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Week 01 - Monday, 22 January 

...

• 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