2. Engaging Students In Authentic Opportunities To Practice Literacy! Because You Won’t Know If They Are Literate Until You Give Them Opportunities To Apply The Skills You Want Them To Acquire. Station To Station

3. 2 Let’s Take A Look At How You Responded To Our Questions

4. The Purpose Of This Session Is To… Gain an understanding of what it means to be literate in Social Studies Session Purpose…

5. Literacy & Disciplinary Literacy Each content or subject discipline has:  its own unique knowledge core and …  its own ways of inquiring, investigating, reasoning, representing, and questioning. Disciplinary literacy refers to the specialized skills that someone must master to be able to read and write in the various disciplines (science, math, literature, history, geography, economics, politics, government, law, sociology, psychology, etc. ) and technical fields. Literacy is the ability to read and write. BUT…

6. Discipline Experts in the Social Studies  The historian examines past modifications.  The geographer maps out changes in the environment.  The economist considers the financial impact of government efforts.  The political scientist considers the legislation and public policy implications.  The cultural researcher considers social changes resulting from modifications.

7. Martian Social Studies Passages from the letter: Miss Rife of the Federated Charities, told me it is a general rule, at these canneries, to have the children get their jobs first and then have them apply for permits. A working woman told Miss Rife that one cannery requires no permits and that there are lots of children there. There are several dangers connected with this work when children do it. On every hand, one can see little tots toting boxes or pans full of beans, berries, or tomatoes and it is self-evident that the work is too hard. Then there are machines which no young person should be working aground. Unguarded belts, wheels, cogs and the like are a menace to careless children. Questions from the passage: 1.When did the children get their permits to work? 2.Did all canneries require permits? 3.Name two things children carried loads of on the job. 4.According to the letter what was the letter of difficulty of the work? 5.Did the children work around dangerous machinery? Let’s Perform A Quick Exercise! ccc

8. 7 Looking At Questions From A Disciplinary View Point 1.What prediction can you make about the time and place? What evidence do you have for your prediction? History Lens 2.What factors do you think might have led to the event(s) and situation(s) being described? What evidence can you offer to support your thinking? History Lens 3.What are some ways you can use the primary source in understanding the past and present and predicting the future? History Lens 4.What economic/financial factor might explain the action(s) described? What is your evidence? Economic Lens 5.What inferences can you as an economist about the life of the individuals mentioned in the primary source? Economic Lens 6.In examining the primary source what assumptions can you make about the relationship between human beings and the environment? How have they impacted or influenced each other? Geography Lens 1.What economic elements or references do you read in the narrative and/or primary source that can help you understand society during the time span the source was written? Economic Lens 2.What is suggested about civic life, government activity, or politics? What is your evidence? Political/Government Lens 3.Based on your reading of the narrative and primary sources, how has government activity influenced the central figures that you read about? What examples are provided by the narrative and primary sources? Political/Government Lens 4.How does the narrative help develop your understanding of the culture of the author of the primary source? Culture Lens 5.What can you tell about the social class (are they rich? Poor? In the middle?) What is your evidence? Culture Lens

9. 8 Take A Stand!

10. 9 History Civics & Government EconomicsGeography Behavioral Sciences Where Do You Stand? If you are a teacher: What discipline of Social Studies do you feel most confident when teaching? If you are someone who supports social studies teachers: What discipline of Social Studies do you feel most teachers tend to focus on in their instruction?

11. Choose a Lens Other Than The One You Represented For The Human Bar Graph!

12. 11 Critical Reflection…Think About It! The traditional debate in education has been around this question: “How much content do students need to know in order to be skilled in critical thinking, reasoning, problem-solving?” Research has taught us that a better question might be: “What disciplinary thinking practices do students need to master in order to be skilled in critical thinking, reasoning, problem-solving?”

13. Why Disciplinary Literacy? Disciplinary literacy encourages critical attributes of quality instruction In Social Studies. Learning that is Meaningful & Authentic  Key concepts and themes are developed in depth  Skills necessary to help students thrive in the world beyond school Learning that is Integrative  Combining knowledge and skills encourages greater understanding when actually applying skills  Multiple disciplines are often a part of the content used to apply skills Active Engagement  Actively being involved in applying skills to the content requires students to process and think about what they are learning  Social studies involves questioning which directs inquiry that involve analysis and inferring cc

14. What Is Inquiry? & How Does Inquiry Connect With Disciplinary Literacy? Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. “Inquiry … Incorporates interdisciplinary study Emphasizes skills and practices Applies Disciplinary Concepts and Tools

15. Connecting Inquiry To Social Studies Literacy Disciplinary literacy and inquiry-based learning goes beyond gathering facts. Disciplinary literacy and inquiry-based learning engages students in deeper learning, so the shift from gathering concrete facts to investigating complex and abstract ideas and relationships promotes inquiry.

16. Let’s Engage & Demonstrate How Disciplinary Literacy Works? How can teachers apply disciplinary literacy and inquiry learning in the classroom?

17. The Primary Source Beyond The Written Word Or Picture Image! Want greater engagement and inquiry in the classroom?  Try expanding The use of primary sources to include artifacts that are visual, tactile and auditory.

18. What If Your Students Were Given This As An Artifact To Study In A Lesson?

19. What do you think this might be? What would it be used to do? Who would use this? What type of person would have one of these? Try using several different lenses to analyze this artifact? Can you get a feel for how the lens changes the analysis?

20. What Do You Hear? Artifacts as Audio! How often do you use audio artifacts in your classroom?

21. What Do You Hear? Think about and write down impressions while you listen. 1.How does the content of the audio clip exemplify the events and prevailing attitudes of the time? 2.What can you infer about society, government or life in general? 3.What questions does it raise? I HearI ThinkI Wonder

22. Discussion Questions  Have you ever seen prisoners working outside of a prison? If so, where?  What’s a chain gang? Have you seen one before? If so, where?  What role do you think music plays in labor and work?  Have you ever sung in a group? How does it feel to do that?  Why are songs especially important to disempowered groups?  How does convict leasing differ from chain gangs?  Are there similarities between chain gangs and present-day prison labor?  Why might convicts be able to sing something they might not say?  How has forced labor changed over time?  What economic impact has forced labor had on societies? The United States? A particular state? Various communities?  How did the practice of chain gang labor effect environments?  How were chain gang practices allowed to continue for so long, legally?

23. Station To Station: Let’s Engage With Artifacts Study the object before you. Make a hypothesis about the use of an unknown artifact. Generate questions about the artifact. What might it have been used to do? Who would have used it? Why? Who would not have had one or had a use for the artifact and why? What time period or era would the artifact have originated? Once your group decides what you think the object is and what it would have been used for come up with a 60 second infomercial to sell it. Artifacts as Tactile! How often do you use actual physical artifacts in your classroom?

24. Create An Infomercial To Sell Your Artifact Infomercial Slogan Examples:  THE HERCULES HOOK - Heavy or light, big or small Hercules hooks, hangs and secures them all.  MIGHT PUTTY - Turning from green to white it has the might to hold it tight. Any job big or small mighty putty hold them all. An example of some infomercial lingo: But wait! That's not all/there's more!" "Act now and we'll give you a second one/accessory free!" "This is a one-time purchase, so we can't offer it again." "If you don't like it, we'll refund your money!" "If it doesn't work, could we afford to give you this deal?" and so on, so on, so…… https://www.youtube.com/watch?v=9KBXcpJfmj4

25. http://www.youtube.com/watch?v=YK_INdm8DbA

26. Create An Infomercial To Sell Your Artifact Infomercial Slogan Examples:  THE HERCULES HOOK - Heavy or light, big or small Hercules hooks, hangs and secures them all.  MIGHT PUTTY - Turning from green to white it has the might to hold it tight. Any job big or small mighty putty hold them all. An example of some infomercial lingo: But wait! That's not all/there's more!" "Act now and we'll give you a second one/accessory free!" "This is a one-time purchase, so we can't offer it again." "If you don't like it, we'll refund your money!" "If it doesn't work, could we afford to give you this deal?" and so on, so on, so…… https://www.youtube.com/watch?v=9KBXcpJfmj4

27. Presentation of Infomercials & Wrap-Up Discussion 1. How does incorporating disciplinary literacy engage and motivate student learning? 2. How might you use the ideas and activities from this session in your classroom? Or How might you support social studies teachers to use the ideas and activities in the classroom?

28. 27 POST- ASSESSMENT

29. Good-Bye & Thank You For Attending! Presenters: Michelle McLaughlin Michelle.mclaughlin@dpi.nc.gov Ann Carlock Ann.carlock@dpi.nc.gov Presentation can be found on the K-12 Social Studies Wiki at http://ssnces.ncdpi.wikispaces.net/Conference+Presentations http://ssnces.ncdpi.wikispaces.net/Conference+Presentations It will also be posted to the CCSA conference presentation site. Let Us Leave You With This…. The Official Coca- Cola "Big Game" Commercial 2014 - America Is Beautiful http://www.youtube.com /watch?v=443Vy3I0gJs

30. Consensogram Question 1: On a scale of 1 to 100 where would you rate your knowledge and understanding of using the History/Social Studies Common Core Literacy Standards?

31. Yes? or No? Question 2: I have a very clear understanding of the meaning of disciplinary literacy? Yes _________________________ No _________________________