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TLT 431, Spring 2023 - Course record

TLT 431, Spring 2023 - Course record

May 01, 2023

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

      • 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