1
MEETING COMMON CORE STANDARDS BY TEACHING THE HOLOCAUST
A COMMON CORE WORKSHEET FOR READING
CCSS for Literacy in
History/Social Studies:
Reading
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
Reading History (RH) 1
Cite specific textual evidence
to support analysis of
primary and secondary
sources.
Cite specific textual evidence
to support analysis of
primary and secondary
sources, attending to such
features as the date and
origin of the information.
Cite specific textual evidence
to support analysis of
primary and secondary
sources, connecting insights
gained from specific details
to an understanding of the
text as a whole.
Students conduct inquiries
that require analysis of
documents.
Students use multiple
sources, including both
primary and secondary
sources.
RH 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.
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.
Determine the central ideas
or information of a primary
or secondary source;
provide an accurate
summary that makes clear
the relationships among the
key details and ideas.
Students conduct inquiries
that require analysis of
documents to answer their
questions and/or support a
thesis (claim).
RH 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).
Analyze in detail a series of
events described in a text;
determine whether earlier
events caused later ones or
simply preceded them.
Evaluate various
explanations for actions or
events and determine which
explanation best accords
with textual evidence,
acknowledging where the
text leaves matters
uncertain.
RH4
Determine the meaning of
words and phrases as they
are used in a text, including
vocabulary specific to
domains related to
history/social studies.
Determine the meaning of
words and phrases as they
are used in a text, including
vocabulary describing
political, social, or economic
aspects of history/social
science.
Determine the meaning of
words and phrases as they
are used in a text, including
analyzing how an author
uses and refines the meaning
of a key term over the course
of a text (e.g., how Madison
defines faction in Federalist
No. 10).
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CCSS for Literacy in
History/Social Studies:
Reading
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
RH5
Describe how a text presents
information (e.g.,
sequentially, comparatively,
causally).
Analyze how a text uses
structure to emphasize key
points or advance an
explanation or analysis.
Analyze in detail how a
complex primary source is
structured, including how
key sentences, paragraphs,
and larger portions of the
text contribute to the whole.
RH6
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).
Compare the point of view of
two or more authors for how
they treat the same or
similar topics, including
which details they include
and emphasize in their
respective accounts.
Evaluate authors’ differing
points of view on the same
historical event or issue by
assessing the authors’
claims, reasoning, and
evidence.
RH7
Integrate visual information
(e.g., in charts, graphs,
photographs, videos, or
maps) with other
information in print and
digital texts.
Integrate quantitative or
technical analysis (e.g.,
charts, research data) with
qualitative analysis in print
or digital text.
Integrate and evaluate
multiple sources of
information presented in
diverse formats and media
(e.g., visually, quantitatively,
as well as in words) in order
to address a question or
solve a problem.
RH8
Distinguish among fact,
opinion, and reasoned
judgment in a text.
Assess the extent to which
the reasoning and evidence
in a text support the author’s
claims.
Evaluate an author’s
premises, claims, and
evidence by corroborating
or challenging them with
other information.
RH9
Analyze the relationship
between a primary and
secondary source on the
same topic.
Compare and contrast
treatments of the same topic
in several primary and
secondary sources.
Integrate information from
diverse sources, both
primary and secondary, into
a coherent understanding of
an idea or event, noting
discrepancies among
sources.
RH10
By the end of grade 8, read
and comprehend
history/social studies texts
in the grades 6–8 text
complexity band
independently and
proficiently.
By the end of grade 10, read
and comprehend
history/social studies texts
in the grades 9–10 text
complexity band
independently and
proficiently.
By the end of grade 12, read
and comprehend
history/social studies texts
in the grades 11–CCR text
complexity band
independently and
proficiently.
3
MEETING COMMON CORE STANDARDS BY TEACHING THE HOLOCAUST
A COMMON CORE WORKSHEET FOR WRITING
CCSS for Literacy in
History/Social Studies:
Writing
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
Writing History-Science-
Technology (WHST) 1
Argumentative Writing
Write arguments focused on
discipline-specific content.
a. Introduce claim(s) about a
topic or issue, acknowledge
and distinguish the claim(s)
from alternate or opposing
claims, and organize the
reasons and evidence
logically.
b. Support claim(s) with
logical reasoning and
relevant, accurate data and
evidence that demonstrate
an understanding of the
topic or text, using credible
sources.
c. Use words, phrases, and
clauses to create cohesion
and clarify the relationships
among claim(s),
counterclaims, reasons, and
evidence.
d. Establish and maintain a
formal style.
e. Provide a concluding
statement or section that
follows from and supports
the argument presented.
Write arguments focused on
discipline-specific content.
a. Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization
that establishes clear
relationships among the
claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and
counterclaims fairly,
supplying data and evidence
for each while pointing out
the strengths and limitations
of both claim(s) and
counterclaims in a
discipline-appropriate form
and in a manner that
anticipates the audience’s
knowledge level and
concerns.
c. Use words, phrases, and
clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and counterclaims.
Write arguments focused on
discipline-specific content.
a. Introduce precise,
knowledgeable claim(s),
establish the significance of
the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create
an organization that logically
sequences the claim(s),
counterclaims, reasons, and
evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant data and
evidence for each while
pointing out the strengths
and limitations of both
claim(s) and counterclaims
in a discipline-appropriate
form that anticipates the
audience’s knowledge level,
concerns, values, and
possible biases.
c. Use words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
Students conduct inquiries
that require analysis of
documents and a written
argument to answer their
question and support their
thesis/claim.
4
CCSS for Literacy in
History/Social Studies:
Writing
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
d. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from or supports the
argument presented.
evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from or supports the
argument presented.
WHST 2
Informative-Explanatory
Writing: Exposition
Write informative/
explanatory texts, including
the narration of historical
events, scientific
procedures/ experiments, or
technical processes.
a. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader
categories as appropriate to
achieving purpose; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful
to aiding comprehension.
b. Develop the topic with
relevant, well-chosen facts,
definitions, concrete details,
quotations, or other
information and examples.
Write informative/
explanatory texts, including
the narration of historical
events, scientific procedures
and experiments, or
technical processes.
a. Introduce a topic and
organize ideas, concepts, and
information to make
important connections and
distinctions; include
formatting (e.g., headings),
graphics (e.g., figures,
tables), and multimedia
when useful to aiding
comprehension.
b. Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
Write informative/
explanatory texts, including
the narration of historical
events, scientific
procedures/ experiments, or
technical processes.
a. Introduce a topic and
organize complex ideas,
concepts, and information so
that each new element
builds on that which
precedes it to create a
unified whole; include
formatting (e.g., headings),
graphics (e.g., figures,
tables), and multimedia
when useful to aiding
comprehension.
b. Develop the topic
thoroughly by selecting the
most significant and relevant
Students conduct inquiries
that require a written
explanation of a concept or
idea.
5
CCSS for Literacy in
History/Social Studies:
Writing
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
c. Use appropriate and
varied transitions to create
cohesion and clarify the
relationships among ideas
and concepts.
d. Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
e. Establish and maintain a
formal style and objective
tone.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented.
information and examples
appropriate to the
audience’s knowledge of the
topic.
c. Use varied transitions and
sentence structures to link
the major sections of the
text, create cohesion, and
clarify the relationships
among ideas and concepts.
d. Use precise language and
domain-specific vocabulary
to manage the complexity of
the topic and convey a style
appropriate to the discipline
and context as well as to the
expertise of likely readers.
e. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented (e.g.,
articulating implications or
the significance of the topic).
facts, extended definitions,
concrete details, quotations,
or other information and
examples appropriate to the
audience’s knowledge of the
topic.
c. Use varied transitions and
sentence structures to link
the major sections of the
text, create cohesion, and
clarify the relationships
among complex ideas and
concepts.
d. Use precise language,
domain-specific vocabulary
and techniques such as
metaphor, simile, and
analogy to manage the
complexity of the topic;
convey a knowledgeable
stance in a style that
responds to the discipline
and context as well as to the
expertise of likely readers.
e. Provide a concluding
statement or section that
follows from and supports
the information or
explanation provided (e.g.,
articulating implications or
the significance of the topic).
WHST 3
Narrative Writing
Not applicable as a separate requirement in social studies
The Standards require that students be able to incorporate narrative elements effectively
into arguments and informative/explanatory texts. In history/social studies, students must
be able to incorporate narrative accounts into their analyses of individuals or events of
historical import.
6
CCSS for Literacy in
History/Social Studies:
Writing
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
WHST 4
Task, Purpose, Audience
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
WHST 5
Writing Process
With some guidance and
support from peers and
adults, 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.
Develop and strengthen
writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
Develop and strengthen
writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
WHST 6
Technology
Use technology, including
the Internet, to produce and
publish writing and present
the relationships between
information and ideas
clearly and efficiently.
Use technology, including
the Internet, to produce,
publish, and update
individual or shared writing
products, taking advantage
of technology’s capacity to
link to other information and
to display information
flexibly and dynamically.
Use technology, including
the Internet, to produce,
publish, and update
individual or shared writing
products in response to
ongoing feedback, including
new arguments or
information.
WHST 7
Inquiry and Research
Conduct short 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.
Conduct short as well as
more sustained research
projects to answer a
question (including a self-
generated question) or solve
a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.
Conduct short as well as
more sustained research
projects to answer a
question (including a self-
generated question) or solve
a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.
7
CCSS for Literacy in
History/Social Studies:
Writing
Grades 6-8
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
WHST 8
Relevant, Reliable Resource
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.
Gather relevant information
from multiple authoritative
print and digital sources,
using advanced searches
effectively; assess the
usefulness of each source in
answering the research
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation.
Gather relevant information
from multiple authoritative
print and digital sources,
using advanced searches
effectively; assess the
strengths and limitations of
each source in terms of the
specific task, purpose, and
audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and overreliance
on any one source and
following a standard format
for citation.
WHST 9
Use of Evidence
Draw evidence from
informational texts to
support analysis, reflection,
and research.
Draw evidence from
informational texts to
support analysis, reflection,
and research.
Draw evidence from
informational texts to
support analysis, reflection,
and research.
WHST 10
Practice Writing
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.
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.
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.
8
MEETING COMMON CORE STANDARDS BY TEACHING THE HOLOCAUST
A COMMON CORE WORKSHEET FOR ELA SPEAKING AND LISTENING
CCSS English Language
Arts (ELA) Literacy:
Speaking and Listening
Grades 8
Grades 6 & 7 available online
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
SL 1
Collaboration
Engage effectively in a range
of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 8 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly.
a. 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.
b. Follow rules for collegial
discussions and decision-
making, track progress
toward specific goals and
deadlines, and define
individual roles as needed.
c. Pose questions that
connect the ideas of several
speakers and respond to
others’ questions and
comments with relevant
evidence, observations, and
ideas.
Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 9–10
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.
a. Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that preparation by referring
to evidence from texts and
other research on the topic
or issue to stimulate a
thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to set
rules for collegial
discussions and decision-
making (e.g., informal
consensus, taking votes on
key issues, presentation of
alternate views), clear goals
and deadlines, and
individual roles as needed.
c. Propel conversations by
posing and responding to
questions that relate the
current discussion to
broader themes or larger
Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 11–12
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.
a. Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that preparation by referring
to evidence from texts and
other research on the topic
or issue to stimulate a
thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to
promote civil, democratic
discussions and decision-
making, set clear goals and
deadlines, and establish
individual roles as needed.
c. Propel conversations by
posing and responding to
questions that probe
reasoning and evidence;
ensure a hearing for a full
range of positions on a topic
or issue; clarify, verify, or
challenge ideas and
Students discuss
controversial issues and
work in groups
Elbow partners, Turn-and-
Talk
Socratic seminars
Structured Academic
Controversies (SACs)
Deliberative discussions
Annotated reading
CSI: Color, Symbol, Image
Project-based learning (e.g.,
oral histories)
Problem-based learning
(e.g., Students and Teachers
Against Racism or STAR)
Debates
Mock Trials
Flow of Clash
9
CCSS English Language
Arts (ELA) Literacy:
Speaking and Listening
Grades 8
Grades 6 & 7 available online
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
d. Acknowledge new
information expressed by
others, and, when
warranted, qualify or justify
their own views in light of
the evidence presented.
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
d. Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make
new connections in light of
the evidence and reasoning
presented.
conclusions; and promote
divergent and creative
perspectives.
d. Respond thoughtfully to
diverse perspectives;
synthesize comments,
claims, and evidence made
on all sides of an issue;
resolve contradictions when
possible; and determine
what additional information
or research is required to
deepen the investigation or
complete the task.
Document-Based Questions
(DBQs)
Choices curriculum (Brown
University)
SL 2
Analysis of Information
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.
Integrate multiple sources of
information presented in
diverse media or formats
(e.g., visually, quantitatively,
orally) evaluating the
credibility and accuracy of
each source.
Integrate multiple sources of
information presented in
diverse formats and media
(e.g., visually, quantitatively,
orally) in order to make
informed decisions and
solve problems, evaluating
the credibility and accuracy
of each source and noting
any discrepancies among the
data.
Graphs, Charts, Photos,
Posters, etc.
SL 3
Point of View
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.
Evaluate a speaker’s point of
view, reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated or
distorted evidence.
Evaluate a speaker’s point of
view, reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among ideas,
word choice, points of
emphasis, and tone used.
Judge debates
10
CCSS English Language
Arts (ELA) Literacy:
Speaking and Listening
Grades 8
Grades 6 & 7 available online
Grades 9-10
Grades 11-12
In-the-Classroom
Holocaust Instruction
SL 4
Presentation
Present claims and findings,
emphasizing salient points
in a focused, coherent
manner with relevant
evidence, sound valid
reasoning, and well-chosen
details; use appropriate eye
contact, adequate volume,
and clear pronunciation.
Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
Present information,
findings, and supporting
evidence, conveying a clear
and distinct perspective,
such that listeners can
follow the line of reasoning,
alternative or opposing
perspectives are addressed,
and the organization,
development, substance, and
style are appropriate to
purpose, audience, and a
range of formal and informal
tasks.
Persuasive speeches
Open forum
Call to action
SL 5
Visual Aids
Integrate multimedia and
visual displays into
presentations to clarify
information, strengthen
claims and evidence, and add
interest.
Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest.
Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest.
Create graphs, charts,
photos, posters, etc.
SL 6
Adaptation of Speech
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate.
(See grade 8 Language
standards 1 and 3 for
specific expectations.)
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate.
(See grades 9–10 Language
standards 1 and 3 for
specific expectations.)
Adapt speech to a variety of
contexts and tasks,
demonstrating a command
of formal English when
indicated or appropriate.
(See grades 11–12 Language
standards 1 and 3 for
specific expectations.)
Give speech on one topic to
multiple audiences
