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• Reading
  • Textbook, Ch. 2 (planning)
  • "What is an Essential Question?"
  • At least take a brief dip into the folder of materials from Virginia. Look at the standards document first (SOLs), then the framework document. Notice how the standards have been re-framed into the concepts from Wiggins & McTighe / Backwards Design (essential understandings, essential questions, essential knowledge, etc.). It's not all super-awesome, but it's definitely a more useful document than anything you'll find at the state level in Pennsylvania. Finally, look at the scope-and-sequence document – pretty dry, and I'd hate to see someone implement it as-if, but again – it's a good starting point. 
  • Hammond, 2010: I'm generally reluctant to assign my own stuff, but this does directly speak to the issue of civics integration in history ed...and in a (relatively) explicit/direct way. Why I'm making an exception: This study highlights the 'So what?' approach to integrating civics themes into history instruction, plus it illustrates the Virginia instructional regimen. Unfortunately, I can't link you to the actual student work anymore...the website has gone defunct....
• Assignments
  • Complete course plan  #1.
    • Take a look at the course catalog from Liberty High School (or another school, preferably one in Pennsylvania) and pick out a class that you would LOVE to teach. 
    • Don't forget to check the syllabus for the requirements, and don't forget the reflection component.
    • And feel free to look at my (partial) sample course plan (linked in CourseSite) to give you a sense of the grain-size on this assignment. This is a VERY exploratory assignment – you're walking around in the space, you're sketching out trial balloons....
  • If you didn't already: Do WTL plugging your OIP work into a Backwards Design framework

Session 4 

Before class

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