Grade 8: Choices in Little Rock
Rating: 
Common Core Standards
Reading Standards for Literacy in History/Social Studies
RH.6-8.1 Cite specific textual evidence to support analysis of primary and
secondary sources.
RH.6-8.2 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.
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Writing Standards for Literacy in History/Social Studies
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.6-8.10 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.
Speaking and Listening
SL.8.1 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.
SL.8.4 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.
Description of Unit
In this Grade 8 unit titled “Choices in Little Rock” from Facing History and Ourselves National Foundation can be used to enhance or deepen a civics, government, history, or literature course. Although the unit builds from one part to the next, activities and readings can be used independently or adapted to the needs of a particular class or curriculum. If taught from start to finish, the unit is intended to take approximately six weeks to complete. This unit has students consistently doing the work of historians, as they closely read and evaluate primary and secondary sources in order to understand the past and its significance. Individual lessons include background information, primary and secondary source materials, and several suggested classroom activities. Formative and summative assessments focus on individual students writing argumentative and informational essays
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials are extensive and will require familiarity to be used effectively. The unit includes lesson materials as well as a separate document that detail the alignment of the lesson activities to the Common Core State Standards.
Rationale for Selection
This unit is an exemplary example of how to integrate social studies content with literacy to cultivate student interest and engagement, as well as to deepen their understanding of a historical topic. The lessons integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. It routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument. Formative and summative assessments that are clearly aligned to the CCSS provide students with the scaffolding needed for success; an aligned rubric for argumentative writing is included that elicits direct, observable evidence of the degree to which a student can independently demonstrate the targeted standards.