning expectations articulate the key ideas, events, facts, and figures to be understood by students in a particular grade span. Suggested anchor texts; text studies (comprising TDQs and exemplar student responses, and accompanied by performance assessments based on one or more featured anchor texts); and more select resources flesh out the content for each era. The following is a detailed breakdown of what is contained in a given era of the Alexandria Plan as well as in the accompanying collection of era summaries that provide additional historical content for teachers.

Overview

Each overview captures the essence of the history presented in a given era. The paragraph concludes with a brief description of what students will learn and be able to do after completing the associated text study.

Learning Expectations

This section describes what our teachers have identified as being appropriate and necessary for students to know in each grade span. It is this knowledge that students need to master so that they will be prepared for later grades. Teachers can break down the content indicated into grade-specific expectations that fit their classroom.

Suggested Anchor Texts

For each era of U.S. and world history, we provide a well-vetted list of suggested anchor texts that can be used to impart essential knowledge found in the “Era Summaries” and “Learning Expectations.” So that educators can select the book that is best suited to their classroom, we provide text recommendations covering an array of topics in the era. These carefully curated selections include exceptional works of narrative nonfiction, informational texts, and historical fiction. The texts are rich in historical content, well written, fair in their presentation of history, and often beautifully illustrated, allowing for the development of text-dependent questions that illuminate both the historical content and the authors’ and illustrators’ craft. These texts may also serve as mentor texts for students’ own writing.

Featured Anchor Text

Teacher-writers selected one or two of the suggested anchor texts to illuminate in a text study aimed at the higher end of a particular grade span. Although all of the suggested anchor texts are worth exploring with students, each featured anchor text captures a particularly pertinent aspect of the era in which it is featured. Occasionally, the featured anchor text is paired with a supporting text to provide additional content to support student understanding.

Text Study

Each text study provides teachers with detailed guidance about how to lead students through a close, patient reading of a featured anchor text. Using a carefully crafted sequence of TDQs, teachers can effectively guide students through a detailed reading of a complex text. The questions lead students to use evidence directly from the text to explain and support their answers. Such close reading leads students to absorb key historical knowledge while honing essential CCSS-ELA skills. Answers are provided for each question. These TDQs are followed by at least one comprehensive performance assessment for each study. Both the TDQs and the performance assessments require students to support conclusions or opinions about the text with specific text evidence.

Performance Assessments

Each text study is followed by at least one performance assessment that allows students to demonstrate (typically, through a CCSS-based writing assignment) their understanding of the key ideas, historical events, and figures discussed in the featured anchor text. These performance assessments flow naturally from the progression of TDQs about the featured anchor text. Suggestions of activities that can be used to extend or expand instruction, labeled as extensions, are often included.

Connections to Common Core State Standards for English Language Arts

Each text study also includes CCSS-ELA citations for nearly every one of the TDQs, performance assessments, and extensions, along with explanations of how each of these items helps address the CCSS-ELA. Please note that our citations for the standards follow the established CCSS format: strand.grade.number.

More Resources

We include a list of related resources, including works of historical fiction, art, poetry, music, primary sources, and multimedia resources, that teachers can incorporate into lessons, use to extend or enrich instruction, or simply use to build their own content knowledge. Teachers often ask for quality primary sources that they can use in elementary grades, so Common Core sought out engaging, relevant, and accessible primary sources for teachers and their students. Sources of essential geographic knowledge are also incorporated where appropriate. Like our suggested anchor text selections, these resources have been carefully curated to save teachers countless hours of searching for resources to extend students’ knowledge of history.

Era Summaries

Each of the eras in the Alexandria Plan also contains a concise and compelling summary of the history of that era—all collected together at the end of each print edition—highlighting the people, events, places, and ideas that constitute essential knowledge for teachers to share with students. The content of the summaries was guided by exemplary state social studies standards, written by a historian with expert knowledge of those standards. Nationally recognized historians vetted each summary and meticulously reviewed them for accuracy. These easy-to-read summaries contain what college- and career-ready high school graduates should know about each era. The summaries also make it convenient for teachers to review the history of the era in preparation for lesson planning and deeper research.

How Were Anchor Texts Selected?

Teacher-writers with decades of classroom experience reviewed hundreds of historical fiction, narrative nonfiction, and informational texts, selecting the most engaging and content-rich among them. Each anchor text conveys an essential aspect of the history addressed in the “Learning Expectations” for each era. The list of texts is neither comprehensive nor exhaustive. In other words, a text has not been selected for every aspect of the history contained in the era summaries, nor do we imagine that we have identified all of the great texts available that are relevant to an era. The list represents a great start—a set that we look forward to building over time.

We were looking for rigorous, accurate, well-written, and wonderfully illustrated texts, considering the following criteria:

The text should enliven historical events in ways that nurture children’s innate curiosity.

We sought texts that bring to life the historical setting, events, and story being told. Although our focus was on the selection of complex, content-rich texts, we also recognized that the texts needed to be age appropriate. Much consideration was given to readability, and whenever possible, we have placed texts in appropriate grade bands, based on their Lexile level. Where Lexile levels may pose ostensible challenges for teachers, we have explained how teachers might approach instruction (for example, reading the text aloud or scaffolding the amount of text students are expected to read).

In addition, we have geared our questions and answers to the upper level of each grade band. Teachers will have to use questions that are appropriate for their students and look to the answers provided as guides for where to lead students, building understanding over time. Teachers who have piloted these materials have often reported being surprised at how successfully students mine and appreciate these texts, even when the texts were at first considered “too hard.” They have told us—and we believe—that it is important not to underestimate what students can do when they are presented with compelling, high-quality texts.

The text should make teaching more fun, by engaging the teacher in compelling history.

One of the key instructional shifts called for in teaching to the CCSS-ELA is the significant increase in the amount of time and attention students are asked to devote to evidence-based analysis of what they are reading. Instead of focusing on metacognitive reading strategies at the expense of content, teachers can now focus on the content of the text, confident that it lends itself well to the kind of analysis demanded in the CCSS-ELA, but also giving students a chance to immerse themselves in the content, making learning more interesting for students and teachers alike.

The text should serve, in its quality and complexity, as an exemplar for teaching the literacy skills defined in the CCSS-ELA.

The third criterion for text inclusion was that the text should be significantly complex enough to support the rich text study, including the focus on important English language arts standards. If the texts weren’t well written and compelling, they simply would not lend themselves to the kind of analysis that the CCSS-ELA demand—and that teachers and students enjoy. These texts, by celebrated authors including Peter Sis and Diane Stanley, exhibit the power of narrative history, the efficacy of great illustrations, the effect of figurative language, and the strength of arguments that are supported with clear evidence.

Has the Alexandria Plan Been Piloted?

Yes, extensively. We asked teachers from rural, urban, charter, and private schools across the country to pilot a selection of the materials and to share their experience. Nearly one hundred teachers participated, including new teachers, National Board Certified teachers, and veterans who have been recognized by their respective districts for excellent teaching. Their generous feedback helped us both improve these materials and explain more clearly how to use the features of the curriculum. Rather than speak for them, here are two testimonials from pilot users:

The Map made it very easy for the teacher by giving information about the book as well as historical information. The direction of the lesson was centered around the character of Christopher Columbus and the vocabulary used to describe him—brave, studious, curious, patient, dreamer. The students described Columbus and were able to defend their answers. I never really thought about the character of Columbus and all that he went through to make his dreams come true. He was a true leader. Our school is a “Leader in Me” school, and this lesson illustrated several of the habits (character traits) we want our students to exhibit.

—Trudy Phelps, kindergarten teacher, Dolby Elementary School, Louisiana

The text was the core of the social studies lesson. I worked from the text out. In most social studies lessons you start from the outside and move in. Students related to the characters and seemed to feel they were there. They simply had a better understanding of the history behind the text. The text, with a well-balanced set of questions, made the experience easier as they developed an understanding of the history.

—Jayne Brown, kindergarten teacher, Avery’s Creek Elementary School, North Carolina

Why Are There So Many Text-Dependent Questions?

It is important to note that we do not expect teachers to ask all of the questions we’ve provided. Our rather exhaustive sets of questions are intended to support teachers in the scaffolding that will be necessary to meet the needs of all learners. Further, careful study of these questions, including how they are constructed, will help teachers craft text-dependent questions for other high-quality texts on their own. Indeed, the curriculum can be used as a professional development tool and as a means of understanding what is expected of students according to the CCSS-ELA. Please contact Common Core through commoncore.org if you would like to learn about our professional development services.

Does the Alexandria Plan Require Me to Adopt a Particular Method of Instruction?

No. The way teachers choose to prepare students to approach the study of a text depends on their teaching style and the needs of students. A teacher may choose to have students read short sections of text with a few assigned questions, preparing students to participate fully in discussion. Or a teacher may choose to have students work in pairs or small groups to read and to discuss questions, preparing to pull their ideas together for a rich whole-class seminar discussion. Or a teacher may want students to grapple with the text independently at first. During their first reading of the text, students might circle passages where they are confused and/or underline points that they thought were interesting. Students might annotate the reading selection with questions and notes. As the teacher circulates during the independent reading time, he or she might note themes of questions that students generate as they read. The teacher could then use the TDQs, as needed, to clarify misunderstandings and to go deeper into the text than the students were able to go on their own. We offer these questions for teachers to use as they see fit.

How Can I Scaffold Up to a Text?

If a teacher wishes to use one of the suggested anchor texts but feels it is too difficult for his or her students, using more accessible texts to build background knowledge might be considered. This strategy involves reading aloud less challenging texts to prepare students to tackle the more difficult text. Following is an example of how to build skills and rigor up to the featured anchor text for U.S. era 11, Abraham Lincoln: Lawyer, Leader, Legend by Justine and Ron Fontes, recommended for lower elementary students.

At a Lexile level of 790L, this text is certainly at the upper range for the age level, and we are not suggesting that K–2 students read this book independently. Instead, we suggest that they follow along (with their own copy or using a document camera) as the teacher reads it aloud. Even still, it might be best to first introduce some of the vocabulary and concepts through easier books on the same topic, such as the following:

Abe Lincoln’s Hat by Martha Brenner: 330L

Mr. Lincoln’s Whiskers by Karen B. Winnick: 420L

Looking at Lincoln by Maira Kalman: AD480L

A. Lincoln and Me by Louise Borden: AD650L

When Abraham Talked to the Trees by Elizabeth Van Steenwyk: 670L

Each of the books tells interesting stories about Abraham Lincoln as a person and a leader, creating a whole reservoir of background knowledge. This mounting knowledge arouses curiosity in the children, prompting a desire for more information. By the time the teacher is ready to share the more challenging Abraham Lincoln: Lawyer, Leader, Legend, the students know that Lincoln stored important things in his hat, grew whiskers because a young girl thought it would make him more dignified, stood tall to make hard decisions, and practiced his speeches on stumps in the woods. This background knowledge will make the complex text easier to understand.

United States History, Era 1
Across Beringia: Original People of North America (ca. 20,000 bce to ca. 1600 ce) Grades: 3, 4, 5

Overview

The first humans to settle on the American continents twenty thousand years ago eventually developed complex cultures with sophisticated political, economic, and religious systems. Native Americans adapted to very different landscapes and climates, from arctic to tropical, and this influenced all aspects of their behavior and customs. The featured anchor texts for this era, and , explore how the first Americans lived. Students in lower elementary grades will report informed opinions on how native people lived. Upper elementary students will produce informed essays about the effect of European exploration on the native people of the Americas.

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Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

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Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

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