S.03 – Key Ideas and Details Thread Standards Map

This is a standards map for the concept of following multistep procedures completing technical tasks. It is specific to Standard 3 of the Key Ideas and Details Anchor in the Literacy Reading in History/Social Studies Subjects standards of the CCSS ELA standards.

1. Common Core State Standards: ELA Standards for History/Social Studies > 6-8 > KID > S.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).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Key steps Text's description History/social studies -Bill/law -Interest rates	2 - Identify (Key steps in a text’s description of a process related to history/social studies)	2 - I can identify key steps in a text’s description of a process related to history/social studies. 2 - I can identify key steps in a text’s description of a process related to how interest rates are raised. 2 - I can identify key steps in a text’s description of a process related to how interest rates are lowered.	A.1 Key steps are vital in the developmental process. A.2 Congressional bills do not become law without undergoing a process of steps. B. The raising and lowering of interests rates undergoes a process of close scrutiny before being implemented.	A. What key steps are involved in making a bill in Congress? B. What governmental process is involved in the raising and lowering of interest rates?

2. Common Core State Standards: ELA Standards for History/Social Studies > 9-10 > KID > S.3
   

   Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Detail Series Events Cause	4 - Analyze (In detail a series of events described in a text) 3 - Determine (Whether earlier events caused later events) 3 - Determine (Whether earlier events simply preceded events)	4 - I can analyze in detail a series of events described in a text. 3 - I can determine whether earlier events caused later events. 3 - I can determine whether earlier events simply preceded events.	A. Missing details may rearrange the order of a text. B. Details of events determine whether later events are caused by or simply follow them in text.	A.1 How would the text change if some details were left out? B.1 How much do the details in a text influence time order in the text?

3. Common Core State Standards: ELA Standards for History/Social Studies > 11-12 > KID > S.3
   

   Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Explanations Actions Events Textual evidence	5 - Evaluate (Various explanations for actions) 5 - Evaluate (Various explanations for events) 4 - Determine (Which explanation best accords with textual evidence) 2 - Acknowledging (Where the text leaves matters uncertain)	5 - I can evaluate various explanations for actions. 5 - I can evaluate various explanations for events. 4 - I can determine which explanation best accords with textual evidence. 2 - I can acknowledging where the text leaves matters uncertain.	A. Evaluated actions help determine best accords from unclear accounts of a textual event. B. Evaluated events help determine best accords from unclear accounts of a textual event.	A.1 Do explanations of the actions and events in an event clear up the text? B.1 How can the unclear details of a event be cleared up by explanations for actions recorded during the event?