Page Comparison

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• Reading
  
  • Chapin, Ch. 1
  • C3 Framework: intro material & history section
  • PDE standards for history
  • Common Core (well, "PA Core") standards for reading & writing in "History and Social Studies"
  • NCSS, 2008. In fact, the whole list of of NCSS position statements is  is probably worth bookmarking!
  • Optional: Mehlinger, 1988; Crocco, 2004
• Assignments
  
  • Download and organize relevant standards: C3 Framework, PDE standards on history, geography, civics, & economics, etc.
  • WTL (start your thread in the CourseSite): Take 20 minutes to ... write the history of the world. Seriously. Just give it your best effort. See what's in the ol' memory bank. Then take a look at and comment on a classmate's work.
  • Update your profile in CourseSite to include your picture
  • Complete your first original instructional material and bring it to class next week. Don't forget to include a paragraph explaining its intended use. 
  • Start lining up an HTCE participant

...

• Complete and bring in your OIP #1
• Complete readings
• Download and file the standards; read the history standards
• Complete WTL

During class (ppt)

• Sharing Original Instructional Materials work. Dr. Hammond's sample is here: Great Wall(s) of China, ver 04–and this KWL / guided note-taking sheet.
• Frameworks for thinking about being a teacher: TPACK (Mishra & Koehler)
• Metaphor of toolbox
• Organizing structure for tackling the content areas
• Unpacking history ed. 
  • History ed national orgs to note 
    • National Center for History in the Schools.
    • Organization of American Historians.
    • National Council for History Education.
    • ...and a host of projects from George Mason University
    • Center for History and New Media.
      • ...their Teaching & Learning resources.
      • ...their Research & Tools list.
      • ...their Collecting & Exhibiting links.
  • History ed resources – a select few followed by my list of bookmarks
    • Historical Scene Investigations, from William & Mary.
    • History Matters: The U.S. Survey Course on the Web (again, from GMU).
    • Historical Thinking Matters, from seminal researcher Sam Wineburg.
    • DocsTeach, from the National Archives.
    • American Memory Project (at Library of Congress)
    • Historical Scene Investigations (at William & Mary)
    • Looking Into the Past (Flickr group)
    • Prelinger Archive.
    • LIFE Magazine Archive (via Google)
    • All About Explorers.
    • Geography of Slavery database from the Virginia Center for Digital History at UVA.
    • ...and lots more in my bookmarks: http://delicious.com/tchammond/TLT431+history
  • The hidden driver of history ed: TEACHER DISPOSITIONS
• Closure

...

• Two bits of business I forgot to get to last week
  • "A Very Short Introduction" series: http://bit.ly/1XlbOt7 – use these as content resources to get ready for the Praxis or to help prep a course 
  • Portfolio work!
• Conceptual work
  • Here's the history ed resource we'll be using: Geography of Slavery database from the Virginia Center for Digital History at UVA.
  • More playing with primary sources: King Phillip's War
    • Primary source heuristics that you might use with this sort of a thing.
  • Digging into the research base
    • Work of Sam Wineburg
    • Work of Barton & Levstik
• Closure

...

During class (ppt on instructional planning; ppt on history ed)

• OIP #2 brief sharing
• Assignments: Next up is course plan. How to approach it.
• Some work on instructional planning
• More history ed
  • Something traditionalist that I didn't get to last week
  • Pivoting towards a civic-oriented stance w/Wikipedia
  • Going bonkers with Wikipedia: Wikipedia as applied epistemology? Something no disciplinarian can resist?
  • More civics-oriented suggestions
    • Contemporary parallels?
    • Local relevance?
    • "So what?" strategy
    • The "Secret History" strategy for including under-privileged voices
• Closure

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• Complete reading. Please *DO* mark up the civics standards. This is a bigger deal than usual!!
• Complete WTL
• Turn in update on your fieldwork

During class (ppt)

• Any probs with fieldwork update?
• Something you've probably been overlooking: General-use forum in CourseSite
• Civics
  • Why is it special?
  • What about stances?
  • Some civics methods / materials
    • Rawls' "Veil of Ignorance" prompt
      • WebGIS of LV area school districts (requires Lehigh login) 
      • GapMinder.org
    • Project Citizen: official explanatory video from  from Center for Civic Ed
• Closure: Think about microteaching!

...

• Housekeeping, checking on microteaching
• Civics v. history
• Civics is special because...it's action-oriented
  • Giving v. prompting v. making
  • (Resources used)
    • http://visual.ly/how-does-bill-become-law  
    • http://clerk.house.gov/floorsummary/floor.aspx 

    • https://www.congress.gov/legislation

    • http://www.opensecrets.org
• Civics is special because it's dangerous
  • (Resources used)

    • http://www.kctv5.com/story/31421096/interactive-maps-democratic-republican-primaries-sweep-the-nation

    • http://projects.fivethirtyeight.com/election-2016/delegate-targets/democrats/

    • http://www2.census.gov/govs/cog/2012isd.pdf
• Aligning frameworks
• Curriculum map assignment

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• Reading
  • Hammond & Manfra, 2009 (at long last!)
  • Zevin, Ch. 4
• Assignments
  • WTL: Civics ed, give three lesson ideas (one G, one P, one M) on a topic
  • Complete and turn in your CURRICULUM MAP

No class on Wednesday, 16 Mar; Lehigh University on Spring Break (14-18 Mar)

...

• Microteaching: Dr. H will demo (using GIS); Laura will test out technology...
• Conceptual work: Assessment & social studies
  
  • Generic purposes & assumptions of assessment: sequestered, individual tasks; assessment OF learning vs. assessment FOR learning; accountability / the 'bottom line' vs. the challenges of failure (or being passed along)
  • Reviewing things you (may?) already know – formative v. summative, etc.
  • Assessment in the context of social studies: What's the bottom line, again? Significance of schema, level of non-information in traditional assessments.
  • Examination of the work of Sam Wineburg, Gabriel Reich. Test items as text: compare primary source heuristics & test-wiseness
  • Examples of non-traditional assessment: Quick look back at example of a digital documentary. (This was made using PrimaryAccess.) Other tools: Glogster, Prezi, good ol' powerpoint (albeit perhaps used non-traditionally), a discussion board, etc. 
    • Essay group
      • Start with the Free Response Question. Individually examine the question and the images, then individually outline an answer. Then read the sample student response and score it with a rubric. Discuss your scoring. 
      • Move to the Document-Based Question. Examine the question and the documents, but skip writing your own answer. Examine the rubric, then look at the sample student response. Score it individually, then discuss.  
    • Collaborative test-taking group
      • Answer the first ten questions on your own. 
      • Answer the second ten questions on your own; then stop and discuss them. Note places where you changed your answers and provide an explanation of why. 
      • Answer the last ten questions on your own. Then use a computer to explore these questions further. Change your answers as needed, and document your changes (i.e., provide new answer, explain your new understanding, and provide links to relevant sites)  

  • Assessment resources: see course bookmarks for full listing (delicious.com/tchammond/assessment)

    • PDE SAS section on "Fair Assessment".
    • NAEP Questions Toolkit.
    • Example of publisher items.
    • NAEP reports – see framework, perhaps draw inspiration from it
      • History.
      • Civics.
      • Geography.
      • Economics.

• Closure: Don't forget that you will be assessed, too! Taking a look at the Praxis.

  • ETS info on their version of the Social Studies Praxis 2.
  • Other info that addresses same/similar content as the Social Studies Praxis 2  

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• Microteaching: Laura M, either DocsTeach (Nat'l Archive) or American Memory (LOC) 
• Finishing up up assessment
• Briefly discussing discussing instructional objectives – see materials in CourseSite
• Geography ed
  • Sketchmaps! (Connects too nicely to assessment discussion for me to pass up)
  • Links on different types of maps

    • Set 1

      • http://www.mapsofworld.com/images/world-political-map.jpg

      • http://www.mapsopensource.com/images/usa-political-map.gif

      • And a note on these: http://mark-twain.classic-literature.co.uk/tom-sawyer-abroad/ebook-page-08.asp

    • Set 2

      • http://www.worldmapsonline.com/images/academia/murals/academia_us_physical_mural_lg.jpg

      • http://www.worldmapsonline.com/images/murals/miller_world_physical_wall_mural_lg.jpg

    • Set 3

      • https://collection1.libraries.psu.edu/cdm/singleitem/collection/maps1/id/25359/rec/1
    • Set 4
      • http://eusoils.jrc.ec.europa.eu/projects/RenewableEnergy/Images/Climate_Zone%2011_s.jpg

    • Set 5

      • http://www.wrcc.dri.edu/pcpn/pa.gif

      • http://maps.fractracker.org/latest/?appid=65007967d5cc4464bc65fb8a0835e9f0

      • http://www.sourcewatch.org/images/thumb/1/16/PA_Marcellus_Shale_Formation.jpg/680px-PA_Marcellus_Shale_Formation.jpg

    • Set 6

      • http://blog.mapurbane.com/post/62945727969/as-stephanie-georgopulos-points-out-a

      • http://www.slate.com/blogs/the_vault/2014/08/05/eagle_map_1833_map_of_the_united_states_with_eagle_superimposed.html
  • Page from TLT 368 discussing discussing map projections
  • Geography: Moving beyond "what's where and what's it called" to "the whys of where": "What's in a (Place) Name" activity
  • Civic-oriented geography (and a connection to diversity ed)

...

• Microteaching de-brief?
• Unit overview --> final unit
• Conceptual topic #1– adaptation & accommodation of diverse learners: 
  • Getting started: Meet Tyler
  • What teacher knowledge / skill is required here? A lifetime of learning to be done here, but we will focus on building you a "survival kit" of strategies 
    • Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
      
      • Experience it
      • Go to https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Understanding_Sheltered_Instruction.pdf
      • One partner watch video #1 while the other one watches video #2. 
      • After you watch: Write down what you think the teacher's lesson was about, then compare. The viewer of video #2 should have a MUCH clearer idea of what happened – why?
      • Watch video #3. Again, this should be easier for you. Why? 
      • Think through the implications for your instruction – what did these experiences teach you?
      • Background info
      • Note how this used to be something that only ESL teachers did: http://www.ericdigests.org/pre-9210/english.htm
      • ...but now it's part of inclusive practices in mainstream classrooms, too: http://ritell.org/Resources/Documents/General%20Education%20Resources/Sheltered_Instruction_for_Mainstream%5B1%5D.pdf
      • Now you think it through in terms of your own instruction – re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
      • (And if you liked what you saw in the videos from Vanderbilt, see their whole module on working with English Language Learners: http://iris.peabody.vanderbilt.edu/module/ell/
    • Modifying materials
      
      • Modifying documents: Read http://teachinghistory.org/teaching-materials/teaching-guides/23560 – be sure to follow the links to the sample documents 
      • Modifying assessments: Go to http://www.lakewoodcityschools.org/userfiles/2191/Classes/8975/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3.
      • Finally, go to http://www.pdesas.org/module/Assessment/questions/search/ and retrieve some PDE-recommended assessment items. (I recommend "History", "5th grade"– to see less textually-driven questions, also add "constructed response".) Try your hand at adapting these items (both text-only and visually-driven) for ELLs.
    • Differentiation of student assignments – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
      
      • Go to http://delicious.com/tchammond/RAFT and review the links – start at the bottom and work your way up. View things with a critical eye. 
      • Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
      • Prepare one or more ideas to present to the class.
    • Graphic organizers – in general, you want to be multi-sensory; within that advice, I recommend being as visual & spatial as possible – graphic organizers let you do both!
      
      • Lots of pages provide information about graphic organizers; here is the most comprehensive site I've found: http://www.sblair.com/teachers/graphic_organizers.htm
      • (Feel free to include material from other classes, if you can)
      • Re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
  • Closure: How does this influence your thinking about your unit? How does it connect to the purposes of social studies?
• Conceptual topic #2: Pushing forward with geography ed
  • Re-establishing where we were
  • Geography educ as Big Themes. If you want to claw your eyes out, here is a list of of teacher-made videos about the Five Themes of geography. If you want to really understand the Five Themes, here is a a Wikipedia link.
  • Geography as stances
    • A traditionalist warm-up: Puzzle map of South America
    • A new disciplinary example: Google Earth overlay re-splitting continental regions.
    • Working toward civic-oriented stance
      
      • Transportation, population, and geograpgy
        
        • observing transportation via two videos
        • ...linking transportation to population density
        • ...linking population and geography: enactive exercise modeling the population of Japan, Australia, and the US
      • (Critique of what we just did – stereotyped / insufficiently nuanced view of a culture?)
      • What the World Eats. If I can trust you not to cheat...here's a a TIME magazine article about the source material. 
      • (Re-visiting that critique – how is this not the exact same thing as stereotyping? Is this wrong?)
      • Linking geography ed & diversity ed: Chinamanda Adichie's "Danger of a Single Story" TED talk.
      • "Weaving the Globe" activity – activity – old dataset from previous social studies methods classes; how can you extend this to make it more civic?
      • Illustrating some Big Ideas of geography, in a very local / civic-oriented way, allowing a full-spectrum view of a culture: Community Needs, Community Resources activity
• Closure

...

Before class

• Complete reading!
• Complete assignments!

During class

• Microteaching: 

After class(ppt)

• Political de-brief!
• End-of-semester assignments to be turned in
• Wrapping up geography ed
  • Something I recently found: https://populationpyramid.net/
  • "Weaving the Globe" activity – old dataset from previous social studies methods classes; how can you extend this to make it more civic?
  • I'll be using a couple of videos from YouTube that I wish to keep blinded
    • Video 1
    • Video 2
  • I'm also using a lesson adapted from the Teachers Curriculum Institute. Good stuff. 
  • The point I've been building toward: Linking geography ed & diversity ed: Chinamanda Adichie's "Danger of a Single Story" TED talk.
• Economics education
  • Economics & the curriculum & you
  • Economics as integration: Classic lesson topic = Great Depression. Here's a sample lesson from Social Ed, but there are lots of other ways to get at this. 
  • Economics as a representation / simplification / model. Examples: micro S & D, macro AS & AD. Competing policy implications of different models of AS & AD. I'm using ThinkEconomics here -- it's worth playing with & exploring. Bookmark it for later. 
  • Demo lessons
    
    • Play-Doh Economics, from Indiana's Council for Economic Ed. You can get the first edition online for free; the second edition you have to buy (Amazon).
      
      • Activity de-brief -- what was learned: concepts? Skills? Attitudes?
    • A market in wheat. This is a CLASSIC lesson. I first encountered it in the 'Morton' books for teaching AP Econ--it's also available in a CEE publication via Google Books: lesson, entire book. 
      
      • Activity de-brief -- what was learned: concepts? Skills? Attitudes? Any citizenship development going on here? – can't do activity; not enough students
  • A critical stance on economics education (in the US, at least): where's the non-capitalism? Example of Islamic banking, etc. Related links
    
    • Price anchoring & the world  of behavioral economics: Dan Ariely's Predictably Irrational.
    • Importance of framing ('death tax' vs. 'estate tax'): George Lakoff's Metaphors We Live By – for a more contemporary application, see Don't Think of an Elephant.
    • 'The poverty tax' – gambling and household income: Clotfelter, Cook, Edell, & Moore, 1999. 
    • Setting up the system to default to success: Thaler & Sunstein's Nudge.
  • Opportunities to think critically & address citizenship/global citizenship:
    
    • VisualizingEconomics.com – for example, http://visualizingeconomics.com/blog/2010/03/15/federal-tax-rates-by-income-for-single-filers-2009
    • ...and the issue of microfinance (e.g.,Kiva.org), et al.
• Closure: Bringing together geography, economics, civics, and history: gapminder.org

After class

• Reading

  • Econ standards (C3, PDE; NCEE if you want it)

  • Zevin, Ch. 12

  • Caldwell & O'Driscoll, 2007

  • Fraser, 2007

  • File & refer back to: Day, 2006

• Assignments
  • Turn in whatever's left!
  • Complete WTL forum

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