2. Content Area and Pedagogical Knowledge

The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Artifact 1

Discipline Specific Literacy

i. The artifact is a set of three articles from the Journal of Adolescent & Adult Literacy. The first article, by Wrenn and Reed (2019), discusses how the 2016 U.S. presidential election can be used as a tool to teach academic discourse and encourage students to form their own opinions based on evidence. The second article, by Rosario-Ramos (2020), argues for the importance of using disciplinary literacies to support civic engagement and social justice in the classroom. The third article, by Wineburg and Reisman (2015), explores how disciplinary literacy can be used in history classrooms to teach sourcing and contextualization strategies. The articles were produced between 2015 and 2020 and were published in the Journal of Adolescent & Adult Literacy. They were created with the goal of providing educators with strategies and ideas for teaching literacy and promoting civic engagement in the classroom.

ii. The article "Developing academic discourse through literacy and the 2016 U.S. Presidential Election: A design based approach" by Wrenn and Reed (2019) discusses the importance of using the 2016 U.S. presidential election to teach high school students how to base their opinions on evidence. This strategy is significant as it enables students to develop their own political ideologies and make informed decisions when it comes to politics. Similarly, Rosario Ramos's (2020) article, "A case for disciplinary literacies that support civic engagement and social justice," shows evidence of understanding the IPTS standard by emphasizing the importance of disciplinary literacies, civic engagement, and social justice in the classroom. Finally, Wineburg and Reisman's (2015) article, "Disciplinary literacy in history," which highlights the importance of teaching students how to source and contextualize information. The authors note that this strategy allows students to bring the full weight of their intellect to the act of reading and learning strong sourcing and contextualization strategies. The use of this strategy shows evidence of an understanding of Illinois Professional Learning Standard 2D) states that the competent teacher "understands the relationship of knowledge within the disciplines to other content areas and to life applications."  as it addresses the importance of information literacy and critical thinking.

iii. The articles discuss disciplinary literacy, civic engagement, and social justice in the classroom. The first article, "Developing academic discourse through literacy and the 2016 U.S. Presidential Election: A design based approach" by Wrenn and Reed, focuses on teaching students to base their opinions on evidence. The study suggests that teaching students to think critically about political issues and sources can help them become better-informed citizens. The second article, "A case for disciplinary literacies that support civic engagement and social justice" by Rosario Ramos, discusses how teaching students to engage in civic activities can help them better understand social justice issues. The study shows how involving students in community projects, such as "The Toxic Tour," can help them learn about environmental and social justice issues. The third article, "Disciplinary literacy in history: a toolkit for digital citizenship" by Wineburg and Reisman, focuses on the importance of teaching students how to source and contextualize historical information. The study suggests that teaching students to understand where information comes from and its historical context can help them avoid false information.

As a future teacher, these articles provide valuable insights into how to help students become better-informed citizens. The strategies discussed in the articles can help students develop critical thinking skills, engage in civic activities, and learn about social justice issues. The articles suggest using design-based approaches to encourage students to base their opinions on evidence, involve students in community projects, and teach them how to source and contextualize information. These strategies can help students become active participants in their communities and better understand social and political issues.

Artifact 2

Lewis and Clarks impact on National Sovereignty 

i. The artifact being described is a journal or set of journals from the Lewis and Clark Expedition. The journals contain information about the expedition's interactions with Native Americans, discoveries, and observations. The expedition was led by Meriwether Lewis and William Clark and took place from 1803-1806. It was commissioned by President Thomas Jefferson to explore and map the newly acquired Louisiana Purchase and establish trade with Native American tribes. The expedition's main objective was to spread national sovereignty and expand westward. The Louisiana Purchase nearly doubled the size of the United States and allowed for the country to govern a greater body than before. The journals are significant because they show the impact that the expedition had on American sovereignty and nationalism. They also provide insights into how the expedition interacted with Native Americans and how their views impacted the development of American governance. Overall, the Lewis and Clark Expedition and their journals had a profound impact on the shaping of the United States as a nation.

ii. The article discusses the impact of the Lewis and Clark Expedition on America, particularly how it helped establish National Sovereignty throughout the territory of the Louisiana Purchase. The connection to the IPTS standard 2C) understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards; is evident in D2.His.1.6-8, which emphasizes the analysis of connections among events and developments in broader historical contexts. Through the examination of the Lewis and Clark Expedition and its impact on National Sovereignty, one can analyze the broader historical context of westward expansion in the United States. The article states, "The Lewis and Clark expedition will spread National Sovereignty throughout the west...Moving west was meant to be and can be connected to the Lewis and Clark journals; as well as the ideas of Thomas Jefferson and his reasoning for sending them. This led to an impact within National Sovereignty because of the American government’s ability to send Lewis and Clark to explore the rest of the west." This statement illustrates the connection to D2.His.1.6-8, as it analyzes the impact of the Lewis and Clark Expedition on broader historical events and developments, specifically westward expansion and the establishment of National Sovereignty.

iii. The artifact is a piece of writing about the impact of the Lewis and Clark Expedition on American sovereignty and expansion, particularly in relation to the Louisiana Purchase. Reflecting on how the expedition enabled the US to establish national sovereignty over the territory and gain control over Native Americans, which helped to expand the nation westward. It is noted how the expedition was a significant event in American history, and how it contributed to the development of American nationalism and the idea of the US as a sovereign empire.

As a future teacher, I believe that this artifact is important because it provides an opportunity for students to understand the history of American sovereignty and expansion from a different perspective. The artifact could be used in the classroom to spark discussions and debates about the impact of colonialism and imperialism on indigenous peoples, and to explore the ways in which historical events shape contemporary politics and society. Additionally, it's noted that the artifact helped develop an understanding of American history, and that the research process and writing experience were valuable for personal and intellectual growth. Overall, the artifact is a reflection on the importance of history and how it can inform our understanding of the present and future.