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K–12 Standards

Literacy_and_SSIPS_Standards

Other Georgia Social Studies sets

Reading Standards for Literacy in History/Social Studies (RHSS) Grades 6-8I

  • A

    Key Ideas and DetailsI.A

    1. 1

      Cite specific textual evidence to support analysis of primary and secondary sources.I.A.1

    2. 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.I.A.2

    3. 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).I.A.3

  • B

    Craft and StructureI.B

    1. 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.I.B.4

    2. 5

      Describe how a text presents information (e.g., sequentially, comparatively, causally).I.B.5

    3. 6

      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).I.B.6

  • C

    Integration of Knowledge and IdeasI.C

    1. 7

      Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.I.C.7

    2. 8

      Distinguish among fact, opinion, and reasoned judgment in a text.I.C.8

    3. 9

      Analyze the relationship between a primary and secondary source on the same topic.I.C.9

  • D

    Range of Reading and Level of Text ComplexityI.D

    1. 10

      By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.I.D.10

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects (WHST) Grades 6-8II

  • A

    Text Types and PurposesII.A

    1. 1

      Write arguments focused on discipline-specific content.II.A.1

      1. 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.II.A.1.a

      2. 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.II.A.1.b

      3. c

        Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.II.A.1.c

      4. d

        Establish and maintain a formal style.II.A.1.d

      5. e

        Provide a concluding statement or section that follows from and supports the argument presented.II.A.1.e

    2. 2

      Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.II.A.2

      1. 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.II.A.2.a

      2. b

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

      3. c

        Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.II.A.2.c

      4. d

        Use precise language and domain-specific vocabulary to inform about or explain the topic.II.A.2.d

      5. e

        Establish and maintain a formal style and objective tone.II.A.2.e

      6. f

        Provide a concluding statement or section that follows from and supports the information or explanation presented.II.A.2.f

    3. 3

      Not applicable as a separate requirement.II.A.3

  • B

    Production and Distribution of WritingII.B

    1. 4

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.II.B.4

    2. 5

      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.II.B.5

    3. 6

      Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.II.B.6

  • C

    Research to Build and Present KnowledgeII.C

    1. 7

      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.II.C.7

    2. 8

      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.II.C.8

    3. 9

      Draw evidence from informational texts to support analysis, reflection, and research.II.C.9

  • D

    Range of WritingII.D

    1. 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.II.D.10

Information Processing Skills K-12III

  • A

    Compare similarities and differences.III.A

  • B

    Organize items chronologically.III.B

  • C

    Identify issues and/or problems and alternative solutions.III.C

  • D

    Distinguish between fact and opinion.III.D

  • E

    Identify main idea, detail, sequence of events, and cause and effect in a social studies context.III.E

  • F

    Identify and use primary and secondary sources.III.F

  • G

    Interpret timelines, charts, and tables.III.G

  • H

    Identify social studies reference resources to use for a specific purpose.III.H

  • I

    Construct charts and tables.III.I

  • J

    Analyze artifacts.III.J

  • K

    Draw conclusions and make generalizations.III.K

  • L

    Analyze graphs and diagrams.III.L

  • M

    Translate dates into centuries, eras, or ages.III.M

  • N

    Formulate appropriate research questions.III.N

  • O

    Determine adequacy and/or relevancy of information.III.O

  • P

    Check for consistency of information.III.P

  • Q

    Interpret political cartoons.III.Q

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
Where can I read the official document?
Georgia Cyber Academy

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