TLT 412, Fall 2018 - Course record

Owned by Tom Hammond
Last updated: Nov 26, 2018
16 min read

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Session 1 - Monday, 27 Aug

Before class

  • Buy a copy of the textbook (Maxim, 2017, Dynamic Social Studies for Constructivist Classrooms). Amazon has it; 10th edition copies (which you can find used) are probably fine. 
  • Cruise this wiki and the CourseSite.
  • I have paper copies of the syllabus; you don't have to print out a copy yourself.

During class (ppt)

  • Housekeeping
    • Introductions
    • Looking at our toolbox: CourseSite, wiki, bookmarks, etc.
    • Reviewing syllabus
      • Assignments and grading
      • First step: Completing your first WTL entries
    • Questions thus far?
  • Conceptual work
    • What is social studies?
    • What is social studies methods?
      • Content?
      • Techniques?
      • Lesson planning?
    • Who am I as a social studies educator?
  • Closure
    • Review of what's due next week – reminder about filling in info for "Weaving the Globe"
    • Review of what's where (wiki, CourseSite)
    • Any questions?
    • Stick around for portfolio work

After class

  • Reading
    • Maxim, Ch. 1 (What is?)
    • Gaudelli & Laverty, 2017 (as an overview and critique of the field – if nothing else, this should motivate you to be an informed, critical consumer of social studies materials. Also note historical connection with Dewey...and the existence of the dean of Lehigh's COE!)
    • NCSS, 2009

  • Assignments
    • WTL
    • Update your profile in CourseSite to include your picture
    • Starting planning out your upcoming assignments: Original Instructional Materials product #1, who you'll interview for HTCE, etc. 
    • Bookmark class websites on your computer (e.g., CourseSite, relevant wiki pages)
    • Fill out the “Weaving the Globe” input form.

    • Input your portfolio URL ASAP

 

Session 2 - Monday, 3 Sep

Before class

  • Complete reading
  • Think ahead: What do you want to do for your Original Instructional Materials assignments? Are you able to find a preK-4 student to interview for the HTCE? 

During class (ppt)

  • Housekeeping
  • Conceptual work
    • Opening activity: Sketchmaps
    • Sketchmaps & schema
    • Examples of how social studies schema are complicated / slippery / layered
    • NCSS on the purpose of social studies
    • Curricular frameworks
    • A proposed, deliberately provocative framework of aims: A three-ring circus
    • NCSS and powerful social studies
    • Digging into geography
      • Standards – analyze these for suggested / implicit curricular frameworks and aims
        • PDE (all via CourseSite)
          • new geography, 3-8
          • new geography, preK-2.
        • C3 Framework – note that for geography, they reach back to the old "Five Themes" of geography.
      • Parsing it a little more simply
  • Closure

After class

  • Reading

    • Maxim, re-visit Ch. 1 section on standards, read Ch. 10 (Geography)

    • Re-visit NCSS, 2009

    • skim Brophy & Alleman, 2002

    • optional: Wade, 2002

    • skim: Keeler & Langhorst, 2008 (to get ideas for orig inst materials assigns)

  • Assignments 
    • WTL

    • Complete instructional product #1, bring it to class ready to share!

Session 3 - Monday, 10 Sep

Before class

  • Complete reading
  • Complete and bring in your Original Instructional Material assignment #1, bring it to class. (But don't forget to also upload it to CourseSite!)
  • Complete the WTL

During class (ppt)

  • Housekeeping
  • Original instructional materials work
    • Getting ready to share our OIP #1s. I'll be demoing using this Google Earth file built from the data you gave me (plus older data)
    • Sharing 
    • Talking about OIM #2: Check out my SmartBoard-based puzzle map of South America. What approach to geography is it? (Traditional) So: For your OIM #2, try a new-to-you technology (SmartBoard? Google Earth?), a different lens (traditional vs. disciplinary vs. student-centered) – mix it up! Stretch your thinking and your tech skills!
  • Conceptual work
    • Re-visiting three stances of geography ed, demo'd with three methods
      • "Weaving the Globe" (which we did last week)
      • SmartBoard puzzle map (which we did as part of sharing OIP #1)
      • "What's in a Place Name?"
    • Taking a look at standards
    • Digging into geography's Big Ideas
      • Natural environment vs. built environment
      • Physical geography vs. political, economic, or human geography
      • Human-environment interaction
      • Tools of geographic representation
  • Closure

After class

  • Reading

    • Review Geography standards: PDE, C3; see other nat’l orgs as you see fit

    • Read Barton & Levstik, 1996 (at least to the point where you understand context of HTCE assignment)

  • Assignments

    • Complete and turn in HTCE prep work

    • WTL

    • Work on original instructional materials assignment, product #2

    • Please consider sharing your OIM #1 by uploading to the Forum in CourseSite for this week’s class

 

Session 4 - Monday, 17 Sep

Before class

  • Complete reading
  • Prepare and turn in HTCE prep
  • Complete WTL

During class (ppt)

  • Housekeeping: OIM work, HTCE
  • Conceptual work
    • Quickly before the light disappears: Scaffolded geocache
    • Geography framing: Five Themes vs. Four chunks
      • Tools of geography: Lots of stuff here, but with emphasis on...
        • Map projections
        • And a lesson plan that I've slightly adapted: The Grapefruit Activity. (While you're there: Note that it's billed as social studies AND science. Geography is the place where social studies starts to overlap with earth science / environmental science / physical science.
        • If you want to see the Flickr map I used, it's here: https://www.flickr.com/map – search 'Islam' or something else with a strong cultural gradient: 'mosque', for example.
      • Physical geography: Not a perfect demonstration, but here's a Google Earth overlay that I created to divide continents into regions.
      • Human geography: Families and Food activity. This is material borrowed from the book Hungry Planet: What the World Eats. 
      • Human-environment interaction: Population density activities / materials
          • Set of YouTube videos
          • Population density enactive, adapted from the Teachers Curriculum Institute geography lessons.
          • Other visual materials on population in this place, time.
      • Social studies and (de-)"othering"
  • Closure

After class

  • Reading
    • optional: Hammond, Bodzin, & Stanlick, 2014
    • If you haven't already: Read through PDE ELPS, or at least the stuff I extracted for social studies.
  • Assignments
    • Complete & turn in OIP #2. (If you need help thinking of something: re-read Keeler & Langhorst, 2008)

Session 5 - Monday, 24 Sep

Before class

  • Complete the reading.
  • Complete and turn in your Original Instructional Material #2. Don't forget to write the reflection! (See syllabus for details)

During class (ppt)

  • Housekeeping
  • Conceptual work
    • Diversity ed implication of geography (and more! History, civics, you name it): 
      • Here are some images / webmaps I'm drawing from 
        • Flickr world map, search for 'families' in 'N'Djamena'. Note that it comes up a little off from N'Djamena, so we have to zoom out a bit to see where we are. (A similar tactic: Search the map for anything (in other words, enter no search term) taken in Kenya. Oodles and oodles of animals...very few people. Does that capture Kenya? There's almost 50 million people there...they count something like 40 different ethnic groups among themselves.
      • If you haven't seen all of it already, I recommend seeing Chimamanda Adichie's TED talk. I played just a small portion; feel free to watch more 
    • History ed work
  • Closure

After class

  • Reading
    • Skim: Hammond & Manfra, 2009
    • Maxim, Ch. 9 (history – note how this is first in his content-specific chapters?)
    • History standards (at least skim): PDE, C3; look at NCHS if you wish
    • Maxim, Ch. 5, 6, 7, & 8 – just get started on this; they expand upon the pedagogical points I was making tonight, and they also provide lots of great history-oriented instructional ideas (for example, think of what we did tonight as you read 'Pictures and Study Prints'; 'Biographies' & 'Historical Fiction' are clearly great frameworks for exploring history). You can finish them up later, but give a quick skim for now and maybe drill down on one of the four chapters
  • Assignments
    • WTL on history ed
    • Field experience update
    • Think ahead about curriculum map

Session 6 - Monday, 1 Oct

Before class

  • Complete readings–note that I crossed off some bits
  • Complete and turn in fieldwork update / "first installment"
  • Do WTL

During class (ppt)

  • Housekeeping
  • Conceptual work
    • Pushing forward on history ed methods
    • Pedagogical framing: Giving-Prompting-Making; observe how this overlays with the stances
    • And a deep, philosophical look at Why: Why do we teach history?
    • Back into history ed methods: Things with timelines
    • And a closing question or two about Wikipedia
  • Closure

After class

  • Reading
    • Maxim, Ch. 3 & 4– these expand upon the pedagogical points I was making tonight, but with a much better theory base.
    • Maxim, Ch. 5-8 – keep working through these.
    • Re-visit history education standards; what reasons do they give for WHY study history??
  • Assignments
    • Complete and turn in curriculum map. Don't forget the reflection!


Session 7 - Monday, 8 Oct

Before class

  • Complete reading
  • Complete and turn in Curriculum Map assignment

During class (ppt)

  • Housekeeping
    • Qs about turning in curriculum map?
    • Organizing microteaching
    • Thinking about curriculum map
  • Conceptual work: Finishing off history ed
    • Re-visiting big picture from geography ed & what we've covered thus far in history ed
    • Wikipedia work
    • Extending wikipedia work
  • Closure

After class

  • Reading
    • Read whatever is at the level that interests you most (preK-4)
      • Barton, 1997 (4th & 5th grade)
      • Tiemann & Fallace, 2009 (K)
      • Jensen, 2009 (5th grade...but applies broadly)
  • Assignments
    • Tell me where you would like to fall in the microteaching schedule, using this handy form (also linked in CourseSite). 
    • Working ahead: Think about unit overview


Session 8 - Monday, 15 Oct - NO CLASS due to Pacing Break

(But do see materials in CourseSite – they are worth reviewing!)


Session 9 - Monday, 22 Oct

Before class

  • Complete and turn in unit overview. Finish up any reading from before Pacing Break

During class (ppt) – but two notes: (1) we'll be continuing it next week & (2) I will post materials from Dr. Kangas after class

  • Guest presentation by Dr. Kangas
  • Housekeeping
  • Conceptual chunk #1: (What do I need to cover in basic instructional planning? For example: Writing objectives?)
  • Conceptual chunk #2: Putting history & geography to bed; Getting started on civics ed
    • Initiating activity #1: Branches of government – I run this using a ppt I created; feel free to ask for a copy
    • Initiating activity #2: Community resources
      • Let's start with an activity, or sequence of activities. It's a twist on the classic 'community helpers' topic (see some sample materials, if you need to, or consult this set of lesson descriptions), but it takes a broader frame: 'community needs' vs. 'community resources'. If you want to look through the materials:
        • The game was created using arisgames.org; I'll be happy to share the game so you can see it and make a copy to tinker on your own.
        • Here's a sample Google Earth overlay I made, focusing on the area around Building 21, in Allentown. Note that you need to create one that is relevant to whatever school environment you would want to run the activity in.
        • Here's the handout (one sheet for classwork, one sheet for homework).
    • What do these activities tell us about civics? 
    • Another look at civics ed: questions from the US Customs & Immigration Service
  • Closure

After class

  • Reading
    • Civics standards: PDE, C3, and perhaps (your call) Center for Civic Ed. All of these are available in the folder in CourseSite
    • Maxim, Ch. 11
    • Westheimer & Kahne, 2004
    • As needed: Review materials on instructional objectives
  • Assignments
    • If you are microteaching: Prep your lesson and materials
    • (If you need to revise or otherwise keep working on your unit overview late, that's fine. Just let me know)

Session 10 - Monday, 29 Oct

Before class

  • Complete reading

During class (ppt)

  • Microteaching
    • Shannon
    • Mike
  • Housekeeping
  • Picking up where we left off last week
    • Review initiating activity #1: Branches of government – I run this using a ppt I created; feel free to ask for a copy
    • Conduct initiating activity #2: Community resources
      • Let's start with an activity, or sequence of activities. It's a twist on the classic 'community helpers' topic (see some sample materials, if you need to, or consult this set of lesson descriptions), but it takes a broader frame: 'community needs' vs. 'community resources'. If you want to look through the materials:
        • Here's the app you use to play the game: https://itunes.apple.com/ca/app/aris/id371788434
        • The game was created using arisgames.org; their current URL is https://fielddaylab.wisc.edu/ (Can you figure out why they changed it?) I'll be happy to share the game so you can see it and make a copy to tinker on your own.
        • Here's a sample Google Earth overlay I made, focusing on the area around Building 21, in Allentown. Note that you need to create one that is relevant to whatever school environment you would want to run the activity in.
        • Here's the handout (one sheet for classwork, one sheet for homework).
    • What do these activities tell us about civics? 
    • Another look at civics ed: questions from the US Customs & Immigration Service
    • Some standard questions as we encounter a new content area
      • What are the content-area associations that focus on civics ed? Center for Civic Ed (http://www.civiced.org/) is the biggie.
      • What are the standards for civics ed? PDE, C3 Framework (in CourseSite); Center for Civic Ed (CCE) also has their own set of standards
      • What are some resources for civics ed? https://del.icio.us/tchammond/TLT412,civics --see also the 'We the People' and 'Project Citizen' materials from CCE
      • What are different approaches to civics ed – traditional? Disciplinary? Community-centered?
    • What's so special about civics education?
    • Three salient 'buckets' of civics resources
        • Bucket #1: Materials from the Center for Civic Education
        • Bucket #2: Materials from iCivics
          • About page – be sure to check out some of the info under "Our Impact" to get a sense of what grade(s) they think this is for and how they feel they're doing.
          • Scope-and-sequence – just get a sense for what topics and methods they have going on. Note that they don't make any statements about what grade levels should work on which topics!
          • Games – these are all Flash-based and therefore might not work on some mobile devices. I picked a timely one: "Cast Your Vote"
          • ...de-brief
        • Bucket #3: And now some other materials, that you'll hopefully have more context for by this point
  • Closure

After class

  • Reading – same as last week; keep working through
    • Civics standards: PDE, C3, and perhaps (your call) Center for Civic Ed. All of these are available in the folder in CourseSite
    • Maxim, Ch. 11
    • Westheimer & Kahne, 2004
    • As needed: Review materials on instructional objectives
  • Assignments
    • Complete your HTCE assignment. If you need extra time, let me know
    • If you are microteaching: Prep your lesson and materials
    • If you already did your micro-teaching: Complete a reflection and turn it in. Just attach it to an email to me. No rush.


Session 11 - Monday, 5 Nov 

Before class

  • Complete reading

During class (ppt)

  • Microteaching
    • Megan
    • Taryn
    • Shane
  • Housekeeping
  • Conceptual work
    • Civics ed: Three salient 'buckets' of civics resources
      • Bucket #1: Materials from the Center for Civic EducationBucket #2: Materials from iCivics
        • About page – be sure to check out some of the info under "Our Impact" to get a sense of what grade(s) they think this is for and how they feel they're doing.
        • Topics – Note that these are all written for middle / high school, BUT...with a little adaptation and/or a little scaffolding, I think you can get them to an elementary level. (If nothing else: Steal the idea and then re-build it in a format that your students will be able to do)
        • Games – these are all Flash-based and therefore might not work on some mobile devices. I picked a timely one: "Cast Your Vote"
        • ...de-brief
        Bucket #3: And now some other materials, that you'll hopefully have more context for by this point
      Civics ed: Wrapping up – things I like, floating the idea of 'civic engineering'
      • Here is a video clip of David Souter (recommend starting at 3:35) giving the big picture on civics ed & its urgency. (David Souter: Another retired Supreme Court justice. Has spent at least part of his retirement focusing on civic ed at the state level, in his home state of New Hampshire.) If you want more context for the clip, here's a page from PBS that overviews the entire talk (and offers more clips) – it's 2012, Constitution Day (Sep 17, as you well know...) at the University of New Hampshire.
      • Prediction: Social studies ed, and particularly civics ed, is about to make a comeback. You have no idea what your curriculum is going to be or what kind of time you will be given, but you do have events to work with (for example: Constitution Day, current events) and resources to use (example: TIME for Kids).
      Assessment, social studies, & elementary learners
      • First a little sidebar on the Praxis
        • Here's what's currently required for elementary cert (skip down to p. 3).
        • Sample practice test – social studies items are 20, 34-42; answers are on pp. 58-59.
        Assessment & schema – i.e., how to keep things focused on INSTRUCTION and not just ACCOUNTABILITY
        • Engaging prior knowledge
          • Memories from elementary?
          • Prior teacher ed coursework?
          • What you've seen in your field placements?
        • Overviewing assessment terms, purposesAssessment resources: see course bookmarks for full listing (del.icio.us/tchammond/TLT412+assessment)
  • Closure

After class

  • Reading
  • Assignments

Session 12 - Monday, 12 Nov

Before class

  • Complete reading
  • Complete & turn in fieldwork assignment; if you need extra time, ask for it!

During class (ppt)

  • Microteaching
    • Alex
    • Sophie
  • Housekeeping
  • Conceptual work: 
    • Trying to put a frame on our geography, history, and civics education work
    • Assessment, social studies, & elementary learners
      • First a little sidebar on the Praxis
        • Here's what's currently required for elementary cert (skip down to p. 3).
        • Sample practice test – social studies items are 20, 34-42; answers are on pp. 58-59.
      • Assessment & schema – i.e., how to keep things focused on INSTRUCTION and not just ACCOUNTABILITY
      • Engaging prior knowledge
        • Memories from elementary?
        • Prior teacher ed coursework?
        • What you've seen in your field placements?
      • Overviewing assessment terms, purposesAssessment resources: see course bookmarks for full listing (del.icio.us/tchammond/TLT412+assessment)
  • Closure

After class

  • Reading
    • (Look back at assessment materials in CourseSite)
    • (Look back at Maxim, Ch. 2 -assessment material)
  • Assignments
    • Microteaching prep or reflection as needed!
    • Work on your instructional units!


Session 13 - Monday, 19 Nov

Before class

  • Complete reading

During class (ppt)

  • Microteaching
    • Renee
    • Jordan
  • Housekeeping
  • Conceptual work: Digging into economics
  • Closure

After class

  • Reading
    • Maxim, Ch. 12
    • Read, or at least save, the econ materials in CourseSite. You don't need to read these immediately, but do save them for future reference. They're extremely useful, and they're rare!
  • Assignments
    • Wrap up whatever you haven't finished: HTCE, field paper
    • Complete final unit. BE SURE to read the rubric. And if you need extra time, ask for it!


Session 14 - Monday, 26 Nov

Before class

  • Complete reading
  • Complete & turn in your instructional unit!

During class (no ppt this week – I'm just using materials linked from this wiki)

  • Housekeeping
    • Last class: Monday, Dec 3 at ...8:15? Explanation of why: Opportunity to attend / participate in the Civic Education Partnership, 5:00-8:00 at PBS 39.
    • Speaking of last class: Bring in a piece of your instructional unit to share. (And end-of-semester Original Instructional Materials product?) Whatever you liked / are proud of – it's an opportunity to show off.
  • Conceptual work: Discussing inclusion / adaptation & accommodation for diverse learners
    • I am by no means an expert on this, but this is a HUGE topic for social studies, for at least two reasons
      • Practicality: Given that social studies isn't a high stakes-assessed area in Pennsylvania, it's the content area in which LEAs are most eager to show inclusive practice.
      • Ideology: If social studies is about preparing citizens...we need to have an inclusive classroom. In fact, an inclusive social studies classroom in which adaptation & accommodation need to take place is a SUPERIOR environment for social studies ed, rather than a more homogeneous classroom. 
    • Here's what I have for you: Four different approaches to the topic. I'll have you explore one of these as part of a group. Discuss within your group: What about this is familiar? What about it is new? Think back to the microteaching lessons your group members have done – how would / should you change it to include this approach? 

After class

  • Review links & documents from this week's discussion!
  • Complete and turn in any missing assignments!
  • Bring in something to share from your instructional unit – think of it as the show-and-tell portion of the 'original instructional materials' assignments that started the semester


Session 15 - Monday, 3 Dec

Before class

During class

After class

 

...go back to top?

end