Unit Development Training Social Studies

North Carolina Department of Public Instruction K-12 Social Studies 2014 Webinar SeriesWebinar # 4

April 1, 2014

Disciplinary Literacy: Teaching And Learning Like A Social Scientist

What Is It And Why Does It Matter?

Welcome to todays webinar entitled Disciplinary Literacy: Literacy In The Social Studies Classroom. What Is It And Why Does It Matter?

This webinar has been developed and provided to you by the K-12 Social Studies team at the North Carolina Department of Public Instruction. This is the last webinar that we will host for this school year. And we thank you not only for your attendance today but, also for your support at the previous three webinars we have hosted this year.

1To Help Participants Gain An Understanding of

the meaning and intent of disciplinary literacy;

the use of disciplinary literacy skills in Social Studies;

and how disciplinary literacy and text choice can help inspire inquiry.Purpose Of Todays WebinarTalking Points:

The goals of todays webinar are to Help Participants Gain An Understanding of (three things) the meaning and intent of disciplinary literacy;

the use of disciplinary literacy skills in Social Studies;

how disciplinary literacy and text choice can help inspire inquiry.

This webinar presentation is intended for a K-12 audience.

2What Is Disciplinary Literacy?

Talking Points: Lets begin by establishing some basics of disciplinary literacy.

3Defining 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 and technical fields. Literacy is the ability to read and write in order to make meaning from text.

Talking Points:

As we embark upon our journey through todays webinar we want to begin with some basic meanings and definitions.

As you view the slide you see that we have before you, two definitions.

One.Provides the fundamental meaning of Literacy

And; Disciplinary literacy

Both involve the ability to read and write but Disciplinary literacy is anchored in the specifics of individual disciplines. DISCIPLINARY LITERACY is the combining of knowledge and skills with the ability to read, write and demonstrate tasks in a way that is meaningful within the context of a particular discipline.

Our focus today is the discipline of social studies and when we speak to this in the area of SS we are speaking about the sub-disciplines of subjects such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, humanities, etc.

So where basic LITERACY refers to the ability to read and write. Disciplinary literacy refers to the specialized skills needed to be able to understand and make meaning of information in a specific field of study.

AND in order to be literate in social studies, individuals must acquire the skills, content, understandings, practices and habits of mind from each of the sub disciplines of social studies that will enable one to make reasoned decisions.

4What is Disciplinary Literacy?

This video is an introduction to the concept of disciplinary literacy by Dr. Timothy Shanahan, Professor Emeritus of Urban Education at the University of Illinois in Chicago.

https://center.ncsu.edu/nc/mod/page/view.php?id=498861 Talking Points: BE LOGGED IN TO NCED BEFOREHAND. The NC Department of Public Instruction spent two years working to develop two very detailed instructional modules on Disciplinary Literacy with the guidance and input of Dr. Tim Shanahan.

This video is an introduction to the concept of disciplinary literacy by Dr. Timothy Shanahan, Professor Emeritus of Urban Education at the University of Illinois in Chicago. Dr. Shanahan has conducted research on the ways in which people in different fields (i.e., history, geography, economics, science, math, etc.) approach reading and writing within their disciplines.

Link to Video: https://center.ncsu.edu/nc/mod/page/view.php?id=498861

****Remember that you can access this Module on the NC Education site and that in order to do so you need to be a member. You also will need to request access to this as a course available to you.

Final Talking Point Upon Ending of Video: As you can see, this video is an introductory part of the first NCDPI Module on Disciplinary Literacy and can be found at the NC Education site which houses many of the Modules the agency has prepared as resources and tools for personal professional growth.5Levels Of Literacy Development

Research indicates that there are at least three levels of literacy development.

Basic literacy skills such as the ability to decodeBasic fluency which includes comprehension and word meaningSpecialized literacy skills that are taught within a specific subject or content areaLiteracy Pyramid adapted from Shanahan and Shanahan (2008) for North Carolinas NC Education Literacy Modules I and IITalking Points:The pyramid illustrates the development of literacy. A decade of research indicates that there are at least three levels of literacy development. Students require basic literacy skills such as the ability to decode, and they need intermediate literacy skills that include many of the generic reading comprehension skills. Students also require the specialized literacy skills that are taught in each content area class.

Disciplinary literacy instruction engages learners with content in ways that mirror what scholars, scientists, and mathematicians do to inquire and gain understanding in their disciplines. For students to have success comprehending content-specific text, all teachers provide explicit instruction on discipline-specific reading and writing skills in all courses.

The pyramid base represents highly generalizable basic skills entailed in all reading tasks (decoding skills, print and literacy conventions, recognition of high-frequency words, basic punctuation, etc). Most students master these in the primary grades, and even those who struggle tend to master them before entering high school.At the same time, Disciplinary literacy, while being seen as a significant feature at 6-12 here, does really begin as soon as students are exposed to the social studies.

Progressing higher in the pyramid means learning more sophisticated, but less generalizable, skills and routines (Shanahan and Shanahan, 2008).

As students progress in their education, they encounter more complex forms of text organization and begin to use the author's purpose as a tool for critical response. Most students learn these skills by the end of middle school,

Disciplinary LiteracyReading in Middle SchoolHoward County Public School System 2014 Howard County, Marylandhttp://www.hcpss.org/academics/ms_program/disciplinary.shtml

ReferencesShanahan , T. (2010) What it means to teach disciplinary literacy. Disciplinary Literacy for Success in College and Careers Seminar, English Language Arts Collaborative. Sept 16-17.Shanahan, T. & Shanahan C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32/1, 7-18.Fang, Z., & Schleppegrell, M. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent and Adult Literacy 53(7).Carnegie Corporation (2003) Advancing Literacy, retrieved from http://www.carnegie.org/literacy/index.htmlIppolito, J., Steele, J. & Samson, J. (2008). Why adolescent literacy matters now. Harvard Educational Review Special Issue. 78(1).

6Distinguishing Content Literacy From Disciplinary Literacy

Comparison of Content-area Literacy to Disciplinary Literacy (Shanahan, 2010)Talking Points:

How is disciplinary literacy different from what we have traditionally focused upon in terms of reading and writing skills?

The intent of the chart is to illustrate that disciplinary literacy skills move from the more generalized, basic skills of content-area literacy to increasingly more specialized and complex understandings.

As you study the chart it is important to note that disciplinary literacy does have a presence in Content Area Reading because of the fact that we are use specific content (i.e. History, Civics, Geography, etc.) when teaching general skills.

However, the significance of the chart is to illustrate how we have tended to implement literacy and the focus that has been in place when teaching literacy skills.Traditionally, educators have focused on using the content (basic topics and facts) of a discipline as a means to teach generalized skills in reading as opposed to using literacy to make meaning within a discipline.

As we begin to shift our thinking and practice, especially in social studies, we now have a greater understanding that disciplinary literacy focuses on literacy in a way that is different from content-area literacy, where the traditional expectation has been that "every teacher is a reading teacher."

So, as we focus more on quality teaching and learning and what researchers are sharing about literacy and disciplinary, many are beginning to understand what social studies educators have known and been advocating for decades. And that is, while social studies teachers are not reading teachers (unless they have been trained as such) they do use the literacy skills as they are specialized to a particular content area or discipline.

Over the past 10 years reports have pointed out that the demands for adolescent literacy are changing as our students move into the 21st Century (Carnegie Corporation, 2003; Fang and Schleppegrell, 2010, Ippolito, Steele and Sampson; 2008).

Therefore, it is no surprise that we see a strong and deliberate focus placed on the specific literacy skills students need for specific disciplines (disciplinary literacy) in the Common Core Literacy Standards, our North Carolina Essential Standards and the C3 Framework recently released by the National Council for the Social Studies.

7The nature of the skills and activities of disciplinary literacy are specialized. (Social Studies, by nature is an integrative field, comprising history and the social sciences.1)

The focus of disciplinary literacy is on how literacy is used to make meaning within a discipline. (Social Studies has its own range of content and concepts.)

In disciplinary literacy the texts are only focused on disciplinary specific text. (Each sub-discipline of social studies has its own unique knowledge core.)

In disciplinary literacy graphics, data and captions are taught specifically to a discipline and are critical to the whole of the text. (Each discipline of social studies has its own context, which these ancillary components provided with the text help define and support.)

The Nature Of Social StudiesAfter the participants take the OPINION POLL this slide will be used to visually illustrate the fact that SS is integrative by nature while at the same time connecting back to the point made in the table on the slide comparing Content Area Reading to Disciplinary Literacy. The BOLD statement of each bullet is a point made in the previous table and the information in parentheses is to highlight the connection to the nature of social studies.

Talking Points:

The National Council for the Social Studies (NCSS) defines Social Studies as the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. (National Council of Social Studies)

Social Studies, by nature is an integrative field, comprising history and the social sciences.1Each sub-discipline of social studies has its own unique knowledge core, its own ways of inquiring, investigating, reasoning, representing, and forming questions, and its own range of content and concepts.

Citation:1Taylor, B., & Duke, N. (2013). Handbook of effective literacy instruction: Research-based practice k-8. New York: Guilford Press. Retrieved from http://books.google.com/books?id=0dDeons-Yo0C&pg=PA418&lpg=PA418&dq=the pyramid of disciplinary literacy&source=bl&ots=bBXv35JGZh&sig=q7RoAVCT-mGiNjnlDjFGgsi4FOo&hl=en&sa=X&ei=tJMnU42ZJIbhyQHmqYD4Dg&ved=0CFAQ6AEwBA

8}

Students need to be able to understand the language of the various social studies disciplines.

Concepts provide the language to help understand the disciplines of social studies.The big ideas of social studies are statements of relationship based on the concepts of a discipline.We get these big ideas of social studies by putting together at least two concepts to form a relationship statement.

The Language Of Social Studies DisciplinesGeneralization/Big Idea: As people move to meet their basic needs, governments may develop laws to maintain national identity.

Provide The Context}}Provide The LanguageTalking Points:As we have embraced the three-dimensional shift of a conceptual framework for our North Carolina Essential Standards as well as the new C3 Framework social studies educators are beginning to become more comfortable with teaching to the big ideas of social studies because the foundation of these big ideas lie in the relationship of the concepts. Many of you are familiar with both the suggested social studies concepts table and the Structure of Knowledge graphic seen on this slide. These visuals are important because they illustrate more than just concepts and disciplinary strands. They are important because they help exemplify what we mean when we talk about the language of the disciplines of social studies.

Students need to be able to understand the language of a discipline. In the social studies the concepts give us the language to help understand the big ideas of the social studies disciplines.

As educators we give students the language of the discipline by using the concepts. The topics and the facts (that we see represented at the bottom of the Structure of Knowledge graphic) provide students with the context for the learning.

This definition below is here just in case someone asks about principles. Note of definition: A principle is a law or rule or a fundamental truth that serves as the foundation for a system of belief or behavior or for a chain of reasoning.9Students should be able to:read and understand various kinds of texts focused on the social studies discipline in which they occur;

combine knowledge and skills with the ability to read, write, listen, speak, think critically and demonstrate tasks in a way that is meaningful within the context of a particular discipline of social studies;

and engage in authentic opportunities to learn and practice literacy by applying skills that require them to think deeply and critically about specific disciplines of social studies.10Rate The Three Statements In Order Of Your Thoughts On Which Is Most Important.#1?#2?#3?

Activity: Opinion Poll

All Are Equally Important!Talking Points:We all have ideas and thoughts about what is important in the area of literacy and what students should be able to do. So what we want to do right now is get your thoughts on some of the things you think are important.

We are going to ask you to take an opinion poll. But, before we take the poll we want each person to take a minute to read over each of the following statements and decide how you would prioritize them if you had to place them in some type of order of importance.

10The Lenses Of Social Studies

Historical Literacy addresses both learning historical content and being able to make sense of that knowledge through reason and interpretation. (National Center for History in the Schools)

A historianstudies the past, change over time and is concerned with the continuous, systematic narrative and research of previous events. Historical literacy requires engagement in five interconnected dimensions of historical thinking.

Types of questions Historians ask:Whose knowledge is this?Where did this knowledge base come from?Whom might this knowledge (or perspective) benefit?What perspectives are missing?What voices are silenced? Geographers concentrate on the "where". This is the "Spatial Perspective" that is peculiar to the study of geography. History and Geography are quite similar. When historians study a topic they focus on the WHEN. Hence you can have subjects like the: history of war, the history of sports, the history of comic books, etc. Geographers can study these same issues, and virtually anything else, but the geographer's perspective is SPATIAL, rather than TEMPORAL like the historians. Geographers try to answer three questions:Where?Why there?Why do we care?An economist is concerned with how societies, governments, business and people choose to use and allocate resources and are concerned with how economic issues and forces affect outcomes.

Economic literacy is defined as the competence in identifying and evaluating economic concepts as it relates to personal finance, the economy, and political systems. Economic literacy is crucial because it is a measure of whether people understand the forces that significantly affect the quality of their lives. - former president of the Minneapolis Federal Reserve .

Some questions an economist might ask include:What economic choices will lead to a society with increased prosperity?Which variable were independent and dependent?What began the negative slope?How did the nation regain economic momentum?How does the data support trends, patterns or forecast warnings for the economy, society, etc.?The study of culture examines the beliefs, values, behaviors, traditions, and ways of life of a group within society. It also encompasses other cultural attributes, such as language, literature, music, arts and artifacts, and food.

A literate reader knows the object-language's alphabet, grammar, and a sufficient set of vocabulary; a culturally literate person knows a given culture's signs and symbols, including its language, particular dialectic, stories, entertainment, idioms, idiosyncrasies, etc. The culturally literate person is able to talk to and understand others of that culture with fluency, while the culturally illiterate person fails to understand culturally-conditioned allusions, references to past events, idiomatic expressions, jokes, names, places, etc.

A cultural anthropologist asks:What role does culture play in human and societal development?What are common characteristics across cultures?What is the role of diversity with a society and how is it maintained?How does culture change and accommodate various belief systems and ideas?Political literacy is a set of competencies citizens should master in order to participate effectively and meaningfully in government. It includes an understanding of how government works and of the important issues facing society, as well as the critical thinking skills to evaluate different points of view.

Political scientists study the origin, development, and operation of political systems. They research political ideas and analyze the structure and operation of governments, policies, political trends, and related issues

Some questions of focus for political literacy are:How do policies impact society?What effect does it have on a discussion when each person has an equal voice? Even when you work to give everyone an equal voice,what happens?What does authority mean? Who has authority and why? How is this different from responsibility?What interests are being served by those in power?

Talking Points:In general, Social Scientists use multiple perspectives and questioning habits of mind to think and take action on their decisions through inquiry, dialogue, activism, and their daily decisions about how to live so that they help make a better world. (The Social Studies, May/June 2003; p.102)

HistoryA historianstudies the past, change over time and is concerned with the continuous, systematic narrative and research of previous events. Historical literacy requires engagement in five interconnected dimensions of historical thinking: Chronological Thinking refers to the way that historians make sense of events by placing them in their order of occurrence in time. Historical Comprehension- to take into account what the narrative reveals of the humanity of the individuals and groups involved their motives and intentions, their values and ideas, their hopes, fears, doubts, strengths, and weaknesses. Historical Analysis and Interpretation- individuals engage in investigation and dissecting of competing ideas, facts and purported facts to create coherent narratives to explain some phenomena. Historical Research Capabilities In this process individuals contextual knowledge of the historical period filling in the gaps, evaluating the records they have available, and imaginatively constructing a sound historical argument or narrative requires a larger context of meaning. Historical Issues-Analysis and Decision-Making This process involves issue-centered analysis and decision-making at the center of historical dilemmas and problems faced at critical moments in the past and contemporary and current times.

Geography: (resource-http://harpercollege.edu/mhealy/g101ilec/intro/int/g3intrfr.htm)Geographers try to answer three questions:Where?Why there?Why do we care?Geographers concentrate on the "where". This is the "Spatial Perspective" that is peculiar to the study of geography. History and Geography are quite similar. When historians study a topic they focus on the WHEN. Hence you can have subjects like the: history of war, the history of sports, the history of comic books, etc. Geographers can study these same issues, and virtually anything else, but the geographer's perspective is SPATIAL, rather than TEMPORAL like the historians. Hence there can also be the geography of war, the geography of sports, and the geography of comic books. What geographers add to such topics is the spatial perspective.

CultureA literate reader knows the object-language's alphabet, grammar, and a sufficient set of vocabulary; a culturally literate person knows a given culture's signs and symbols, including its language, particular dialectic, stories, entertainment, idioms, idiosyncrasies, and so on. The culturally literate person is able to talk to and understand others of that culture with fluency, while the culturally illiterate person fails to understand culturally-conditioned allusions, references to past events, idiomatic expressions, jokes, names, places, etc.

Political LiteracyPolitical literacy is a set of competencies citizens should master in order to participate effectively and meaningfully in government. It includes an understanding of how government works and of the important issues facing society, as well as the critical thinking skills to evaluate different points of view.

Economic LiteracyEconomic literacy is defined as the competence in identifying and evaluating economic concepts as it relates to personal finance, the economy, and political systems. Economic literacy is crucial because it is a measure of whether people understand the forces that significantly affect the quality of their lives. - former president of the Minneapolis Federal Reserve .

An economist is concerned with how limited resources, goods and services are produced and distributed. Literacy for the economist is extremely loaded with the analysis of data and variables interpreted in charts, tables, graphs, etc. to help forecast outcomes and solve problems.

Some questions an economist might ask include:What economic choices will lead to a society with increased prosperity?Which variable were independent and dependent?How does the data support trends, patterns or forecast warnings for the economy, society, etc.?

1112Self Reflection Poll Question: In which discipline of Social Studies do you feel most confident when planning instruction and teaching?

? %History? % Civics/Government? % Economics? % Geography? % Behavioral Sciences

Attendees should be able to view the Poll in Progress on their screens.

ActivityTalking Points:Although there is no scientific evidence yet to show that people have specific, fixed learning styles or that students benefit when teachers target instruction to a specific learning style we do know that providing students with multiple ways to learn content has been shown to improve student learning. With the exact same thought we know that teaching to multiple disciplines of social studies as well as integrating those multiple disciplines does engage students in the disciplinary practices that demand they combine knowledge and skills with the ability to read, write, listen, speak, think critically and demonstrate tasks in a way that is meaningful within the context of a particular discipline of socials studies.

Talking points:The traditional debate in education has been around this question:

How much content do students need to knowin 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?

In order to be literate in Social Studies, one must acquire the skills, content, understandings and habits of mind (practices) from each of the sub disciplines of Social Studies that will enable an individual to make reasoned decisions for the public good.

Right now we are going to ask you to take another poll. This time we want you to answer based on the question and answer choices on the slide before you. You can only select one correct answer that you feel is representative of you. This time when the poll comes up on the screen for you, you will have all of the information you need to reflect and make your choice.

Question: In which discipline of Social Studies do you feel most confident when teaching?

Respond to what people say. Expect people to choose history. why might we be most comfortable in history?12Disciplinary Literacy And The Common Core Standards for Literacy in History/Social Studies

Talking Points:

13Expert Thoughts!In general, I (Dr. Timothy Shanahan) think the common core approach is the right one it puts greater emphasis on teaching and long range learning goals than on text placement.

The Common Core State Standards outline the literacy skills necessary to prepare students for college, workplace and real world expectations to read demanding informational texts and to write informational and explanatory texts with clarity and coherence.

Disciplinary literacy instruction engages learners in ways that mirror what scholars, scientists, and mathematicians do to inquire and gain understanding in their disciplines.

Dr. Timothy Shanahan is Distinguished Professor Emeritus of urban education at the University of Illinois at Chicago where he was Founding Director of the Center for Literacy and chair of the Department of Curriculum and Instruction. He is one of the authors of the History/Social Studies Literacy Common Core State Standards.http://www.shanahanonliteracy.com/2012/07/common-core-or-guided-reading.html Talking Points:Dr. Timothy Shanahan is Distinguished Professor Emeritus of urban education at the University of Illinois at Chicago where he was Founding Director of the Center for Literacy and chair of the Department of Curriculum and Instruction. He is one of the authors of the History/Social Studies Literacy Common Core State Standards.

The Common Core Literacy Standards outline the literacy skills necessary to prepare students for college, workplace and real world expectations to read demanding informational texts and to write informational and explanatory texts with clarity and coherence.

Disciplinary literacy instruction engages learners in ways that mirror what experts do to inquire and gain understanding in their disciplines.

The Common Core Literacy Standards require students to take part in their individual learning and to think more critically about content, instead of regurgitating information back to the teacher or parroting to the teacher what the book has already said. Thomas Friedman, many of you know him from his work, The World Is Flat, blogged the following quote that hits the nail on the head with what we want to promote with the use of disciplinary literacy. In a November 2003 blog post he said, We dont need to eschew the traditional subjectsbut we do need to move beyond memorizing and regurgitating what experts in the field have already discovered. We need students to think like an expert in the field. That means classrooms should look more like investigative laboratories than rows of desks ready to receive information.

Source: Thomas Friedman in November 7, 2003http://edtosavetheworld.com/2013/11/07/think-about-jobs-of-the-future/ blog post

14The Common Core Standards for Literacy in History/Social StudiesDisciplinary literacy learning goes beyond gathering facts.

Disciplinary literacy engages students in deeper learning, and goes beyond simply gathering concrete facts.

http://www.rt3nc.org/objects/standards/cclitmap/acre/litcontentareas.html Talking Points:

The K5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA.

The standards for grades 612 are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects.

This division reflects the unique, time-honored place of ELA teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

The Common Core Literacy Standards for History/Social Studies are comprised of a set of skills that along with the content allow students to become engaged in learning experiences that allow them to make meaning within a particular sub-discipline of social studies. In order to be literate in social studies, individuals must acquire the skills as well as content that will enable them to make reasoned decisions.

Since we have already established that each sub-discipline of social studies has different ways of viewing the world, using different vocabulary, applying concepts and arriving at the big ideas we want to also be cognizant of the fact that although the Common Core Standards for literacy have been entitled History slash Social Studies History and Social Studies ARE NOT synonymous. History is a sub discipline of Social Studies. And as teachers make decisions about incorporating these literacy standards into instruction and assessment it is important to keep this in mind.

Disciplinary literacy engages students in deeper learning, and goes beyond simply gathering concrete facts.This also helps focus the questioning and inquiry process and the types of questions that might be asked based upon the discipline(s) being addressed.

The Common Core Standards for Literacy in History/Social Studies give Students a deliberate and deeper dive into understanding the big ideas of social studies.When teachers make deliberate decisions on when, why and how to use these standards in the classroom students are given more exposure and greater opportunity to examine and explore concepts and big ideas. It gives them the chance to meaningfully immerse themselves in that content and they emerge with an understanding that lasts well beyond an assessment or test.

15Disciplinary Literacy:In The Social Studies Classroom? ...In The English Language Arts Classroom?Social Studies ClassroomEnglish Language Arts ClassroomAlthough Social Studies and English Language Arts share elements of the humanities they are two distinct disciplines that have unique objectives and learning outcomes.

When it comes to literacy, reading, writing, speaking and listening skills are sometimes treated the same for Social Studies and English Language Arts.

This is a common mistake!Talking Points:Although Social Studies and English Language Arts (ELA) share elements of the humanities they are two distinct disciplines that have unique objectives and learning outcomes. When it comes to literacy, reading, writing, speaking and listening skills are sometimes treated the same for Social Studies and ELA. This is a common mistake. Although the two subject areas often draw information from the same documents and historical periods, the intentions and expected outcomes for the learning serve different purposes and meanings and therefore draw upon the same literacy skills in very different ways. It is a misconception to operate instructionally on the premise that the ELA teacher and the history, sociology or psychology teachers would each use Dr. Martin Luther King, Jr.s Letter From Birmingham Jail for the same instructional purposes and intended learning outcomes. They would not. Each teacher in a particular subject area of Social Studies would use the skills found in the Common Core Literacy Standards to build the knowledge and comprehension within a specific social studies sub-discipline.

16Lets Look At Literacy In Social Studies Compared To Literacy In English Language Arts Social Studies ClassroomEnglish Language Arts ClassroomIn the social studies classroom the focus might be on the history discipline and thus reading like a historian. In the ELA classroom the focus might be to guide students to engage in reading like a writer. The intent of the social studies teacher in the lesson would be to teach by incorporating the skill of sourcing which is a critical part of reading with the lens of a historian and the political scientist, as well as several other social scientists.

The intent of the ELA teacher in the lesson might be on determining purpose and point of view. Thus, the lesson would focus on effective use of language by the author and how the authors style of writing contributes to the power, persuasiveness, or beauty of the text.In the disciplines of social studies, sourcing is the focus on who the writer(s) is of a document and their intent in writing the document. The teacher would ask students to use documents to analyze the question, Was the U.S. planning to go to war before the Gulf of Tonkin incident?In analyzing historical documents and primary sources comparatively in the ELA classroom, the learning focus would be on discovering the authors purpose and how he/she addresses concepts and develops the theme.

Although the two disciplines often draw information from the same documents and historical periods, the intentions and expected outcomes for the learning serve different purposes and meanings and therefore draw upon the same literacy skills in very different ways. Two classes might both plan to use historical and primary resources focusing the Tonkin Gulf Resolution.

Talking Points:Although Social Studies and English Language Arts (ELA) share elements of the humanities they are two distinct disciplines that have unique objectives and learning outcomes. When it comes to literacy, reading, writing, speaking and listening skills are sometimes treated the same for Social Studies and ELA. This is a common mistake. Although the two subject areas often draw information from the same documents and historical periods, the intentions and expected outcomes for the learning serve different purposes and meanings and therefore draw upon the same literacy skills in very different ways. It is a misconception to operate instructionally on the premise that the ELA teacher and the history, sociology or psychology teachers would each use Dr. Martin Luther King, Jr.s Letter From Birmingham Jail for the same instructional purposes and intended learning outcomes. They would not. Each teacher in a particular subject area of Social Studies would use the skills found in the Common Core Literacy Standards to build the knowledge and comprehension within a specific social studies sub-discipline.

In the SS classroomLets consider the social studies teacher and her purpose for teaching the lesson. In the social studies classroom the focus might be on the history discipline and thus reading like a historian.

The intent of the social studies teacher in the lesson would be to teach by incorporating the skill of sourcing which is a critical part of reading with the lens of a historian as well as several other social scientists.

For those in the area of social studies, sourcing is the focus on who the writer(s) is of a document and their intent in writing the document. The teacher would ask students to use documents (texts such as primary and secondary sources or even artifacts) to analyze the question, Was the U.S. planning to go to war before the Gulf of Tonkin incident?

In the ELA classroomLet's consider the ELA teacher and her purpose for teaching the lesson.

In ELA classrooms, analysis of the same text requires teaching with a different lens while connecting to some of the same Common Core skills as the social studies teacher.

However, instead of reading like a historian, the English teacher guides students to engage in reading like a writer to examine the authors use of rhetorical devices to both increase their reading comprehension and improve their writing skills.

In determining purpose and point of view in ELA classrooms, the conversation would focus on effective use of language by the author and how the authors style of writing contributes to the power, persuasiveness, or beauty of texts.

In analyzing historical documents and primary sources comparatively in ELA classrooms, the learning focus would be on discovering the authors purpose and how he/she addresses concepts and develops the theme.

17Why Disciplinary Literacy Matters? Why Does Text Choice Matter?

Talking Points: We want students will begin to develop disciplinary ways of knowing, understanding and doing that builds over time. Not only will students become literate in the sub disciplines, but they will also begin to apply this disciplinary knowledge to interdisciplinary studies.

18Why Disciplinary Literacy?

Disciplinary literacy encourages critical attributes of quality social studies instruction such as... Learning that is Meaningful & Authentic Key concepts and themes are developed in depthSkills necessary to help students thrive in the world beyond school

Learning that is IntegrativeCombining knowledge and skills encourages greater understanding when actually applying skillsMultiple disciplines are often a part of the content used to apply skills

Active EngagementActively being involved in applying skills to the content requires students to process and think about what they are learningSocial studies involves questioning which directs inquiry that involve analysis and inferringTalking Points:

What you see on the screen reflect what NCSS and related research suggests as significant elements of powerful teaching and learning in the social studies classroom.

This powerful teaching and learning is connected so closely to effective inquiry and Developing driving questions. We have discussed both of these things in our previous webinars centered around the C3 Framework. For more, please see our archived webinars.

And keep in mind something we stated earlier in the webinar, that is thinking in terms of What are the disciplinary thinking practices students need in order to be skilled in critical thinking, reasoning, problem-solving? And remember we said that in order to be literate in Social Studies, one must acquire the skills, content, understandings and habits of mind (practices) from each of the sub disciplines of Social Studies that will enable an individual to make reasoned decisions for the public good.

So as you look at the screen you see reflected several key characteristics of social studies that are encouraged and facilitated by the use of disciplinary literacy.

19What 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 studyEmphasizes skills and practicesApplies Disciplinary Concepts and ToolsInquiry, as we have discussed when talking about Dimension One of the C3 Framework, has a number of advantages, indicated here. It is also highly student centered and RELEVANT to the students, with a focus on making connections to the real world and real life and encouraging students to use resources outside of the classroom and school.

Helps students identify and refine real questions into learning projects;Provides students with opportunities to learn with more freedom while reinforcing the basic skills;Provides students with opportunities to utilize more varied learning styles;Incorporates interdisciplinary study;Encourages collaboration among students;Works with any age group and develops student research and questioning skills;

An inquiry model enhances instruction and brings in that third dimension of thinking and learning that is an element of social studies instruction in North Carolina. It can be integrated from the very beginning into a conceptual unit as a component of instruction.

20Disciplinary Literacy And Text?

How can teachers inspire inquiry by using discipline specific text?

Talking Points:In disciplinary literacy the texts are only focused on disciplinary specific text.How can teachers apply disciplinary literacy and inspire inquiry in the classroom?21Nonfictiontext whose primary purpose is something other than to convey information about the natural or social world, such as telling about an individual's life, an event or series of events, or how to do something.biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individuals life

Procedural or how-to text is also nonfiction, but not informational text because its primary purpose is to tell someone how to do something, not convey information about something

Nonfiction narrative or true stories are also nonfiction but not informational text, because their primary purpose is to tell of an event or series of events that have occurredUnderstanding Informational Text And Nonfiction: There Is A DifferenceInformational Texttext whose primary purpose is to convey information about the natural world or the social world

text that typically has characteristic features such as addressing whole classes or categories of things in a timeless way

text that comes in many different formats, including books, magazines, handouts, brochures, CD-ROMs, the Internet, paintings, artifacts, etc.

Resource : Article: Reading & Writing Informational Text in the Primary Grades, http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/duke_sample_pages.pdf Talking Points:

The Common Core Standards and Common Core Literacy Standards call for the use of informational text. However, they are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. (paraphrased from CCSS Introduction,, Page 4).

The terms informational text and nonfiction tend to be used interchangeably. However, they are not the same. Informational text is a type of nonfiction.

Nonfiction includes any text that is factual. (Or, by some definitions, any type of literature that is factual, which would exclude texts such as menus and street signs.)

Informational text differs from other types of nonfiction in purpose, features, and format.

Lets consider what informational text is and is not.

Informational text is:text whose primary purpose is to convey information about the natural and social world.text that typically has characteristic features such as addressing whole classes of things in a timeless way.text that comes in many different formats, including books, magazines, handouts, brochures, CD-ROMs, and the Internet.

Informational text is not:text whose primary purpose is something other than to convey information about the natural and social world, such as telling about an individual's life, an event or series of events, or how to do something.text that always has particular features; instead, features vary by text. only books.

The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose.

We are all familiar with Biography, and many educators in the K through 6 grades like to incorporate the use of biographies in the teaching of reading and writing. We are also familiar with how-to text and true stories.The authors of research in the area of reading and writing informational text in the primary grades inform us that biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individuals life.

Procedural or how-to text is also nonfiction, but it is not informational text because its primary purpose is to tell someone how to do something, not convey information about something.

Nonfiction narrative or true stories are also nonfiction but, not informational text, because their primary purpose is to tell of an event or series of events that have occurred.

Keep in mind that we are not saying that biography, procedural text, nonfiction narrative, and other types of nonfiction are not important because they are; they are just not the same as informational text.

Resource for the information on this slide and talking points: Article: Reading & Writing Informational Text in the Primary Grades, http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/duke_sample_pages.pdf

22Ever Think About The Texts You Use?Part of the motivation behind the interdisciplinary approach to literacy is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas...

the Common Core (History/Social Studies Literacy Standards) intentionally would have teachers place students in texts that are more challenging.

Talking Points:

Dr. Timothy Shanahan, in his speeches, his blogs and in one of the many critical points he reminds us about the Common Core State Standards (CCSS) for Literacy in History/Social Studies is that by the time students enter college, workforce training programs, or the workplace, they will be expected to read demanding informational texts and to write informational and explanatory texts with clarity and coherence. The Common Core State Standards outline the literacy skills necessary to prepare students for these challenges.

Incorporating disciplinary literacy into ones instructional practice encourages another very important skill and that is the ability to select appropriate and meaningful text that is representative of one or more of the sub disciplines of social studies.

As social studies educators we have to be able to recognize appropriate texts and the understanding that non-fiction text is not always informational text gives us a great start. This is a key understanding as we apply disciplinary skills to our instruction.

Keep in mind that when we compared the two just a few moments ago we focused on understanding what informational text is and is not. As social studies educators select types of informational text to use it is important to remember that it is text whose primary purpose is to convey information about the natural or social world and not to convey information about an individuals life or to tell of an event or series of events that have occurred.

So, that brings us to these questions:But what types of texts are being used in the social studies classroom and how are they being used? Is there an actual and authentic emphasis on teaching with a disciplinary focus? andWould learning be more meaningful if students were exposed to more challenging texts?

Studies show that students can make real learning progress while matched to a variety of text levels.And yes, using easy text with guided reading strategies can lead to learning.

But, lets reflect back to the chart we looked at earlier that compared Reading In The Content Area to Disciplinary Literacy. In that comparison we remember that the use of reading and writing to learn information is more on the content reading side of the comparison - where the use of disciplinary literacy skills to make meaning within a discipline help the students to figure out the meaning of a challenging text without being told what it says.

Students tend to do best when given more challenging texts and when the literacy skills learners use when analyzing informational text are used with a disciplinary focus.

So, hearing this, imagine the greater and more meaningful outcomes for learning that students can achieve when teachers make use informational text significant to the discipline or disciplines, especially through primary and secondary sources and artifacts.

23Artifacts as Audio!

How often do you use audio artifacts in your classroom?Do you ever consider artifacts as text in your classroom?Artifact As Text

Talking Points:

There are times in the disciplines off SS where there is no text. And students have to make sense out of what they are given. Which may sometimes be in the form of an artifact. This is why when the skills of literacy are steeped in the discipline it is important that students know the language of the discipline. And most certainly, comparing what might be learned from an artifact with what we know from related documents is a meaningful literacy activity.

As teachers in the classroom we often want to have greater engagement and inquiry in the classroom. As we look at the why of disciplinary literacy why not try expanding the use of primary sources to include artifacts as informational text. (These Are Primary Sources That Extend Beyond The Written Word Or Picture Image!)

Our intent with the next slides is to demonstrate, through the analysis of artifacts, pedagogical approaches that encourage literacy in the discipline as well as looking at how the use of artifacts as informational text can show us teacher behaviors that support literacy in the disciplines.

From Dr. Shannahan----We shouldnt take artifacts as texts but certainly comparing what might be learned from an artifact with what we know from related documents is certainly a literacy activity.24Activityhttp://padlet.com/wall/artifactsactivity

On This Slide Place the link to an activity that participants can take about 3 minutes to do on their own computers in an effort to give them some opportunity to engage in an activity they can use with students.

Use Padlett to do this activity: Take them to the site and show them how to use the site and then do an example of what you want them to do.

On their own computer each person will:Go to the URL listed (it should be placed in the chat bar)Once on the Padlet site they will analyze the texts they see before them (representations of artifacts)Each person will be instructed to analyze the texts/artifacts and determine What they believe it to beWhat the item would have been used forThe type of person who would have had it in their possessionWhat evidence do the items provide or hint at about a persons activities and/or their life?

25Artifacts Are The Texts A Historian Uses In The Discipline of History

Historical literacy means gaining a deep understanding of historical events through active engagement with historical texts.Artifacts Of Lincolns Assassination (What He Carried In His Pockets)Talking Points:The contents of Lincolns pockets on the night of his assassination weren't revealed until February 12, 1976. In his pockets Lincoln carried two pairs of spectacles, a chamois lens cleaner, an ivory and silver pocketknife, a large white Irish linen handkerchief, slightly used, with "A. Lincoln" embroidered in red, a gold quartz watch fob without a watch, a new silk-lined, leather wallet containing a pencil, a Confederate five-dollar bill, and news clippings of unrest in the Confederate army, emancipation in Missouri, the Union party platform of 1864, and an article on the presidency by John Bright.

Watch fob - The Jewelers dictionary defines a Fob as a short chain, ribbon or other similar thing, fastened to a watch to aid in withdrawing it from a pocket in clothing.ButtonPocket knifeHandkerchiefWalletConfederate $5 dollar billGlass lens cleaner and bufferGlasses caseTwo pairs of eyeglasses, one with name on inner stemNews clippings of unrest in the Confederate army, emancipation in Missouri, the Union party platform of 1864, and an article on the presidency by John Bright

Some interesting questions that would be asked about this text (the artifacts themselves revolve around the context in which they would have been used, existed or provided for in forming a story or meaning.

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?What particular items did you see that provide evidence of Lincolns daily activities and of his life?What story did these items tell you?What makes these artifacts significant today?What items might be in the pocket of the current U.S. President? Explain your choices.

You could vary the lenses that you want your students to use as they consider these texts. Of course, the questions might be somewhat different depending on the lens. Additional interesting information(not for the webinar due to time limits): Among the various items found in President Lincolns pockets after he was assassinated was a Confederate Five Dollar note. Of course, no one really knows why he was carrying a Confederate bill. I remember reading somewhere that he found the money while visiting the newly fallen Richmond just a little more than a week prior to his assassination. I dont know if thats true, either.I like to think he kept the note as a reminder that the war was finally over-and yes-that the North had been victorious. He had expressed many times that the war was really about whether or not the United States was going to continue on as a nation or become, more or less, a footnote to history. He felt that the country was the last best hope on earth. He reasoned that if the American democracy ceased to be-that if the experiment had failed-then the cause of liberty for the whole world failed with it. So perhaps he kept the bill to remind himself that the nation remained intact and the dream of the founders first conceived would live on.That being said, I think he also realized that a new birth of freedom had taken place. The country, for the first time, was free of slavery. The words of the Declaration were applied to the former slaves. This was new ground for the nation.He also knew that the country faced enormous challenges. However, the challenges were part of the growing process that had been initiated. He died too soon to see the fruition of that growth.Id like to think that all those things stated above were the reason President Lincoln was carrying on his person a Confederate bill. I am just as willing to admit, even so, that he may not have had a reason for keeping it at all. He may have seen it, picked it up, and tucked it away without giving it any thought at all. But, that really would not have been like Lincoln at all, would it?

Ressources found at: TPS Direct Lesson Activity: TPS (Teaching with Primary Sources) Direct is a professional development program from the Library of Congress.http://www.loc.gov/teachers/tps/

26Artifacts as Audio!

How often do you use audio artifacts in your classroom?Do you ever consider audio as text in your classroom?Audio As Text

Talking Points:Once again, .THINK about the discipline and the text of a discipline. Specialized skills used in a particular discipline of study such as DANCE are used in a totally different manner to interpret and make meaning than in maybe a history or sociology class.

But then you consider the text used. Often times the text for someone observing dance is the Dance itself. The observer must use a lens trained especially for DANCE but that is their text.

That said, when you think about disciplinary literacy skills focused on listening how many of us have ever considered audio as a form of informational text?

27What Do You Hear?

Think about and write down impressions while you listen.

Think about these questions as you listen:

How does the content of the audio clip exemplify the events and prevailing attitudes of the time?

What can you infer about society, government or life in general?

What questions does the audio raise?

What lens(es) have you chosen to use? I HearI ThinkI WonderThe presenter will Introduce an audio recording and share that audio is also text. Share with the participants that it is important to recognize that literacy skills also involve listening.

Talking Points:

Think about and write down impressions you gain as you listen to the audio.

Think about the following questions as you listen:

How does the content of the audio clip exemplify the events and prevailing attitudes of the time?

What can you infer about society, government or life in general?

What questions does the audio raise?

What lenses have you chosen to use?

As you listen, think about what you HEAR? Think about what the audio makes you think about or feel? Think about what kinds of things you wonder about as a result of listening.

Use this audio artifacts for the CCSA Presentation: (do not play audio in their entirety due to time)(Nina Simon sings about chain gang)http://www.youtube.com/watch?v=yfQNdwgvJMwn28What Do You Hear?

Think about and write down impressions while you listen.

Think about these questions as you listen:

How does the content of the audio clip exemplify the events and prevailing attitudes of the time?

What can you infer about society, government or life in general?

What questions does the audio raise?

What lens have you chosen to use? Introduce an audio recording. Ask students to think about and write down impressions while they listen to the speech. What is the speakers key message? What is the speakers Point of view? How does the speakers oratory style affect The impact of the message? If the text of the speech is available, have students compare impressions from hearing the Speech to impressions from reading the speech. Use these audio artifacts for the CCSA Presentation: (do not play audio in their entirety due to time)http://www.youtube.com/watch?v=yfQNdwgvJMwn(Nina Simon sings about chain gang)http://www-tc.pbs.org/tpt/slavery-by-another-name/media/cms_page_media/128/Hear%20Our%20Voice_Final.pdf (Classroom Lesson for teaching chain gangs)

Additional audio artifacts for future use:http://www.youtube.com/watch?v=BLmiOEk59n8 (Kennedy Inaugural speech 1961)http://www.youtube.com/watch?v=g25G1M4EXrQ (Kennedy Speech to the Moon)http://www.youtube.com/watch?v=3VTFkyDrH3M (Isom Mosley Slave Narrative)http://www.youtube.com/watch?v=L2XHYKWLGTg (Chain gang by Sam Cooke)

29Discipline Specific Questions Have you ever seen prisoners working outside of a prison? If so, where?

Whats 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?

Talking Points:Remember, we pointed out earlier in the presentation (slide #9) that one of the focuses of disciplinary literacy is on how literacy is used to make meaning within a discipline. Questioning is one of the ways we attempt to do this. And, questioning is the heart of inquiry learning.

Students must ask relevant questions and develop ways to search for answers and generate explanations.

Ask the participants to share which lens they feel might be more dominant here when reading the slide and listening to the song.Most might say it is a cross between History and Government/Politics. Some might even say culture.

that these questions are all discipline specific and depending on the lenses being used when analyzing the audio as text and the written lyrics as well. Hopefully we can have some dialogue about these questions and how and why they are discipline specific.

30Wrap It Up! Exit Ticket Out The Virtual Room

What is disciplinary literacy?

How do social studies and English Language Arts use the same literacy skills differently? Why is this important to recognize?

In what ways can disciplinary literacy and text choice help promote inquiry?https://docs.google.com/forms/d/1fk8sbPv1Td9gLEQlyigb5RWC0WFzsMZhBr5QlkKgW0g/viewform Participants will do a ticket out the virtual door. We will ask the to do this by answering the questions. I am thinking to give this link to them in the chat box at the beginning and let them know this is their ticket out the virtual door at the end of the webinar.

These exit ticket questions are a rephrasing of the three goals for the webinar.

https://docs.google.com/forms/d/1fk8sbPv1Td9gLEQlyigb5RWC0WFzsMZhBr5QlkKgW0g/viewform

Talking Points:We thank you for your attendance and participation in todays webinar on Disciplinary Literacy. (If we have special guests we will also thank them for attending and sharing.)This webinar has been recorded and will be made available to you on our Social Studies wiki.Have a great week and remember that if you have questions or a need for support in the area of social studies, please contact us at any time. (Then click to the last slide with our contact information.)31For Continual Support Contact: Michelle McLaughlin, K-12 Social Studies Consultantmichelle.mclaughlin@dpi.nc.gov

Stephen Masyada, K-12 Social Studies Consultantstephen.masyada@dpi.nc.gov

Ann Carlock, K-12 Social Studies Consultantann.carlock@dpi.nc.gov

Justyn Knox, K-12 Social Studies Consultantjustyn.knox@dpi.nc.gov

Bernadette Cole, Program AssistantBernadette.cole@dpi.nc.gov

Fay Gore, Section Chieffay.gore@dpi.nc.gov

32Links To The Activities Used During The WebinarLink to activity using Padlet -http://padlet.com/wall/artifactsactivityLink(http://www.rt3nc.org/objects/standards/cclitmap/acre/litcontentareas.html ) to the Literacy Handout that can be found on our wikiExit ticket link https://docs.google.com/forms/d/1fk8sbPv1Td9gLEQlyigb5RWC0WFzsMZhBr5QlkKgW0g/viewform

33Webinar Activity Links & Resources PagePlace these links in the chat box for the webinar attendees:Link to activity using Padlet -http://padlet.com/wall/artifactsactivityLink(http://www.rt3nc.org/objects/standards/cclitmap/acre/litcontentareas.html ) to the Literacy Handout that can be found on our wikiExit ticket link -://docs.google.com/forms/d/1fk8sbPv1Td9gLEQlyigb5RWC0WFzsMZhBr5QlkKgW0g/viewform 33null204655.42