The document discusses the implementation of Common Core Standards, which aim to align K-12 education across states to better prepare students for college and careers. It clarifies the distinction between macro (college & career readiness standards) and micro (Common Core standards) while emphasizing that current teaching methods will largely remain the same, adapted to meet new requirements. Detailed examples illustrate how assessments and lessons can be structured around these standards to ensure effective learning outcomes.

1. Common Core
What does it mean in the everyday classroom?
By Mandel Holland,
M.F.A., M.A.T.
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2. What does it all mean?
First, a little history...
First, a little history...
Common Core Standards were first
formed at a Conference of Governors
where they discussed how colleges and
universities are finding incoming
students ill-equipped for the rigors of
post-secondary study.
2

3. What does it all mean?
These institutions also found that the
level of preparation varied greatly from
state to state & district to district. Even
among those who were taking “higher
level” courses like Advanced Placement,
college readiness was below desired
levels.
3

4. What does it all mean?
To address this, 42 of the 50 United
States, including New York, agreed to
have the same K-12 curriculum
standards. 85% of which would be
identical. The other 15% will be decided
by each state.
4

5. What does it all mean?
Simply put: Too many kids graduate
from high school and are not ready for
college or post-secondary work.
The Common Core Standards (“CCS”)
and the College & Career Readiness
standards (“CCR”, also known as the
“Anchor Standards”) are designed to
remedy this.
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6. How will we teach with
the Common Core?
The short answer: Not much different
than we always have.
In U.S. History, for example, we
would follow the same curriculum we
always have. We would simply take the
old lessons and apply the new
standards.
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7. How will we teach with
the Common Core?
Sample Objective: To understand how
those opposed to New Deal Initiatives
found moral justification.
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8. How will we teach with
the Common Core?
The Old Lesson: From the NYS Social
Studies Curriculum - Unit 5, II.B.8:
“Opposition to The New Deal”
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9. How will we teach with
the Common Core?
The New Standard (CCR): (Reading) #2.
Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
The New Standard (CCS):#RH.11-12.1.
(p.74). 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.
http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards-hssts/college-and-career-readiness-anchor-standards-for-reading/
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10. Sorting & Identifying
Standards
• At a glance, it looks complicated;
framing each assignment with a College
& Career Readiness (CCR) anchor
standard AND a Common Core
Standard (CCS). But this is one place
where the powers that be made things
simple.
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11. Sorting & Identifying
Standards
• Each Common Core Standard (CCS) is
set within its College & Career
Readiness (CCR) anchor standard
counterpart. So when you base your
lesson in one or more CCS, it
automatically falls within its
appropriate CCR anchor standard.
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12. The Anchor Standards (CCR)
The Anchor Standards (CCR)
For
READING
12

13. (For
READIN
G)
These are
your
“CCR”
Anchor
Standards
These are
your
“CCS”
Standards
13

14. The Anchor Standards (CCR)
The Anchor Standards (CCR)
For
WRITING
14

15. (And
WRITIN
G)
These are
your
“CCR”
Anchor
Standards
These are
your
“CCS”
Standards
15

16. Think of the Standards as
“MACRO” & “MICRO”...
• The College & Career Readiness
(CCR) Anchor Standards are the
“MACRO” standards.
• The Common Core Standard (CCS)
are the “MICRO” standards.
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17. So... How do we teach
with the Common Core?
THE LESSON: To understand how
those opposed to New Deal Initiatives
found moral justification.
17

18. How will we teach with
the Common Core?
Analysis & Evaluation of two
documents: 1. “One Third of a Nation”:
FDR’s Second Inaugural Address;
and 2. “Invisible Hands - The
Businessmen’s Crusade Against The
New Deal” - By Kim
Phillips-Fein, pages 71-73. (see packet
handout)
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19. BACKGROU
ND INFO ON “One Third of a Nation”:
FDR
FDR’s Second Inaugural Address
FDR’s Second Inaugural Address
• Although President Franklin Delano Roosevelt neither came from the
working and lower classes nor always acted in their interests, he did, at
significant moments, speak for and to the “forgotten man.” One of those
key moments came in January 1937 when he was inaugurated for his
second term—the first time that the presidential inauguration was held
on January 20 rather than March 4 (a change brought about by the
twentieth amendment). Roosevelt’s stirring words help explain why
that one-third of the nation went to the polls in November 1936 and
reelected him in one of the great landslides in American political
history
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20. FDR’S • True, we have come far from the days of stagnation and despair. Vitality
ADDRESS has been preserved. Courage and confidence have been restored. Mental
“One Third of a Nation”:
IN PRINT
and moral horizons have been extended.
(also provide
audio if possible) FDR’s Second Inaugural Address
• But our present gains were won under the pressure of more than
FDR’s Second Inauguralimperative under the goad of
ordinary circumstances. Advance became
Address
fear and suffering. The times were on the side of progress.
• To hold to progress today, however, is more difficult. Dulled conscience,
irresponsibility, and ruthless self-interest already reappear. Such
symptoms of prosperity may become portents of disaster! Prosperity
already tests the persistence of our progressive purpose.
• Let us ask again: Have we reached the goal of our vision of that fourth
day of March 1933? Have we found our happy valley?
• I see a great nation, upon a great continent, blessed with a great wealth
of natural resources. Its hundred and thirty million people are at peace
among themselves; they are making their country a good neighbor among
the nations. I see a United States which can demonstrate that, under
democratic methods of government, national wealth can be translated into
a spreading volume of human comforts hitherto unknown, and the lowest
standard of living can be raised far above the level of mere subsistence.
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• But here is the challenge to our democracy: In this nation I see tens of

21. Invisible Hands (except)
By Kim Phillips-Fein
HERE’S THE By Kim Phillips-Fein SOME OF
BIG CHANGE: THE SAME
Use ‘Trade BOOKS WE
Books’, USE FOR
not Textbooks. RESEARCH
AND P.D.
AS
PEDAGOGU
ES, AND
USED AS
CO-EDS &
GRAD
STUDENTS
ARE NOW
TO BE USED
TO TEACH
SUBJECT
MATTER
21 TO

22. Invisible Hands (except)
By Kim Phillips-Fein IN MANY, IF
NOT MOST
BUT TRADE By Kim Phillips-Fein CASES, THE
ANSWER IS
BOOK TEXT “YES”. HOWEVER,
IS TOO HARD UNLIKE COLLEGE
STUDENTS,
FOR H.S. THESE BOOKS
KIDS, ISN’T WILL BE
IT? ‘DIGESTED’ IN
SMALLER BITES.
SECTIONS, NOT
ENTIRE BOOKS,
WILL BE
EXAMINED BY
H.S. STUDENTS,
WITH SUBJECT
TEACHERS
WORKING WITH
THEM TO
UNDERSTAND
WHAT THEY
READ, BOTH
LANGUAGE AND
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CONTENT.

23. How will we teach with
the Common Core?
summarize/synthesize the opposing
viewpoints
Evaluate retention with rigorous
assessment. (see packet handout)
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24. COMPREHENSI
VE
ASSESSMENT
1. How did FDR
make the case for a
societal response to
the nations
economic ills? Use
quotes from his
inaugural address
in your response.
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25. COMPREHENSI
VE
ASSESSMENT
2. Can his
arguments be used
to address today’s
economic issues?
Explain your answer
referencing FDR’s
inauguration
speech and current
events?
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26. COMPREHENSI
VE
ASSESSMENT
3. How did Business
Conservatives use a
grass roots campaign
to make the case
against The New Deal?
Use quotes from
“Invisible Hands” and
the definition of
‘Spiritual Mobilization’
in your response.
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27. COMPREHENSI
VE
ASSESSMENT
4. Compare &
Contrast the
positions of the FDR
to those of the
conservatives. Who
was right? Explain in
detail.
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28. Now that we’ve assessed
the lesson...
• How do we score the assessment?
• Create a Rubric using the new
standards
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29. Now that we’ve assessed
the lesson...
11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1
“MACRO” Standard: Text Types and Purposes
“MICRO” Standard: #1. Write arguments focused on
discipline-specific content.(p. 77 of the E.L.A./History, et. al.
standards)
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30. Now that we’ve assessed
the lesson...
11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1
ADVANCED - 4 PROFICIENT - 3 BASIC - 2 BELOW BASIC - 1
a. Insightfully introduce precise, knowledgeable claim(s), a. Introduce precise, knowledgeable claim(s), establish the a. Introduce precise claim(s), distinguish the a. Introduce claim(s) about a topic
establish the significance of the claim(s), distinguish the significance of the claim(s), distinguish the claim(s) from claim(s) from alternate or opposing claims, and or issue, acknowledge and
claim(s) from alternate or opposing claims, and create a alternate or opposing claims, and create create an organization that establishes clear distinguish the claim(s) from
sophisticated organization that logically sequences the an organization that logically sequences the claim(s), relationships among the claim(s), counterclaims, alternate or opposing claims, and
claim(s), counterclaims, reasons, and evidence that go counterclaims, reasons, and evidence. reasons, and evidence. organize the reasons and
beyond the reporting of facts and excepted theory. evidence
logically.
b. Develop claim(s) and counterclaims fairly and completely, b. Develop claim(s) and counterclaims fairly and thoroughly, b. Develop claim(s) and counterclaims fairly, b. Support claim(s) with logical
supplying the most relevant data and evidence for each while supplying the most relevant data and evidence for each while supplying data and evidence for each while pointing reasoning and relevant, accurate
evaluating the strengths and limitations of all claims and pointing out the strengths and limitations of both claim(s) and out the strengths and limitations of both claim(s) and data and evidence that
counterclaims in a discipline-appropriate form that anticipates counterclaims in a discipline-appropriate form that anticipates counterclaims in a discipline-appropriate form and in demonstrate an
the audience’s knowledge level, concerns, values, and the audience’s knowledge level, concerns, values, and possible a manner that anticipates the audience’s knowledge understanding of the topic or text,
possible biases. biases. level and concerns. using credible sources.
c. Use above grade-level words, phrases, and clauses as well c. Use words, phrases, and clauses as well as varied syntax to c. Use words, phrases, and clauses to link the major c. Use words, phrases, and
as varied syntax to link the major sections of the text, create link the major sections of the text, create cohesion, and clarify sections of the text, create cohesion, and clarify the clauses to create cohesion and
cohesion, and clarify the relationships between claim(s) and the relationships between claim(s) and reasons, between relationships between claim(s) and reasons, clarify the relationships among
reasons, between reasons and evidence, and between reasons and evidence, and between claim(s) and between reasons and evidence, and between claim(s), counterclaims, reasons,
claim(s) and counterclaims. counterclaims. claim(s) and counterclaims. and evidence.
d. Establish & maintain a formal, sophisticated style and d. Establish & maintain a formal style and objective tone while d. Establish & maintain a formal style and objective d. Establish and maintain a formal
objective tone while attending to the norms and conventions of attending to the norms and conventions of the discipline in tone while attending to the norms and conventions style.
the discipline in which they are writing. which they are writing. of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from e. Provide a concluding statement or section that follows from e. Provide a concluding statement or section that e. Provide a concluding statement
or supports the argument presented. or supports the argument presented. follows from or supports the argument presented. or section that follows from and
supports the argument presented.
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31. So... How will we teach
with the Common Core?
In short... THE SAME
WAY, DOING THE
SAME THINGS
WE'VE ALWAYS
DONE!
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