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  • Complete readings
  • Do our 'asynchronous' version of the pair-and-share for original instructional materials assignment #2
  • Gen Ed only: Post one of your original instructional materials assignments to your online portfolio & make sure I can see it!
  • Work on curriculum map
  • Line up a participant for HTCE
  • Start thinking about microteaching

During class (ppt)

  • Housekeeping – fieldwork update
  • Conceptual work
    • Stopping to reflect on methods
      • Expanding that toolbox: Timelines
    • And a little action on schema: What's your schema about George Washington? Slavery as practiced in the US between 1619 and 1865?
    • History instruction
      • What is it we're talking about when we talk about history? History instruction?
      • Florida standards for grade 4 .
      • Story of Aaron – note that this is drawn from the Geography of Slavery database at the University of Virginia's Center for Digital History.
        • Full set of ads from the Geography of Slavery database at the Virginia Center for Digital History
        • Other ads to explore
        • Other stories to explore
          • Hercules.
          • Oney Judge.
          • William "Billy" Lee.
          • ...and, of course, Sally Hemings.
          • (BTW: These Wikipedia entries have become very, very good over time – I've been using them for several years and the level of background info now offered on slavery and race relations between 1650 and 1950 is pretty amazing – great resource to add some serious context & nuance to teaching this topic, if it's in your syllabus)
      • Closure on teaching history: How was what we just did similar to / different from what you expected? How does it change things (or not) for your students?
      • Closure on schema: How is your schema different about George Washington (et al.)? The institution of slavery? What exactly history is? 
      • Closure on methods toolbox – what did we just add? 
    • Social studies resources
  • Closure

...

  • Complete reading
  • IF YOU HAVE DONE SOME WORK ON YOUR FIELD ASSIGNMENTS, let me know – turn in the first part of the assignment or at least put in a note to that effect

During class (ppt)

  • Housekeeping: Talking about assignments
    • Fieldwork: Does everyone have a placement? Are things moving forward? Discussing what's due, when
    • Curriculum map: How is that coming? What resources are useful? (Be sure to cite them!!) Let's take a look at a sample page
    • Microteaching: Sign-ups are available here and in CourseSite
  • Conceptual work: History education as exposure to a discipline, working towards a definition more aligned with citizenship ed
    • First set of questions
    • Three problems to work on
      • What kind of history? Open or closed?
      • What structures can we use that will make sense to teachers and students?
      • What connection can we make to the aims of social studies education (citizenship prep)?
    • Second set of questions
  • Closure

...

  • Complete reading

During class (ppt)

  • Housekeeping
    • Curriculum map questions? Problems? 
    • eTextbook survey – we have only seven responses!!
  • Microteaching – tonight's awesome classmates who are going first (hooray! You're the best!) are...
    • Rachel U.
    • Alicia F.
    • Sandy C.
  • Conceptual work
    • Wrapping up history
      • Checking our Statue of Liberty responses. In the process, we will be looking into Wikipedia's entry in English (and Simple English, since the full article is overwhelming) and its entry in French. (Any help? Anyone read French better than I? Pretty please?). To discern the motives, it helps to focus on the originator of the idea (Edouard Rene de Laboulaye) and not the sculptor (Auguste Bartholdi). And the prize goes to...
      • History three ways: National narrative, disciplinary inquiry, civic activity, focusing on the American Revolution. Our materials:
        • A script about the Boston Massacre, from Scholastic.
        • A set of primary and secondary resources about Lexington and Concord from the Historical Scene Investigations people at William and Mary. 
        • Activities centering around local connections to the Revolutionary War
          • Events: Concealing the Liberty Bell at Zion Reformed German Church (now Zion Reformed United Church of Christ) in Northampton Town (now Allentown) -- what happened? Why? Construct a Google Earth overlay to summarize. How has it been remembered? Visit Liberty Bell Shrine and Museum
          • People: How did the Moravian community respond to the Revolution? Who was William Allen and why was he a Loyalist? Write a thumbnail biography a selected person. 
          • Places: What was agriculture like then at the Burnside Plantation? What did Moravian College look like? What was going on in the Brethren's House? (Somewhat out of the time period, but a beautiful object of puzzlement: map of the farms on the Southside of Bethlehem, 1798.)
      • Closing comment on history.
    • Opening up civics
      • Let's start with some split-half brainstorming:
        • What is a citizen? What should a citizen know, understand, and be able to do? Record your answers in this Google Doc. (No sign-in required, just start writing)
        • Who is a citizen? What are the implications of this decision? Record your answers in this Google Doc. (Again, no sign-in required, just write)
      • Turning to the social studies literature
        • Standards: PDE, Center for Civic Education
        • Lee (textbook author): Civic competence and civic awareness
        • R. Freeman Butts: Knowledge, skills, and dispositions
        • Westheimer & Kahne: What Kind of Citizen?
      • Your challenge for next week (to be done in WTL): Pick a lesson topic connecting to Constitution Day and (briefly) design it TWO ways among the four identified by Westheimer and Kahne. 
      • Time permitting: A single civics topic two ways: Branches of government via graphics–iconic or real? 
  • Closure

...

  • Complete reading
  • Complete and turn in your HTCE
  • Work on unit plan
  • Prep / follow-up on microteaching as needed. 

During class (ppt)

  • Housekeeping
  • Microteaching
    • Carly B.
    • Alex Z.
    • Mel McB.
  • Conceptual work: Instructional planning, with attention to unit plans, and a little more attention to diversity
    • Reading people's unit outlines
      • Comment on standards
        • PDE 2002 v. 2009
        • "NSS" (from here?) vs. NCHS (which is the original, authoritative source)
      • Unit (and lesson) objectives
      • The role of an essential question / discussion of Backwards Design & Understanding by Design. See Lane-Kelso, 2001 for more. 
    • Looking at the required lesson plan elements–how you arrange them is up to you
    • Discussion of differentiation / adaptation / accommodation. What methods do you have at your disposal?
      • In the context of your unit plan: Special needs scenarios for microteaching.
    • Diversity and social studies education, second pass
      • Rights and privileges / citizenship and groups / earned and unearned affiliation.
      • Classroom community
        • Students with learning needs (e.g., learning disability, emotional/behavioral disability, impaired I/O, language learning needs)
        • Students with social needs (member of a vulnerable group)
        • Everyone: Awareness, respect, nuturing
    • And again: Citizenship is a big deal. Dealing with differences is probably the most fundamental underlying construct across history, human geography, moral questions about economics – everything. 
  • Closure

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