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Weeks 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15


Week 01 - Monday, 23 January 

During class (ppt)

After class

  • Assignments
  • Reading
    • Skim the C3 standards ('College, Career, and Civic Life') from the National Council for the Social Studies (NCSS)
    • Chapin, Ch. 1
    • Read NCSS, 2008. In fact, the whole list of NCSS position statements is probably worth bookmarking!
    • Read Gaudelli & Laverty, 2017 (find it in the 'Copyrighted readings' folder in CourseSite. FYI: Gaudelli is the dean of Lehigh's College of Ed, so give this a think!
    • Optional – again, you can find these in the 'Copyrighted readings' folder in CourseSite: Mehlinger, 1988; Crocco, 2004


Week 02 - Monday, 30 January 

Before class

  • Complete reading
  • Fill out your 'Social studies autobiography' 
  • Download & organize standards documents

During class (ppt)

After class

  • Read civics standards: PDE + C3 civics section 
  • Westheimer & Kahne (‘What kind of citizen’) – skim; go in depth if you wish
  • Chapin, Ch. 7 (“Civic Education & Global Education”, in the 4th edition; note that I’m not fully engaging with the global ed part, but please do read it)
  • Complete & bring to class your first Original Instructional Material (OIM)
  • Writing-to-Learn (WTL) in CourseSite on standards & question of ‘What kind of citizen?’

Week 03 - Monday, 6 February 

Before class

  • Complete & bring in your OIP #1
  • Complete reading
  • Complete WTL

During class (ppt)

  • Show-and-tell of OIP #1. (I encourage sharing, so feel free to give copies to your classmates! But it's up to you!)
  • I also made a thing! I figured out how to do the Government Game without leaving the room...
  • Framework stuff – what TPACK did we just display? What methods are in our toolbox?
  • Now let's talk about standards: What connections might we make (if any) between our OIPs and the civics standards? Note that I have a few ideas in mind, looking at my Government Game

    • PDE, 3-8: “5.3.8.C. Describe how local, state, and national governments provide services.”

    • PDE, 9-12: Nothing, really.

    • C3

      • “D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.”; 

      • …plus, depending on how you structure the groupwork, you have an opportunity to get into “D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.”

  • Standards & planning in social studies
    • The way it's supposed to be done (top-down)
    • The way I suggest you do it (backwards engineer)
  • One reason (among many) why I have such a critical / stubborn streak when it comes to civics: Act 35
  • Instructional frames
    • generic: Giving-Prompting-Making
    • something specific for civics: Self-Other-Action
  • Closure

After class

Reading

  • Chapin, Ch. 2 (planning social studies instruction)
  • Optional: Hammond & Manfra, 2009 (this is the Giving-Prompting-Making thing)
  • Super optional: Keeler & Langhorst, 2008
  • (And a WATCHING assignment! Watch at least part of the State of the Union. I’m not going to hold you to watching the entire thing….)

Assignments

  • Complete and turn in your HTCE prep (image set, w/citation & discussion of each image)
  • Think about OIP #2; it’s due week after next. If you would like some modeling, see Keeler & Langhorst, 2008 article. It’s dated but demonstrates the idea
  • WTL on civics – two things: methods for civics + thoughts on currents events lessons


Week 04 - Monday, 13 February 


Before class

  • Complete and turn in HTCE prep – don't forget to look at syllabus! It describes the expectations
  • Complete reading (and watch part of the State of the Union!)
  • Complete WTL

During class (ppt)

  • Housekeeping
  • Warm up instructional activity – sort of a semi-interactive lecture on types of government. Note that I'm doing it twice: Briefly as a counter-example and then (longer) as an example of what I think would be better. It lives in this JamBoard: https://jamboard.google.com/d/1JfM6Kz7wrrtG5ag1w3CYMR4ydsjDVwbnSTRF0i3rES8/viewer?f=0
  • A comment about sequencing / primacy of civics + the need to re-think / re-found our commitment to civics ed
  • Civics & games; civics AS a game

After class

  • Read Chapin, Ch. 3
  • WTL on iCivics
  • Complete OIM #2 – don't forget that this one comes in with a reflection!

Week 05 - Monday, 20 February 

Before class

  • Complete reading
  • Complete WTL
  • Turn in OIM #2, including reflection! See syllabus for details

During class (ppt)

After class

  • Read Chapin, Ch. 4
  • Complete & turn in Course Plan #1
  • Write the history of the world...in 30 minutes or less


Week 6 - Monday, 27 February

Before class

  • Complete reading
  • Turn in Course Plan #1
  • Complete WTL

During class (ppt)

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?

Week 07 - Monday, 6 March 

Before class

  • Complete reading
  • Think about Course Plan #2!
  • Complete WTL

During class (ppt) 

After class

  • Reading - none
  • Assignments
    • Complete & turn in Course Plan #2
    • WTL on history ed resources (see CourseSite)


Week 08 - Monday, 13 March  – NO CLASS; LEHIGH SPRING BREAK


Week 09 - Monday, 20 March  

Before class

  • Complete & turn in Course Plan #2
  • Complete WTL

During class (ppt)

After class

  • Reading – none
  • Assignments
    • Complete and turn in curriculum map
    • Complete WTL on Wikipedia and/or generative AI

Week 10 - Monday, 27 March

Before class

  • Complete curriculum map
  • Complete WTL

During class (ppt)

  • Microteaching demo (sort of)
  • 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
    • Complete and turn in unit overview
    • Come to class prepared to go outside! We'll be doing a scaffolded geocache to get started on geography ed

Week 11 - Monday, 3 April

Before class

  • Complete reading
  • (We're punting on the unit overview – will discuss further during class tonight)
  • Come prepared to go outside!

During class (ppt)

  • Meeting in lobby of Iacocca! 7:00ish? 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
    • DISCIPLINARY - The whys of where
    •  SOCIAL - Geography is power!

After class

  • Read Chapin, Ch. 8 (geography ed)
  • Read Carrigan et al., 2018 (example of a local geospatial inquiry using GIS, doing data collection, etc.)
  • Complete and turn in unit overview
  • Prep for microteaching
  • Complete WTL on geography ed resources (can complete later, if needed – microteaching definitely takes priority!)


Week 12 - Monday, 10 April

Before class

  • Complete and turn in unit overview
  • Complete reading
  • prep for microteaching!
  • Time permitting: Complete WTL on geography ed resources

During class (no ppt – anything I'm presenting is coming from last week's materials)

  • Microteaching!
  • Housekeeping
  • Geography ed, cont'd (time permitting – will pick up where we left off last week), and let's stop in and expand our JamBoard while we're at it

After class

  • Read Carrigan et al., 2018 (example of a local geospatial inquiry using GIS, doing data collection, etc.)
  • Work on microteaching reflection, final assignments, etc.


Week 13 - Monday, 17 April

Before class

  • Work on microteaching reflection, final assignments


During class (ppt)

  • Wrapping up geography ed (see Week 11 material, above)
  • ...at some point we need to re-visit the JamBoard of methods, populating the geography section
  • 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

    • Assessment resources

  • Assessment & your instructional unit
  • Closure

After class 

  • Reading
    • Carrigan et al., 2018
    • Reich, 2009
    • Chapin, Ch. 5
  • Assignments
    • Work on final assignments!
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