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Common Core LiteracyGrades 9–10History & Social Studies

RH.9-10.7: Integrate Numbers with Written Sources

Also written as CCSS.ELA-LITERACY.RH.9-10.7 · Cluster: Integration of Knowledge and Ideas.

All 29 Grades 9–10 Literacy Standards

The Official Wording

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Common Core State Standards, Grades 9-10, Reading: History & Social Studies · Read it at the source · Checked October 14, 2026

What RH.9-10.7 Means in Plain English

Ninth and tenth graders read a census table or payroll chart alongside the written record of the same years and fold the numbers into their analysis. A shipyard newsletter says its women welders went home proudly, and the 1945 payroll figures show they were cut hardest.

Middle school (RH.6-8.7) combined maps, photographs and charts with a text to build one understanding. Ninth and tenth grade add calculation and comparison, testing words against numbers. In eleventh and twelfth grade (RH.11-12.7), students integrate and evaluate many sources in different formats to answer a historical question.

RH.9-10.7 I Can Statements

  • I can read a data table from a historical period.
  • I can calculate a change or a share from the figures.
  • I can use numbers to support or challenge a written account.

RH.9-10.7 Worked Example

The payroll table and the newsletter tell different stories about 1945, and the weak answer reads the table as agreeing.

Read the Story
Table, women on the payroll of an invented West Coast shipyard, out of all workers, in three Decembers: 1942, 1,100 of 14,600 · 1944, 7,400 of 29,600 · 1945, 600 of 9,400.From the shipyard’s company newsletter, September 1945: “With victory won, our women welders are hanging up their helmets and heading home, proud of a job well done. The yard thanks every one of them as they return to the families who need them.”From a letter by a welder at the yard to her sister, October 1945: “They told sixty of us, the Friday after the surrender, that our jobs were finished. I asked to stay on in the repair shop and was told those places were for the men coming back.”Note: the yard, its figures and both documents are invented, but the pattern matches what happened in many American war plants after 1945.
A short passage written for this page.
Question: The newsletter says the women welders were heading home. What do the payroll figures add to that account, and where do they challenge it? Use the numbers and the written sources together.
Not Yet“The table shows that women worked at the shipyard during the war and went home afterward, just like the newsletter says.”It reads the table as a picture that agrees with the newsletter. It never compares women with all workers, never computes a change, and ignores the letter that explains the numbers.
Meets the Standard“The newsletter says the women were ‘heading home, proud of a job well done,’ as if they chose to leave. The table shows women falling from 7,400 in December 1944 to 600 a year later, a drop of more than nine in ten. All workers fell too, from 29,600 to 9,400, but by about two-thirds. So women went from a quarter of the workforce to about 6 percent: the cuts fell far harder on them than on the men. The welder’s letter explains the gap. She was told ‘our jobs were finished’ and that the repair-shop places ‘were for the men coming back.’ Together, the numbers and the letter show layoffs, not a willing return home, and the newsletter’s ‘proud of a job well done’ covers that up.”It turns the counts into changes and shares, compares women with the whole workforce, and uses the letter to explain what the numbers show, testing the newsletter against both.
Question Stems to Use
What does the table show that the written sources do not say?Compare two rows. What changed, and by how much?Does the share of women tell a different story than the raw count?Which sentence in the text do the numbers support? Which do they challenge?What can the numbers not tell you that the letter can?

Common Mistakes with RH.9-10.7

Reading the table as decoration

“The chart shows women worked there during the war.”

Try this: Require one calculation, a change or a share, in every answer that cites a table, and say what the number means.

Comparing raw counts only

“Women lost 6,800 jobs and all workers lost 20,200, so men lost more.”

Try this: Have students turn counts into percentages or shares before comparing groups of different sizes, then restate the comparison in words.

Letting the numbers explain themselves

Citing the drop in women workers without saying why it happened

Try this: Ask students which written source explains the pattern in the numbers, and quote it next to the figure it explains.

Where RH.9-10.7 Fits

Comes BeforeRH.6-8.7Integrate charts, maps and photographs with the information in a written text.
AlongsideRST.9-10.7Translate numbers in a table or chart into words, and words into a table or chart.WHST.9-10.9Draw evidence from primary sources and data into history writing.
Comes NextRH.11-12.7Integrate and evaluate sources in diverse formats, numbers included, to answer a question.

Practice RH.9-10.7

Quick Check

  1. By how much did the number of women at the yard fall between December 1944 and December 1945?
  2. What share of the yard’s workers were women in December 1944 and in December 1945?
  3. Which source explains why the number of women fell so sharply?

RH.9-10.7: Other Names

RH.9-10.7CCSS.ELA-LITERACY.RH.9-10.7

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Official wording from the Common Core State Standards PDFs at corestandards.org, last checked October 14, 2026. The explanation, I can statements, example, mistakes and practice on this page are EMStudio’s own, written beside the official wording. They are not part of the standard.