EDCI 423 Teaching Social Studies in the Secondary School Fall, 2005 Dr. Lynn R. Nelson Secretary: Kathy Reppert BRNG 4174 4115 Beering Office: 494-2372 494-4755 [email protected]Office Hours: Tuesday & Thursday after class PURPOSE The ultimate purpose of this course is the development of a theoretical framework and pedagogical skills necessary to teach social studies to middle and high school students. In the course students are introduced to the general issues involved in planning and organizing of a social studies curriculum. An in-depth study of the methods and processes involved in teaching social studies to middle and high school students is the primary focus of the course. Students completing this course should possess the knowledge, skills, and attitudes necessary to become reflective and skilled social studies teachers. OBJECTIVES Students who successfully complete this course will be able to enter a social studies classroom and: 1. Explain their rationale for the social studies. 2. Define educational goals and objectives in instructional terms. 3. Select appropriate teaching materials for the social studies. 4. Integrate materials and equipment into the established scope and sequence of the social studies curricula. 5. Select and implement a variety of teaching strategies appropriate to the individual needs of diverse groups of secondary school students. 1
Transcript
EDCI 423 Teaching Social Studies in the Secondary SchoolFall, 2005
Dr. Lynn R. Nelson Secretary: Kathy ReppertBRNG 4174 4115 BeeringOffice: 494-2372 [email protected]
Office Hours: Tuesday & Thursday after class
PURPOSE
The ultimate purpose of this course is the development of a theoretical framework and pedagogical skills necessary to teach social studies to middle and high school students. In the course students are introduced to the general issues involved in planning and organizing of a social studies curriculum. An in-depth study of the methods and processes involved in teaching social studies to middle and high school students is the primary focus of the course. Students completing this course should possess the knowledge, skills, and attitudes necessary to become reflective and skilled social studies teachers.
OBJECTIVES
Students who successfully complete this course will be able to enter a social studies classroom and:1. Explain their rationale for the social studies.
2. Define educational goals and objectives in instructional terms.
3. Select appropriate teaching materials for the social studies.
4. Integrate materials and equipment into the established scope and sequence of the social studies curricula.
5. Select and implement a variety of teaching strategies appropriate to the individual needs of diverse groups of secondary school students.
6. Assist students in the development of problem solving skills for the social studies.
7. Assist students in the acquisition of social knowledge and appreciation for the social studies, history, and the social sciences.
8. Select, design, develop and implement appropriate evaluative activities and instruments for the measurement of instructional objectives.
9. Develop lesson plans, learning activities, and evaluation strategies using the National Social Studies Standards developed by the National Council for the Social Studies.
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TEACHING SOCIAL STUDIES IN SECONDARY SCHOOL SYLLABUS
EDCI 423, Fall 2005(T & TH –7:30-8:45 in BRNG 2291)
Lynn R. Nelson BRNG 4174
How is EDCI 423 Organized?
Education 423 is essentially a methods course. This means that you are expected to acquire information, develop skills, and demonstrate abilities--and to do all of this on a schedule. Excellent performance will require you to avoid procrastination or handing work in late. Nor will you be able to put off reading the texts until the end of the semester, confident that you can cram for one final exam. The assignments are due in class on the days indicated in the assignment schedule of this syllabus. Your performance will be continually evaluated throughout the course. PAPERS THAT ARE LATE WILL BE EVALUATED, BUT NO SCORE WILL BE GIVEN. Late papers will be entered as a zero in the calculation of final grades.
If Task Stream Gate C Assignments are not posted by December 1, 2005 the student will automatically receive a grade of F for the course.
III. What Are the Required Texts?Read by All Students
Curriculum Standards for Social Studies. Publisher: National Council for the Social Studies, Bulletin 89, 1994. ISBN 087986-065-0
Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers, Frederick D. Drake and Lynn R. Nelson. Publisher: Merrill Division of Prentice Hall, 2004 ISBN: 0130307807
Teaching the Social Sciences and History in Secondary Schools, A methods Book. Published by Social Science Education Consortium, Inc. Published by the Social Science Education Consortium, Inc., 1996 ISBN 1-57766-138-9
The Lord of the Flies by William Golding. Publisher: Econo-Clad Books, 1995. ISBN 0881030317
Students whose primary areas are U.S. and/or World History should purchase the History books
Bring History Alive, A Sourcebook for Teaching U.S. History. Los Angles: National Center for History in the Schools, 1996 ISBN 0-9633218-5-4
Bring History Alive, A sourcebook for Teaching World History. Same as above ISBN not known Students whose primary or secondary area is Economics should purchase the following:
Focus on High School Economics, National Council on Economic Education. New York: National Council on Economic Education 1996 ISBN 1-56183-489-0.
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Virtual Economics CD ROM Disc. National Council on Economic Education 1995.
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EDCI 423/Fall 2004Schedule and Assignments
Date Topic/Teaching Strategy Reading Assignment Written Assignments and Questions and Activities
Aug.23 Structure, Responsibilities and Expectations
Aug.25 Part I.Origins of Social StudiesThe State of Nature: What are the purposes of social studies? Cultural continuity, social change and even social reconstruction serve as rationales for the subject. What role should knowledge, values and skills play in creating a society on the island?
Is Social Studies Different from history?
CPI Discussions—Key method
Task Stream Procedures Explained
Lord of the Flies,Consult page 16 of this syllabus; I have included questions to guide your reading of Lord of the Flies and our class discussionTeaching the Social Sciences and History, pp1-7
Teaching to Public Controversy in a Democracy, Diana Hess; Teaching Teachers to Lead Discussions…, Walter C. Parker
Teaching the Social Sciences and History, Chapter 2, pp10-34
Complete the reading of Lord of the Flies for class on Aug.30 Consider the relationship of the individual to the group. How should we educate individuals to exercise their individual freedom and also their responsibility to the larger society? How should we teach students ethical behavior?Should schools teach ethics to students?
Do you support the idea that discussion and deliberation should serve as the central methods of social studies instruction?
Aug.30 The History of Your Teaching FieldThe Paradox of teaching Social Studies: Cultural Continuity and Social Reform.Why teach social studies?How are the beliefs of the teacher related to her teaching?Discussion—Think- Pair/Group- Share Lecture, Advance organizer
Engagement in Teaching History, Chapters 1and 2, pp. 2-53.
Autobiography is due on Aug.30. Two typed pages—Instructions and suggestions for this assignment can be found on page 15 of this syllabus.What is the relationship between reading, writing and discussion? What is the relationship between discussion and democracy?
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Sept. 1Sept. 3
Part II.Rationales for Social StudiesIs citizenship a subject that needs to be taught? If so, what is the content of citizenship education? Should social studies be an integrated subject combining the content of several social science disciplines or should middle and high school social studies be organized according to history and the social science disciplines?Do we live in a “Fragile Republic”?Are there core values that unite American citizens? If so, what are these principles; where can we locate their origin(s)?To what degree, if any, is multiculturalism in opposition to citizenship education?To what degree does American popular culture undermine citizenship education? Do students view citizenship as an important or even a legitimate purpose of their education?To what degree have vocational purposes for education displaced cultural or citizenship purposes for elementary and secondary education?To what degree do non-instructional purposes, such as athletics or entertainment represent the important purposes for education in the mind’s of students?
Defining The Social Studies, iii-56. This reading is the primary source of information for the School Board Debate.
Engagement in Teaching History, Chapters 1 and 2, pp. 2-53.
Sept. 6Sept. 8
Preparation for School Board SimulationExamining Rationales for Social Studies EducationSocial Studies teaching and citizenship: Citizenship transmission, social science and history, or reflective inquiryMethods questions:
Why involve students in simulations?What are the strengths and weaknesses of learning simulations?
Defining the Social Studies, 57-98
School Board Simulation summarizes the readings to this point in class. Barr, Barth, and Shermis (on reserve in the Ackerman Center) provide a structure for the Simulation, but all readings contribute to the presentations and the questions asked by the Board Members.
Groups should meet (CT, S.S., R.I. and school Bd.) to organize
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Content questionHow do advocates of C.T., S.S. and R.I. differ on the following:
the nature of a good society the nature of democratic citizenshipthe knowledge, values and skills which must be taught and learned methods of teaching and learningmethods of assessment
school board presentation. Meetings will occur outside of class as well as in class on Sept. 8.Discussion: If only they had told me! The education of teachers and the purposes for teachingSocial Studies.
Sept. 13 SimulationClass presentation of HearingConflicting rationales for Social Studies: CT, SS, and RI. The three groups will make 10-minute presentations to the School Board followed by 5 minutes of questions. Presentations should draw upon readings to make an effective case for their position.Debriefing: Benefits and drawbacks of simulations.
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Sept. 15
Teaching in the “Real World”Complete Debriefing of SimulationCentral question: Are C.T., S.S., and R.I. discrete and mutually exclusive theoretical frameworks for teaching social studies?Non-Academic Issues that will impact your work with students: Control of Behavior v. Teaching Defensive Teaching Political Correctness from the left and right and the inclusion of topics and issues.What factors determine the legitimacy or illegitimacy of teaching strategies from the perspective of teachers, students, and members of the public?Why are simulations so infrequently used in social studies classrooms? Why do students report that their high school and middle school experiences are defined by lectures, work sheets, current events, movies and multiple choice tests? Is it the fault of lazy and ill-prepared teachers or do students, parents and members of the public help create this common ecological environment which is labeled the social studies classroom?
Teaching the Social Sciences and History in Secondary schools, Chapter 3, pp37-53
Peer Evaluations for School Board Simulation are due.
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Sept. 20
Sept. 22
Sept. 27
Sept. 29
Test—Lord of the Flies, History of Social Studies
Part III. History and Social Science Teaching Discipline Based InstructionTeaching HistoryStructure and Organization of History and Social Science Disciplines
Introduction to the intellectual components of history and social science content: facts concepts, generalizations and theories
What is the nature of historical thinking?History, Vital themes and NarrativesNational Social Studies Standards
Organizing the History CourseHow can a teacher organize history to help students both comprehend the subject and remember key ideas? How can teachers create durable knowledge? How does a teacher select important historical knowledge to organize instruction?Are all historical topics equally important?How would Barr, Barth and Shermis answer the previous questions? What is the relationship of knowledge, values and skills in the teaching of history and the social sciences?
Teaching the Social Sciences and History in Secondary schools, Chapter 11; Studying and Teaching History, pp273-311.
Engagement in Teaching History, Preface and Chapter 1, pp. iii-31
Engagement in Teaching History, Chapter 3, pp. 54-75
Engagement in Teaching History, Chapter 4, pp 78-97
Oct. 4
Oct. 6
Oct. 11
Teaching History, Lesson and Unit planningWhat is the difference between unit plans and lesson plans?
Historical Understanding and Performance Assessment
No Class Fall Break
Engagement in History, Chapter 5, pp. 98-113
Engagement in History, Chapter 6, pp. 114-138.
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Oct. 13
Oct.18
Oct. 20
Oct. 25Oct. 27
Nov.1
Teaching History, Using Primary SourcesFirst, Second and Third Order Documents
Deliberations and Discussions in History
Writing to Learn History
Teaching the Social Science Disciplines
Which of the three traditions: CT, SS or RI do Professor Patrick’s ideas represent?
Describe the structure (major concepts, generalizations and theories) of the social sciences that you will teach. Which of these ideas will you teach to middle and high school students?How can you include these ideas into history or social issue courses?
One source of help in answering the previous questions are the National and State Social Studies, History and Social Science Standards that are available on line. History Alive and Focus on Economics are also excellent sources of information.
Engagement in History, Chapter 7, pp. 140- 158
Engagement in History, Chapter 8&9 pp. 158-187.
Engagement in History, Chapter 10 and conclusion, pp189-211.
Teaching the Social Science Disciplines
Which of the three traditions: CT, SS or RI do Professor Patrick’s ideas represent?
Describe the structure (major concepts, generalizations and theories) of the social sciences that you will teach. Which of these ideas will you teach to middle and high school students?How can you include these ideas into history or social issue courses?
One source of help in answering
Oct. 20, History Lesson Collection is due. See page 19 for information. Success on this assignment is keyed to your applying knowledge from readings and class in your essay.
Nov.1, History Lesson Plan is Due
Schedule Interviews with Professors this week
You will work with other students in your primary content area (supporting content area if you are a social studies minor) to accomplish the following:
Interview a faculty member in your primary area to
determine the key concepts of the discipline. Create a concept web.
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Also consult the following sources if necessary:The National and State Social Studies Standards;The National History Standards, http://www.sscnet.ucla.edu/nchs/standards/ ;Indiana Social Studies Standards, http://www.doe.state.in.us/standards/standards2000_sstudies.html ;
Virtual Economics,Bring History AliveEconomics Standards, http://www.ncee.net/ea/standards/
the previous questions are the National and State Social Studies, History and Social Science Standards that are available on line. History Alive and Focus on Economics are also excellent sources of information.
Also consult the following sources if necessary:The National and State Social Studies Standards;The National History Standards, http://www.sscnet.ucla.edu/nchs/standards/ ;Indiana Social Studies Standards, http://www.doe.state.in.us/standards/standards2000_sstudies.html and Focus on Economics are also excellent sources of information.
Also consult the following sources if necessary:The National and State Social Studies Standards;The National History Standards, http://www.sscnet.ucla.edu/nchs/standards/ ;Indiana Social Studies Standards, http://www.doe.state.in.us/standards/standards2000_sstudies.html
Read the chapters that pertain to your primary and secondary
The focus of your intervieware the ideas (content) that the professor believes should organize a high school course in history or one of the social sciences. Your questions and discussion should be based upon the Standards and other readings
A note regarding the Part III reading assignments in Teaching the Social Sciences and History. Each student is expected to read the chapters that pertain to his or her primary and supporting areas of instruction. However it is strongly advised that the other chapters serve as references in the creation of lesson plans and units. Effective and interesting of history and the social sciences often involves the importation of important concepts and generalization from other subject areas or disciplines.
Nov. 3 Nov. 8Nov. 10Nov. 15
IV. We the People: The Citizen and the Constitution Scripted Trials, The Case Jamie Lee Potter
We the People: The Citizen and the Constitution – Group presentation
Scripted Trials, pp.13-30
Teaching the Social Sciences and History…, Chapter12,
Nov.3, your concept web is due. Create a concept web of your primary discipline and make copies for each student in the class. See http://www.graphic.org/concept.html, http://eaa-
Part IV. Combining a Rationale, with Content and Teaching/Learning Methods: Jurisprudential Inquiry
Pragmatism and Practicality, John Dewey and Jurisprudential DiscussionThanksgiving BreakSocial issues and problematic issues in historyMethods question:How do you organize a class discussion to include questions of fact and value?Why organize history and the social sciences around problematic issues? Jurisprudential inquirySummary of the Reflective Inquiry—Social Issues tradition in the teaching of Social StudiesV. Project Citizen
pp.312-339
Billy Budd and Jurisprudential Discussion (Available in Ackerman Center)
Project Citizen Handouts
Project Citizen Hearing in class on December 8
knowledge.com/ojni/ni/602/strategies.htm for examples of concept webs. See page 17 for instructions and grading rubric.November 8, Social Science Lesson Plan is due
November 15, We the People (Civics) Lesson Plan is due
December 1, Billy Budd Quiz
Project Citizen Lesson Plan is Due on December 8
Dec.6 Complete Lesson Plans and Gate Assignment.
Course EvaluationGate assignment must be posted by December 5.
Autobiography August 30 100Test, Defining the Social Studies, Lord of the
Flies, History of the Social StudiesSeptember 20 100
School Board Hearing, Peer evaluation
Lesson Collection and Evaluation
September 15
October. 20
100
150History Lesson Plan November 1 100Concept Web representing history or a social science/ Interview of Historian or Social Scientist
November 3 100
Social Science Lesson Plan Nov. 8 100
Billy Budd Quiz December 1 50
Class Participation, pop quiz, quick write, 15 points will be deducted for each unexcused absence
All Semester 200
We The People Lesson Plan November 15 100Project Citizen… Lesson Plan December 8 100Gate Assignment posted on Task Stream December 1 200
Total 1400
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Attendance Policy
15 points will be deducted from your point total for each unexcused absence. Five or more unexcused absences will result in a grade of F. Being late for class will affect your grade adversely.
Attendance and class participation are not identical. Participation involves contributions to discussions and other activities using information gained in the readings.
All work claimed by the individual student is to be a product of that student. Ideas gained from other individuals will be attributed to the individual who generated the idea in a manner consistent with the formality or informality of the assignment. Incidents of academic dishonesty will be dealt with in accordance with the policies of Purdue University and the College of Education.
Late Papers
All papers are due in class on the date indicated. Late papers will be read, however, they will count as a zero in calculating your final grade.
Official Excuses for Absences
Only an official excuse from the Dean’s office or a medical doctor’s note will be accepted as a legitimate excuse for an absence.
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Social Studies Autobiography
This assignment provides me with a snap shot of your experiences and an introduction to your views regarding the teaching of history and the social sciences. Carefully consider your experiences as a student in classes that come under the social studies umbrella – history, political science, geography, civics, sociology, psychology, and social problems and describe your reaction to these classes in elementary, middle and high school. You need not list a chronology of every school year. Well-written essays will answer some, but not all of the following questions:
What were the purposes of the teacher?
What content was taught?
What do you remember?
What did students do in class?
What did the teacher do?
What made teachers good and what characteristics did you associate with poor teachers?
Please limit your essays to no more than three pages of double space typing.
Rubric for this paper
What were the purposes of the teacher? - max. 20 points (Details that support your Generalizations are appreciated)What content was taught? - max. 20 pointsWhat did students do in class? - max. 20 pointsWhat did the teacher do? - max. 20 pointsWhat made teachers good or poor? - max. 20 pointsStructure (introduction, summary, etc.) - additional points may be added or subtracted
Missing=0Superficial=1-5Described=6-18
Thoughtfully Described=19-20
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Lord of the Flies
1. Briefly trace the plot of Golding’s novel. What are the primary Incidents that shape this novel?
2. Briefly sketch the character of the following boys: Piggy, Ralph, Jack, Simon,Roger, and Samneric.
3. What did the conch, Piggy’s Glasses, fire and the hunt symbolize?
4. Murder is very important in this novel. Were Piggy and Simon threatening to the savages? Do social studies teachers murder some ideas by omitting them from the curriculum? Do social studies teachers practice self censorship? Is the indoctrination of students into prevailing social norms a good idea? Do students and the community participate in censorship activities?
5. How old must students be before they are ready for the truth? Must young students believe in myths, such as “the beast”?Which historical or social science topics are replaced by popular myths in the middle and high school curriculum?
6. Lord OF The Flies Sequel I—Boys Back at School
You are assigned to teach the boys as they return to “normal life.” In this less than realistic sequel all the boys are brought back to life, even Piggy and Simon. How do you expect them to behave in your history, social science or social studies class? How will they regard the importance of your subject? How will they treat other students?
7. Lord OF The Flies Sequel II—The Men Teach
In this sequel the boys have grown up and have become social studies teachers. Carefully consider the character traits of Piggy, Ralph, Jack, Simon and Roger, assume their character, as a man is a continuation of the traits they exhibited as boys. What hypotheses are you willing to support regarding:
Their choice of historical or social science contentTheir methods of instructionTheir treatment of students and parentsTheir treatment of colleagues.What strengths and weaknesses does each man bring to his teaching?
Be ready with evidence to support your hypotheses.
8. What is Golding’s view regarding human nature?
9. Why do some psychologists, most notably Jerome Bruner argue in favor of narratives, stories, serving as a primary component of student reading?
10. How are the themes in this book related to the content, teaching methods and students that will form the cultural fabric of your classroom?
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Reflection on the Three Traditions: Citizenship Transmission, Social Science, and Reflective InquiryThe School Board Hearing
1. How does each of these traditions define the purpose(s) for teaching social studies?
2. How should the teacher organize a course in history or social science?
3. What contributions do knowledge, values and skills make to the lessons that are taught and hopefully learned?
4. What teaching methods are used in classrooms organized by these theories?
5. Are these theories connected with psychological learning theories?
6. Were your experiences in pre college social studies connected with these theoretical frameworks?
7. Which of these theories has greatest appeal to you? Why is it appealing?
8. How might your high school students and their parents react to each of these frameworks?
9. Should a teacher combine elements from these theories, or is this mixing incompatible elements?
10. What advice would John Dewey give regarding teaching social studies and organizing a high school course?
11. If Dewey were alive, how might re react to the following issues that are very important to social studies teachers today:
The use of history, social science and social studies standards to guide the writing of lessons and the organization of courses;
“High stakes” tests to evaluate students and the effectiveness of teachers and schools.
Rubric for the School Board simulation evaluation:
1. The purpose of the curriculum is stated 52. The methods of teaching are determined 53. The content of the curriculum is presented 54. Conclusion is made 35. Questions are answered 36. Examples or statistical evidences 37. Participation (at least 50% of the group) 38. Questions to the opponents (at least 2) 39. Participation accurately reflects the readings 10
The purpose of the concept web assignment is for you to consider the organization of course content in your primary content area. The greatest difficulty you will confront in this assignment is identifying key concepts for a semester or year long course. If you have two primary areas in social studies, you are to choose one discipline to map. If social studies is not your major field of study you are to choose one discipline—history or a social science –and web that discipline. Note that you may choose to map either world history or U.S. history.
A concept web identifies key concepts and identifies relationships among those concepts. For example, a good argument can be made for identifying the concept of scarcity as the core of economics with links to the related concepts of having unlimited wants and limited resources.
Schedule a short interview with a professor in the discipline that you will web.Be polite; send the professor a thank you note.Ask this professor to consider the following questions: (1) what are the major ideas that I should use in my teaching of high school American history, economics etc.? (2) What are the relationships or patterns between these ideas?
Consult the National Standards or Indiana Social Studies Standards to organize your web. http://www.intime.uni.edu/model/content/soci.html This is a very useful gateway to many of the National
http://www.doe.state.in.us/standards/standards2000_sstudies.html Indiana Standards as of Feb. 2002. http://www.economicsamerica.org/standards/index.html Economics http://www.history.org/nche/ http://www.sscnet.ucla.edu/nchs/standards/ history www.civiced.org http://www.civiced.org/stds.html civics and government http://www.ncge.org/publications/tutorial/standards/ Geography Standards http://www.ncge.org/ National Council for Geographic Education Answer the following questions and turn in your answers with a completed web;
o Define the term concept and differentiate between concepts, facts and generalizations.o Why do many educators support the idea of organizing social studies courses around concepts?
Concept Web Evaluation
Definitions CompletePartialMissing
WebElaborate & ConceptsElaborate & Mix of Concepts and TopicsAdequateMinimal
PointsComplete, Elaborate and all concepts: 95—100_______Partial, Elaborate and concepts: 85—95 _______Partial , adequate: 80---85 _______Missing, Minimal : 0----70 ________
You should refer to each of your plans and also generalize to the strengths and weaknesses of the group of lessons that you have located.
1. Strengths & Weaknesses (25 points)
2. Use in Classroom (25 points)
3. Lessons linked to Standards/ Vital Themes and Narratives/ Concept Web (25points)
The following sites will provide a wide variety of Documents for your history lesson plans
National Archives and Records Administration (NARA) www.archives.gov
Among the documents are that are available to you here online
the Declaration of Independence, the Constitution of the United States, and the Bill of Rights --
Many resources are available here, such as the Archival Research Catalog (ARC) and the Digital Classroom, and to learn more about our new initiatives, such as the Electronic Records Archives and the National Archives Experience.
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Additional Sites for Documents
American Council of Learned Societies American Association for State and Local History (AASLH)
American Association of University Press es American Historical Association
American Jewish Historical Society ArchivesUSA Project
ASA Crossroads Project American Studies Working Group
Archives and Archivists Australia-New Zealand Studies Center
Austria's Encounter with U.S. Soldiers after WWII Caldwell County (TX) Scrapbook Project
The Center for American Histor y at The University of Texas at Austin Center for Electronic Texts in the Humanities Center for the Study of the American South
Chicago Historical Society Civil War Page
The Concord Review Council of Graduate Schools
ESCN Database Reports: A Quick Reference Index to Early South Carolina Newspapers ERIC/ChESS Web Site
History Departments Around the World History Links from Yahoo
History Computerization Project History Museum of Slavery in the Atlantic
History News Service History Resources from the University of Kansas
History Reviews On-Line History of Science Society Historical Text Archive
H-Net: Humanities On-Line Humanities Hub
Indiana Historical Society Indiana University Oral History Research Center
Indiana University American Studies Program Martin Luther King Papers Project, Stanford University
The MayFlower III Project National Archives and Records Administration
National Association of State Universities and Land-Grant Colleges National Council for the Social Studies
National Council on Public History National History Day
National History Education Network National History Standards / National Center for History in the Schools
National Endowment for the Humanities National Humanities Alliance gopherÙ
National Park Service National Initiative for Networked Cultural Heritage
New Jersey Historical Commission North America/Canada History Links
Northeast Historic Film Moving Image Archives
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Oral History Association Organization of American Historians
Project Muse: Journals On-Line Politics and History Page, UCLA
Related Readings in the Humanities, Univ of Virginia Rutherford B. Hayes Presidential Center
Scholarly Societies Project Society of Architectural Historians
Society for the History of Authorship, Reading, and Publishing (SHARP) Society for History of the Federal Government
Teaching with Historic Places University of Texas at San Antonio Special Collections and Archives
Tennessee Technological University History Site The Chronicle of Higher Education
The Getty Art History Information Project The Historical Society Page
The Presidential Libraries IDEA Network The Smithsonian Institution
United States Library of Congress United States Civil War Center
Thomas: Legislative Information on the Internet Winterthur Portfolio: A Journal of American Material Culture Women and Social Movements in the United States, 1830-1930
Women in World History Curriculum Uncovering Women's History in Archival Collections
US Department of Education U.S. Diplomatic History Resources Index
US Government Printing office US Information Agency
US Holocaust Memorial Museum
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Lesson Plan Format EDCI 423, 433
I. Identification Data
Teacher Subject: U.S. history, American Government etc. Grade level Unit and lesson plan titles
II. Rationale and Goals (Focus)*
The rationale connects the individual lesson with your purposes for teaching social studies, history or the social sciences. This connection is made in two ways:
1. A brief statement concerning the worth of the content, skillsor values you are teaching students. This statement should reflect your philosophy and be grounded in scholarly literature.
2. The relationship between the lesson and National and State Standards for teaching social studies, history or the social sciences. Your lesson must be explicitly connected to one or two of these standards.
3. Vital Theme, Habit of Mind*
The goal of your lesson briefly states the primary purposes you are going to achieve in this lesson. Dewey describes Aims in Education: Foreseen end that gives direction to an activity; …acting intelligently; predicting the possible consequences of actions. Your aims, while recognizing the state and national standards, should be purposes you believe are important. Aimsshould recognize where students are at the beginning of a lesson or instructional unit. What knowledge, skills, and dispositions do students possess? Aims should be flexible, you should be able to adapt to unforeseen circumstances. Aims always imply a course of action; in other words consider your goals and methods of teaching together. Aims are never ultimate, they serve as a foundation for subsequent lessons and activities.
III. Concepts and other content
Concepts form the core of your lessons; they are general ideas, but they are not generalizations. For example, change in demand, civil society, and primary sources are powerful concepts drawn from economics, political science and history. If students understand change in demand they will be able to apply this concept to a number of situations where the demand for a good or service changes due to factors other than the price of the item itself. Conceptual knowledge represents patterns that are more likely to be retained by students than isolated facts; this is especially true when your lesson requires students to apply concepts to a variety of situations. The National and State Standards (Available on line and in the Ackerman Center) contain concepts that scholars and teachers have identified as important for students to know.
Outline the content you will teach in some detail. If you lecture include a detailed outline of your lecture notes in this section.
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What are the connections between the aims or goals you have specified, the concepts you will teach and the interests of your students? http://www.intime.uni.edu/model/content/soci.html This is a very useful gateway to many of the National
http://www.ncge.org/ National Council for Geographic Education
IV. Objectives: Expressive and Instructional*
Objectives are specific statements regarding students’ knowledge, skills or values at the conclusion of the lesson. Your objectives will state your instructional outcomes in more specific terms than your goals. For example, if you created a lesson on changes in demand your objectives might include the following:
Given a newspaper article on the sharp increase in the price of gasoline during the the summer of 2000, students will speculate on the demand for airline tickets, motel rooms in the Great Plains, and suvs. This speculation will take place in class discussion and in the form of a paragraph that students write during the last fifteen minutes of class.
Objectives may be written to measure student learning in the cognitive (knowledge), affective (values, dispositions) and psychomotor (skills) domains. Limit the number of objectives to four per lesson. Keep in mind that the assessment of student learning measures the student attainment of these objectives.
V. Assessment
This section includes a description of the assessment strategies used throughout the lesson. Remember, you are measuring the attainment of objectives you have established. You must attach a copy of all evaluation instruments to your lesson plan
VI. Teaching Strategies and Student Learning Activities
This section briefly describes your actions as a teacher and the activities that students will engage in during the lesson. Remember you need to incorporate a variety of instructional techniques in your lessons including advance organizer, inquiry, decision-making, cooperative learning and jurisprudential inquiry.
This section should be divided into three sub-sections: Introduction
(anticipatory set, set induction, advance organizer); Body of lesson; and Conclusion. In most cases the Introduction bridges from the previous lesson and the conclusion serves to summarize the lesson, evaluates student understanding and serves to bridge into the next activity.
VII. Materials
This sections list all materials that you will use in the lesson plan. For example, if the lesson focuses on a political cartoon depicting FDR and the New Deal you will list and describe the cartoon in this section and attach a copy of the cartoon to your lesson plan. All materials used in your lesson must be attached to the lesson plan you write.
VIII. Resources
Divide the resources you use in creating and teaching a lesson into two sections: Teacher Resources, Student Resources. Attach all handouts to your lesson plan. List all resources using a standard bibliographic style such as APA or MLA under the proper heading—Teacher Resources or Student Resources.
* Refers to Engagement in History pages 100-105
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Rubric Score Sheets for GATE CDeveloping Proficiency
Social Studies EducationI. Attention to Learners
Student understands and respects diversity. Student understands the importance of individual development and identity. NCSS Thematic Standard 4Individual Development and Identity
Student demonstrates an understanding of the ways human beings view themselves in and over time. NCSS Thematic Standard 2Time , Continuity and Change
Student demonstrates an understanding and appreciation off the ideals, principles, and practices of citizenship in a democratic republic NCSS Thematic Standard 10Civic Ideals and Practices
D NI ND D NI ND D NI ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet the criteria of portfolio Theme A: “Attention to Learners” linked to INTASC principles 3, 5 and 7.
Indicators of Competence in EDCI 423 :Autobiography of student as a learner in social studies (1), Lesson plans and revisions of lesson plan revision (2,3), oral history assignment (2). Project Citizen and We the People lesson plans.
II. Curriculum in Context: Pedagogical Knowledge
Student demonstrates an appreciation of the importance that cultural unity and cultural diversity play in American Life.NCSS Thematic Standard 1Culture
Student demonstrates an understanding of individual development and identity2NCSS Thematic Standard 4Individual Development and Identity
D NI ND D NI ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B: “Understanding Curriculum in Context” linked to INTASC principles 1,3, 4, 7, and 8.
Indicators of Competence in EDCI 423 course assignments: Lord Of the Flies essay (1), Project Citizen Lesson plan (2), School Board Simulation and reflective essay (1,2) EDCI 433: Contradictions of Control and History on Trial Essay (1,2) Focus Reports (1,2)
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III. The Curriculum in Context: Content Knowledge
Student demonstrates an understanding of the importance of the study of people, places, and environments .NCSS thematic Standard 3People, Places and Environments
Student demonstrates an understanding of the importance of interactions among individuals, groups, and institutions.NCSS Thematic Standard 5Individual. Groups and Institutions
Student demonstrates an understanding of the importance of how people create and change structures of power, authority, and governance.NCSS Thematic Standard 6Power, Authority and Governance
Student demonstrates an understanding of the importance of how people organize for the production, distribution, and consumption of goods and services.NCSS Thematic Standard 7Production, Distribution and Consumption
Student demonstrates an understanding of the importance of relationships among science, technology, and society.NCSS Thematic Standard 8Science, Technology and Society
Student demonstrates an understanding of the importance of the study of global connections and interdependence.NCSS Thematic Standards 3 &9People, Places and Environments
Global Connections
D NI ND D NI ND D NI ND D NI ND D NI ND D NI ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B linked to INTASC Principles1, 2, 6 and 7.
Indicators of Competence in EDCI 423 course work: Lesson Collection (1-6), Concept Map of Primary and Supporting Disciplines (1-6), Lesson plans, We the People lesson plan &Project Citizen lesson plan (2,3), Economics lesson plan (4), Science, Technology and Society lesson plan (5), Global connections lesson plan. (6).
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IV. Commitment to Professional Growth
Students will show evidence of understanding and engaging in reflective practice.
Students will take informed stands on issues of professional concern2
D NI ND D NI ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme C linked to INTASC principles 9 and 10.
Indicators of Competence in EDCI 423 course work: School Board Hearing essay (1), Lesson plan collection and written lesson plans (1,2) EDCI 433: Focus Reports (1,2), Contradictions of Control and History on Trial Essay (1,2).
V. Integrative Narrative
D NI ND
Shows interrelationships and integration of artifacts across criteria
Explains growth regarding ideas on teaching and learning
Reflects on ways to facilitate continued growth
The portfolio has an overall professional appearance
COMMENTS:
The Narrative required of students in social studies education is a serial narrative. During the first week of EDCI 423, the initial methods course, students are asked to reflect on their experiences as a social studies learner. The format is as follows:
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I. Initial NarrativeSocial Studies Autobiography
Integrative Narrative
This assignment provides the reader with a snap shot of your experiences and an introduction to your views regarding the teaching of history and the social sciences. Carefully consider your experiences as a student in classes that come under the social studies umbrella – history, political science, geography, civics, sociology, psychology, and social problems and describe your reaction to these classes in elementary, middle and high school. You need not list a chronology of every school year. Well-written essays will answer some, but not all of the following questions:
What were the purposes of the teacher?What content was taught?What do you remember?What did students do in class?What did the teacher do?What made teachers good and what characteristics did you associate with poor teachers?
Please limit your essays to no more than three pages of double space typing.
The second version of this reflective narrative is written during the final week of the EDCI 423 course and reflects the fact that students have had opportunities to read and reflect on issues of the purposes methods and content of social studies instruction in middle and high schools. The format is as follows:
II. Second Narrative
The InterviewDevelop a reflective essay that summarizes your beliefs regarding the purposes methods and content of social studies teaching. Consider this essay as a written interview that you are having with a panel of middle or high school social studies teachers. Please consider the following topics as you explain your rationale and teaching practices. Address these issues, but organize your answer according to beliefs regarding effective practices in social studies.
1. What is your rationale for teaching history, social studies or social science or social studies in the middle or high school? It includes the knowledge you believe is most important, the values you will teach, and the skills that students will master in your classes. Sources of information include: Barr, Barth & Shermis, (School Bd. Hearing) and Golding. What is the nature of good citizenship?
2. What is the relationship between teaching social studies and the larger culture? This question draws upon the ideas of Barr, Barth and Shermis. The Contradictions of Control and History on Trial readings in 433 will enable students to further elaborate on this issue at the end of the 433 course.
3. Compare organizing social studies around social issues (Billy Budd, jurisprudential inquiry, Project Citizen…) with instruction grounded in academic disciplines such as history, economics, and political science. We The People… and your oral history assignment are examples of discipline-based instruction. Discuss the importance of problematic instruction and classroom discussions. Civic Education is an important resource for discussion.
4. Discuss the structure (architecture) of your primary and secondary areas. What knowledge is vital to teach? Readings include both the Social Studies and discipline standards. Be prepared to web these disciplines (primary & secondary areas).
