In this part of the session, you will experience an instructionally sound and highly literate social studies classroom exemplar. Within this experience, you will understand how to integrate the five strands of Social Studies, how to use a conceptual focus in instruction, how to actively engage all students, and how to promote inquiry based learning. In accomplishing the objectives of this part of the session, you will work individually, as well as a small and whole group.

The learning objectives associated with this part of the session are:
1. What resources are available to assist with the implementation of NCSCoS.
2. What it means to be literate in Social Studies.
3. How to help my students become more competent in disciplinary literacy skills
4. How to use data to meet the instructional needs of all students.
5. How to effectively embed technology into instructional planning.
7. How to apply the North Carolina Professional Teaching Standards in the Social Studies classroom.

Aligned North Carolina Professional Teaching Standards
Standard I - Teachers demonstrate leadership.
Standard II - Teachers establish a respectful environment for a diverse of students.
Standard III - Teachers know the content they teach.
Standard IV - Teachers facilitate learning for their students.
Standards V - Teachers reflect on their practice.

Learning Targets
After this part of the session, participants will be able to do the following statements:
- I can understand how to assess a learning experience through performance tasks.
- I can use the formative assessment process to examine student progress.
- I can envision the integration of the five strands of Social Studies in a learning experience.
- I can identify elements of the Common Core State Literacy Standards in History/Social Studies in a learning experience.
- I can collaborate as a group and whole class to engage in a highly literate Social Studies learning experience.

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Part One

Welcome to 7th Grade!

Unit Title: Global Interactions – Age of Imperialism

Lesson: The Impact of European Imperialism: Africa, Asia, and the Americas

Learning Experience: Document Discovery

I. Opening Activity (15 minutes)
- Open the following document and complete the Brain Teaser:

II. Introduction to the Learning Experience (45 minutes)

Guiding/Essential Questions:
- Can interaction be considered good if it produces negative consequences?
- As a nation increases its global interactions, does it become more progressive?

- Each strand center table should have a packet of documents to analyze based on your strand (e.g. the History Stand Center gets a History document packet).
- Each person at your center gets a different document to analyze. At your table, decide who will analyze which documents.
- Once you have document to analyze, open your "Strand" questions document and scroll through the document to find
the questions aligned with your resource.

- History

- Civics and Government

- Economics and Financial Literacy

- Geography and Environmental Literacy

- Cultures

- Reflection: If you finish analyzing your document with time to spare, use your Penzu journal to reflect on your learning experience and where you saw assessment.

Lunch Time!!

Part Two

I. Share Out (10 minutes)
- As a group, each group member should take 1-2 minutes to share and summarize the document that he/she analyzed.

II. Performance Task Example (10 minutes)
- As a group, examine and discuss the following document as a sample performance task to assess the previous learning experience.
- Discuss the following question in your conversation: "How does the learning experience and sample performance task illustrate disciplinary literacy in your strand?"

III. Common Core State Standards for Literacy in History/Social Studies (10 minutes)
- As a group, use the graphic organizer below to illustrate where you see reading, writing, speaking, and listening in this learning experience.


Part Three

I. Common Concepts and Critical Content (15 minutes)
- As a group, make a list of common concepts and critical content your group saw in the learning experience.
- Once you have your lists, send one of the group members to the poster in the room for your strand to report your lists.

II. Gallery Walk (15 minutes)
- As a whole class, take a gallery walk around the room to see what the other strand centers' common concepts and critical content.

Part Four

I. Whole Class Common Concepts and Critical Content (15 minutes)
- As a whole group, use stixy to compile a common concepts and critical content list.

II. Social Studies Literacy Discussion (15 minutes)
- Reflect on the image below, and answer the following question: "Where can I see Social Studies Literacy in this learning experience?"
Strands 2012 with CC SS LIt added.jpg Critical Content & Skills..jpg

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Additional Resources

Technology Resources
- Stixy

- Penzu

Instructional Resources
- Digital Toolkit

- Live Binder

- Rubric Samples:

Imperialism Resources
- Here are the documents files if you would like to have a digital copy of the handouts.

- Prezi - An Introduction to Imperialism

Disciplinary Literacy
- Disclinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands.

- Prezi - Disciplinary Literacy Overview


Digital tools used during the course of this presentation have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the presentation.