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Week 01 - Monday, 22 January 

...

• Read Chapin, Ch. 4

• Complete & turn in Course Plan #1

• Write the history of the world...in 30 minutes or less

...

• Complete reading

• Turn in Course Plan #1

• Complete WTL

During class (ppt)

• Housekeeping

• History ed – time to get started!

  • Opening activity: "Story of Aaron", using info drawn from http://www2.vcdh.virginia.edu/gos/

    • De-brief...

  • A couple of frames for history ed

    • "History for democracy"?

    • History vs. history ed

  • Activity #2: Jewish populations before vs. after Holocaust

    • Starting point

      • https://www.yadvashem.org/IMAGE_TYPE/8381.jpg

      • https://www.yadvashem.org/IMAGE_TYPE/8380.jpg

    • So I put it on a map

      • Using contemporary boundaries...  https://www.arcgis.com/home/webmap/viewer.html?webmap=0f952aee6f1142f3a36577c1c3fa81c3&extent=-16.7872,36.2982,69.3457,63.7343

      • (Need something that is accurate to 1933 ... or 1936? 1939? 

  • An attempted contrast

    • Virginia Center for Digital History at UVA: http://www.vcdh.virginia.edu/index.php?page=VCDH

    • Digital Scholarship Lab at the University of Richmond: https://dsl.richmond.edu/index.html

  • Three tactics for teaching history while engaging civics

    • Putting a lamp on the pluralism / emphasize the inclusion / wave the diversity banner

    • "So what?" strategy

      • I did this via a digital documentary tool, PrimaryAccess, but you can do it with anything: https://stagetools.com/vis/pa/

    • "Doing history" via Wikipedia...which I think is the best platform for it

      • Frederick Winslow Taylor; we'll dip into his Principles of Scientific Management (1912) just briefly: https://archive.org/details/principlesofscie00taylrich/page/44/mode/2up?view=theater

      • Entry on Henry Noll: https://en.wikipedia.org/wiki/Henry_Noll

      • Demonstrating read vs. write vs. talk vs. history: Use the Wikipedia Main Page (https://en.wikipedia.org/wiki/Main_Page) and explore the 'In the news” and “On this day” and “Did you know” features to pick an article to demonstrate…

      • Example of growth in a Wikipedia entry

        • From 2005: https://en.wikipedia.org/w/index.php?title=Over-the-Rhine&oldid=11921580

        • Current: https://en.wikipedia.org/w/index.php?title=Over-the-Rhine 

• Closure

After class

• Reading

  • Chapin, Ch. 6

  • Read history standards (PDE, C3)

  • Skim Hammond, 2010 if you want to read more about ‘So what?’ activity 

• Assignments

  • Think about Course Plan #2…but it’s not due!

  • WTL: What is your current pattern of use of Wikipedia? Is there a topic in the history curriculum for which you think you might find it useful?

Before class

• Complete reading

• Think about Course Plan #2!

• Complete WTL

During class (ppt)

• Housekeeping

• History education - 'Signature pedagogies'; we'll be dipping in and out of our JamBoard for this

  • Chronology

  • Sourcework

    • From DocsTeach at the National Archives: https://www.archives.gov/education/lessons/worksheets

  • Narrative...but this needs some help

    • Frameworks: One is good, two is better? 

    • Periodization

After class

• Reading

  • C3 standards: Read the section on the Inquiry Arc

  • Catch up on anything in the textbook or standards that you didn’t get to from previous weeks

  • Optional: For the historical thinking nerds, you have to read Wineburg, 1991

• Assignments

  • WTL post to warm up to Course Plan #2 (please do before spring break!)

  • Complete & turn in Course Plan #2 (after spring break)

  • WTL on history ed resources (whenever)

Week 08 - Monday, 11 March – No class! Lehigh is on Spring Break! 

Before class

• Complete & turn in Course Plan #2

• Complete WTL

During class (ppt)

• Discussing remaining assignments

• Current events, history education, and the Inquiry Learning Arc

• Wikipedia as an all-purpose tool for history education 

  •  Content

    • Munster Rebellion of 1534-35

    • Saeculum obscurum

    • Yamnaya culture

  • Pro-democratic processes

    • Reading talk pages: https://en.wikipedia.org/wiki/Talk:Frederick_Winslow_Taylor

    • Creating your own articles: https://en.wikipedia.org/wiki/Henry_Noll

  • Historical thinking skills

    • Images in context: Consider the following two images of the Boston Massacre

      • Image #1: https://en.wikipedia.org/wiki/File:The_Boston_Massacre_MET_DT2086.jpg

      • Image #2: https://en.wikipedia.org/wiki/File:Boston_Massacre,_03-05-1770_-_NARA_-_518262.jpg

    • Historical investigation – we'll use the article on the Pledge of Allegiance

      • When was it created? Why?

      • What historical information on this page is already familiar to you? 

      • What historical information on this page is unfamiliar to you? How can you corroborate it? 

• Wikipedia, generative AI, and the crisis for social studies instruction

  • We'll be looking at three responses asking ChatGPT to compare and contrast the cases of Dred Scott and Lucy Berry

    • Response 1

    • Response 2

    • Response 3

• Closure

After class

• Reading – none

• Assignments

  • Complete and turn in curriculum map

  • Complete WTL on Wikipedia and/or generative AI

Before class

• Complete curriculum map

• Complete WTL

During class (ppt)

• Microteaching demo (sort of)

  • Google Earth file I'll be using

  • Guided notes sheet.

• Sorting / scheduling our microteaching

• Big Brain Thought #1: Wikipedia, generative AI, and the Inquiry Arc

• Big Brain Thought #2: Pitching a 'pro-democracy' goal for history education, starting with a clumsy parallel with Ibram X. Kendi's work

• Time permitting: Some playing around with images

After class

• Reading

  • Wineburg, 2004

  • Optional: ISI, 2006

• Assignments

  • Think about your unit overview – it is due next Mon (8 Apr)

  • Come to class prepared to go outside! We'll be doing a scaffolded geocache to get started on geography ed

Before class

• Complete reading

• Think about / work on your microteaching lesson

• Come prepared to go outside!

During class (ppt)

• Meeting in lobby of Iacocca! 6:30. We will head outside

• Back in class: Let's make sure we're lined up for microteaching next week...

• Geography ed! I have no idea how far we are going to get through this; expect some of these to roll over to next week / week after...

  • TRADITIONAL: What's where and what's it called

    • A gameified approach: Stack the States / Stack the Countries

    • Who can name the most post-Soviet republics? Name which countries in Africa were not created via de-colonization? (Tricky question...)

    • Sketchmaps! Draw me a sketchmap of...Iacocca Hall? Canada?

    • What is the tallest mountain in North America? Let's take a look via Google Maps...

  • DISCIPLINARY - Tools of geography

    • Scaffolded geocache

    • Other coordinate systems: Try this? https://what3words.com/

    • Mapping an orange (see the lesson plan I'm adapting here: https://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp009.shtml

      • Video: “orange globe”

      • Video: “Why All World Maps Are Wrong” (Vox) – first 45 seconds cover the main move of the lesson plan; rest is a pretty worthwhile discussion of projections, tech, etc.

    • Photos & video

      • Photos

        • Flickr map: https://www.flickr.com/map – my usual move is to search for 'mosque'

        • 'What the World Eats' activity (see ppt in CourseSite)

      • Video – I'll demonstrate this through a couple of things posted to YouTube...but I'm not going to link them in advance

  • DISCIPLINARY - The whys of where

    • So why did the name of the tallest mountain in North America change? Or should we instead say the name(s) didn't change so much as the pattern of use changed? And why did that pattern of use change? 

    •  More playing with names and their significance: What's in a State Name? See this spreadsheet, then this map

      • Follow-ups: Can you do this same thing with Canada? Fun trick: Look at maps of Canada in the English version of Wikipedia (https://en.wikipedia.org/wiki/Provinces_and_territories_of_Canada ) vs. the French version (https://fr.wikipedia.org/wiki/Canada#Provinces_et_territoires )

      • How about Mexico? Guatemala? County names in Pennsylvania? County names in England?

  •  SOCIAL - Geography is power!

    • Initial example of what I'm talking about: "Town map of Bethlehem and vicinity", circa 1758: https://exhibits.lafayette.edu/s/lvhmc/item/35941

    • Maps that make a point: https://www.vox.com/2015/5/27/8618261/america-maps-truths  

    • Geospatial inquiry: Weaving the Globe (this is again a lesson borrowed from elsewhere, in this case an old article in Social Education)

    • Geospatial inquiry in students' neighborhoods: Preparing for the Zombie Apocalypse and Other (Un)natural Disasters

    • Homebrewing your own localized historical geographic inquiry: Sanborn maps. For example, what's buried underneath Lehigh's College of Business?? (Look here: https://drive.google.com/file/d/1IfeI25VDAmnGXOmCSYM_lvH81lrjvegu/view?usp=sharing )

    • Maps, analysis, and making decisions: Eagles and Wind Turbines (see Leeson et al., 2022)

After class

• Download and read geography standards

• Read Chapin, Ch. 8 (geography ed)

• Skim Leeson et al., 2022

• Complete and turn in unit overview

• Prep for microteaching

• Complete WTL on geography ed resources (can complete later, if needed – microteaching definitely takes priority!)

Before class

• Prep your microteaching lesson

During class (no ppt – we’re just going to be working through what we have left over from last week)

• Microteaching sessions

• Time remaining

  • Update JamBoard o' methods (linked in CourseSite)

  • Working through more Geography concepts

After class

• Download and read geography standards

• Read Chapin, Ch. 8 (geography ed)

• Skim Leeson et al., 2022

• Complete and turn in unit overview

• Write up microteaching reflection (no rush; feel free to take a couple weeks…but don’t leave it for too long!)

• Complete WTL on geography ed resources