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Grades 6–8 Reading Standards for Literacy in the Content Areas: History/Social Science 

 

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate. (See grades 6–8 Writing Standard 8 for more on paraphrasing.)

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

 

Craft and Structure

1. Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

2. Describe how a text presents information (e.g., sequentially, comparatively, causally), including how written texts incorporate features such as headings.

3. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

 

Integration of Knowledge and Ideas

1. Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

2. Distinguish among fact, opinion, and reasoned judgment in a text.

3. Analyze the relationship between a primary and secondary source on the same topic.

 

Range of Reading and Level of Text Complexity

1. Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course. 

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Grades 6–8 Writing Standards for Literacy in the Content Areas 

Text Types and Purposes

1. Write arguments focused on discipline-specific content.

   1. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims/critiques, and organize the reasons and evidence logically in paragraphs and sections.

   2. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

   3. Use words, phrases, and clauses with precision to create cohesion and clarify the relationships among claim(s), counterclaims/critiques, reasons, and evidence.

   4. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

   5. Provide a concluding statement or section that follows from and supports the argument presented.

1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

1. Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas, concepts, or procedures.

4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

5. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

1. Provide a concluding statement or section that follows from and supports the information or explanation presented.

1.  (See note; not applicable as a separate requirement.)

 

Production and Distribution of Writing

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

3. Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

 

Research to Build and Present Knowledge

1. Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

2. When conducting research, gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

3. Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

 

Range of Writing 

1. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

Grades 6–8 Speaking and Listening Standards for Literacy in the Content Areas 

Comprehension and Collaboration

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

   1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

   2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

   3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

   4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 

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Presentation of Knowledge and Ideas

1. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate vocabulary, eye contact, volume, and pronunciation.

2. Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

3. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.