TLT 431, Spring 2024 - Course record

Owned by Tom Hammond
Last updated: Apr 15, 2024
8 min read

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

Week 01 - Monday, 22 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, 29 January 

Before class

  • Complete reading

  • Fill out your 'Social studies autobiography' 

  • Download & organize standards documents

During class (ppt)

  • Brief re-visit of frameworks from last week

  • New framework: Goals / stances for teaching social studies

    • Illustrative activity: Image markup, looking at branches of government

  • Purposes of social studies; what kind of citizen?

  • Eco as a starting point for discussing civics & the civic-focused mission of social studies: 

     

  • Civics standards (light touch)

  • Pedagogical strategies for teaching civics – let's mess around on the JamBoard here: 

    https://jamboard.google.com/d/1Z5Bgz3_SqYV1Wb0KzVQ9KntoOiGsW-NyRGXJZMFJ7o0/edit?usp=drive_link

  • Closure

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, 5 February 

Before class

  • Complete & bring in your OIP #1

  • Complete reading

  • Complete WTL

During class (ppt)

  • Current events??

  • OIM show-and-tell

    • TCH sharing his OIM: Government Game (Southside Bethlehem edition) – see ActionBound.com to learn how to build this type of game

    • Connecting OIMs to TPACK…

    • Connecting OIMs to standards, particularly civics standards

  • Standards in social studies – I’m about to say something dangerous, or at least contestable….

  • Act 35 in Pennsylvania: Civics, authority, and a permission structure for professional disrespect

  • Instructional planning: FRAMES for planning instruction

    • Giving-prompting-making (for any content area)

    • Self-others-action (particularly for civics?)

  • Closure

After class

  • Reading

    • Chapin, Ch. 2 (instructional planning)

    • optional: Hammond & Manfra, 2009 (giving-prompting-making)

  • Assignments

    • Create & turn in HTCE image set

    • WTL on civics (two-parter!)

    • Think about OIM #2

Week 04 - Tuesday, February 12

Before class

  • Create & turn in HTCE image set

  • WTL on civics

  • (Thoughts about OIM #2? We’ll want to discuss in class)

During class (ppt)

  • Current events? I’m thinking about news.google.com – can you curate a version of the news feed to give you what you need for a civics class??

  • Housekeeping

  • Sequencing – civics-first is a relatively recent move for me…why??

  • And a warm up civics activity: let’s have a debate!

  • Rationales for the emphasis on civics

  • A special case: Games & simulations for civics; games = civics …and civics = games??

  • A very special case: Jane Elliott’s Blue Eyes, Brown Eyes simulation (start at 5:00; trigger warning for language depending on how far we get!)

  • More games (& simulations) for civics: iCivics.org/games

  • Closure

After class

  • Reading: Chapin, Ch. 3

  • Complete & turn in OIM #2

  • Complete WTL on iCivics games

Week 05 - Tuesday, February 19

Before class

  • Complete reading

  • Complete OIM #2

  • Complete WTL

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, 26 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, 4 March 

Before class

  • Complete reading

  • Think about Course Plan #2!

  • Complete WTL

During class (ppt)

  • Housekeeping

  • History education - 'Signature pedagogies'; we'll be dipping in and out of our JamBoard for this

    • Chronology

    • Sourcework

      • From DocsTeach at the National Archives:

    • Narrative...but this needs some help

      • Frameworks: One is good, two is better? 

      • Periodization

After class

  • Reading

    • C3 standards: Read the section on the Inquiry Arc

    • Catch up on anything in the textbook or standards that you didn’t get to from previous weeks

    • Optional: For the historical thinking nerds, you have to read Wineburg, 1991

  • Assignments

    • WTL post to warm up to Course Plan #2 (please do before spring break!)

    • Complete & turn in Course Plan #2 (after spring break)

    • WTL on history ed resources (whenever)

 

Week 08 - Monday, 11 March – No class! Lehigh is on Spring Break! 

 

Week 09 - Monday, 18 March

Before class

  • Complete & turn in Course Plan #2

  • Complete WTL

During class (ppt)

  • Discussing remaining assignments

  • Current events, history education, and the Inquiry Learning Arc

  • Wikipedia as an all-purpose tool for history education 

    •  Content

    • Pro-democratic processes

      • Reading talk pages:

      • Creating your own articles:

    • Historical thinking skills

      • Images in context: Consider the following two images of the Boston Massacre

        • Image #1:

        • Image #2:

      • Historical investigation – we'll use the article on the Pledge of Allegiance

        • When was it created? Why?

        • What historical information on this page is already familiar to you? 

        • What historical information on this page is unfamiliar to you? How can you corroborate it? 

  • Wikipedia, generative AI, and the crisis for social studies instruction

  • Closure

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

    • 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

Week 11 - Monday, 1 April

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?

      • Mapping an orange (see the lesson plan I'm adapting here:

      • Photos & video

        • Photos

          • Flickr 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 ( ) vs. the French version ( )

        • 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:

      • Maps that make a point:  

      • 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: )

      • 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!)

 

Week 12 - Monday, 8 April

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