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PART I: GETTING TO KNOW HISTORY AND SOCIAL STUDIES STANDARDS
Week One (Aug 16 & 18): Course Introduction, Expectations, and WordPress / Introducing Zotero
Readings to discuss this week
- Aug 16: Course Syllabus & Directions for WordPress setup
- Aug 16: Larry Cebula – “How to Read a Book in One Hour”
NOTE: Students will receive a copy of the NC Essential Standards for World History (also available online at: http://www.dpi.state.nc.us/docs/acre/standards/new-standards/social-studies/world.pdf). Bring this document to every class session for easy reference
- Aug 18: Before class, install the Zotero plugin for the Firefox browser
- Aug 18: Explore the Zotero website, and become familiar with its history, design, and purpose via the Zotero Wikipedia entry.
- Here is an extensive Zotero tutorial site: http://guides.library.oregonstate.edu/c.php?g=359201&p=2426098
Week Two (Aug 23 & 25): NC American History I & II Standards / Common Core & C3 Framework
Readings to discuss this week
- Aug 23: Browse the NC Essential Standards for American History I and AH II. (If you have time, glance at Civics & Economics as well, especially the Civics portion)
- Aug 23: Social Studies Essential Standards: Meeting the Needs of Students in the 21st Century (scroll down to “Social Studies”).
- Aug 25: Read “North Carolina Moves to Repeal the Common Core” in the Washington Post
- Aug 25: Read Myths vs. Facts page on the Common Core website, but focus on “Myths About Content and Quality: General” and “Myths About Implementation”
- (In-class audio clip) NPR segment entitled “North Carolina Rethinks the Common Core”; transcript of this segment here
- Aug 25: Read Education Week, September 25, 2013: “New Social Studies Framework Aims to Guide Standards”
- (In-class handout) Education Week, Dec 21, 2015: “North Carolina Common Core school standards revamp stumbles”
- (In-class handout) The C3 framework for Social Studies State Standards, “How to Read the C3 Framework” and “The Inquiry Arc of the C3 Framework,” pgs. 6-7, 9-10 and 82-91 (perhaps the most important part of our discussion on Aug 25).
Week Three (Aug 30 & Sep 1): Cognitive Levels and How They Inform the Creation of Essential Standards & State Assessments
Readings to discuss this week
- Aug 30: Analyze the Bloom’s – Marzano’s Hybrid Taxonomy on Cognitive Skills, then read the NC DPI page on Revised Bloom’s Taxonomy (RBT)
- Examine the RBT cognitive-level chart of verbs (you can also read a summary of the revised cognitive domains here)
- Examine the RBT factual knowledge chart
- Aug 30: NC DPI page on Bloom’s Revised Taxonomy
- [You will receive a chart of verbs aligned to the revised cognitive domains in class, but also accessible here).
- Sep 1: Sam Wineburg and Jack Schneider, “Inverting Bloom’s Taxonomy.”
- Sep 1: Read the released questions for the NC Final Exam in American History I or II (or both if you have time).
- Recommendation: Start at the end with pages 1-4 of the appendix (answers, scoring, etc.) and see if any particular standards were more important (appeared more than once) After you do this, go to the beginning and read the 12 exam questions.
- (In class) We will look at the handout on NC Final Exams Assessment Specifications]
NOTE: Students will receive the NCDPI document “Essential Standards: American History I & II – Unpacked Content.” Use this document as you plan, construct, and revise your portfolio curriculum materials
PART II: MAPPING THE CURRICULUM
Week Four (Sep 6 & 8): Curriculum Design, UbD, and Mapping
Readings to discuss this week
- Sep 6: Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis, Classroom Assessment for Student Learning (Princeton, NJ: ETS, 2006), Chapter 3, pgs., 75-83. (scanned – go to “Readings-Private” page and enter the password)
- Sep 6: Grant Wiggins and Jay McTighe, Improve Curriculum, Assessment, and Instruction Using the Understanding by Design Framework, “Introduction: What is the UbD Framework?” (ASCD Professional Learning Services, 2014).
- Sep 8: Aaron Brower, Mo Noonan Bischof, and Erica Halverson, “Backward Design for Curricular and Course (Re) Design,” from Educational Innovation (Univ. Wisconsin-Madison)
Week Five (Sep 13 & 15): Unit Planning & Summative Assessments
Readings to discuss this week
- Sep 13: Gini Cunningham, “Unit Plans: The Basis for Instruction,” ASCD, Books & Publications, 2009.
- Sep 13: Watch the video “What is Historical Thinking?” on the main page of com.
- Sep 15: “The History Classroom: Connections Between Instruction and Assessment,” at org, Issues and Research, Research Briefs
- Sep 15: Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis, Classroom Assessment for Student Learning (Princeton, NJ: ETS, 2006), Chapter 4, pgs. 89-97 (scanned – go to “Readings-Private” page)
- (in-class handout): “Comparing Assessment for and of Learning: Overview of Key Differences”
Week Six (Sep 20 & 22): Lesson Planning / Formative Assessments
Readings to discuss this week
- Sep 20: Gini Cunningham, “Lesson Plans: The Basis for Instruction,” ASCD, Books & Publications, 2009.
- Sep 20: “’What is an Inquiry Lesson?’” at [teachinghistory.org]
- Sep 22: Rick Stiggins, “From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools,” Phi Delta Kappan, Vol. 87, No. 4 (Mayember 2005), pp. 324-328.
- (In-class handout) Janet Martin’s, “Bell-Ringers,” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 110-112.
- (In-class activity) An analysis of graphic organizers – what are they good for?
PART III: Balancing coverage with “doing” history: Varying APPROACHES
Week Seven (Sep 27 & 29): Big Picture History Curriculum (Approaches, Coverage, Depth) in the 21st C
Readings to discuss this week
- Sep 27: VanSledright, Bruce, The Challenge of Rethinking History Education, pp.5-14 covers the Bob Brinton-Nancy Todd approaches to teaching U.S. History in a high school classroom: who fits, and doesn’t fit, in the American Exceptionalism narrative. (scanned – go to “Readings-Private” page and enter the password)
- Sep 29: First, read “‘Uncoverage’ in History Survey Courses,” at [teachinghistory.org], Issues and Research, Research Briefs.
- You can also access this article here
- Sep 29: Then, read Lendol Calder’s full article “Uncoverage: Toward a Signature Pedagogy for the History Survey” in The Journal of American History, vol. 92, no. 4 (March 2006), pp. 1358-1370 in the “Readings-Private” page (scanned copy)
Week Eight (Oct 4 & 6): Coverage vs. Deep Understanding (cont’d) / Teaching History as Mystery: Minor Mysteries
Readings to discuss this week
- Oct 4: (CT) Gerwin, David and Jack Zevin, Teaching U.S. History as Mystery, Chp. 1 – pp. 1-15 (just the top half).
- Oct 6: (CT) Gerwin and Zevin, Teaching U.S. History as Mystery, Chp. 2 – pp. 27-38 … AND … 3 – pp. 39-60 (if pressed for time, focus on pp. 39-49 and bottom half of pg. 58 to pg. 60).
Week Nine (Oct 11): History as a Mystery: Medium Mysteries & The Conspirator
Readings to discuss this week
- Oct 11: (CT) Teaching History as Mystery – Will vary according to group (Mound Builders, Women in the Old West, Jefferson and Hennings (2), Slavery in the Chesapeake).
- Note: Groups will be assigned in class.
- Oct 11: Anthony Lane, “The Casualties of War” in The New Yorker (April 18, 2011)… OR … Read the transcript/listen to the audio clip, of NPR’s review of the film.
- Oct 11: James Grossman, “Historians and The Conspirator: Using Film to Ask Big Questions” in AHA Today (April 13, 2011).
······Fall Break (October 13-14) ·······
Week Ten (Oct 18 & 20*): Teaching Literacy through Inquiry / Globalizing the Curriculum
Readings to discuss this week
- Oct 18: (CT) Wineburg, Martin, and Monte-Sano, Teaching Literacy in Middle & High School History Classrooms, Introduction, pp. ix-xii.
- Oct 18: (CT) Wineburg, Martin, and Monte-Sano, Teaching Literacy in Middle & High School History Classrooms – Selected Readings (will vary according to groups: Pocahontas & John Smith, the battle of Lexington, Lincoln and race, electricity and women’s work, Rosa Park and the Montgomery Bus Boycott).
- Note: Groups will be assigned in class.
- Oct 20: Grant Wiggins and Jay McTighe, “Helping Teachers Understand ‘Understanding’,” ASCD (Winter 1999), 1 and 6.
- Oct 20: View historian Peter Stearns’ comments on the danger of making US History exceptional, and unique, to events in global history. (8 min.)
- PLEASE NOTE: I will be attending the World View Conference on Thursday Oct 20. We will have a guest speaker this day who will speak on the impact of global learning for educators.
PART IV: TOOLS OF THE TRADE
Week Eleven (Oct 25 & 27): Textbooks: What Are They Good For? (Absolutely Nothing?) / Digital Literacy: Finding High-Quality Resources Online
Readings to discuss this week
- Oct 25: Loewen, James. Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History. Chapter 1. (scanned – go to “Readings-Private” page)
- Oct 25: “Learning from History and Social Studies Textbooks” at org.
- Oct 25: Examine American Yawp.
- (In –class Audio clip) NPR segment on the Texas state-approved textbooks for U.S. History [A transcript of the audio segment can be found here]
- Oct 27: Browse the 8 (!) pages of “Tech for Teachers” at [teachinghistory.org].
- Read one entry under “Tech for Teachers” and be prepared to share its value in class.
- Oct 27: Lee, John. “Pre-Service Social Studies Teachers’ Reckoning with Historical Interpretations and Controversy Arising from the Use of Digital Historical Resources.” Journal of the Association for History and Computing 4, no. 2 (January 2001).
- Oct 27: “Digital Tools: Outfitting a Teacher’s Arsenal” at [teachinghistory.org]
Week Twelve (Nov 1 & 3): Individual Conferences this Week
Readings to discuss this week
- Nov 1: Explore Middle and High School sections at [teachinghistory.org]. Find useful resources for teaching American History, lesson plan ideas, best teaching practices, and digital tools for American History
- Nov 1: Watch the video “Digital Classroom” on the main page of com
- Nov 3: Read Mark Lukach, “In Defense of Thematic World History” at Haraka Haraka Haina Baraka and apply his ideas to the American History classroom
Week Thirteen (Nov 8 & 10): Professional Organizations, Professional Development / Building a Professional Portfolio, Resumes, and Going on the Job Market
Readings to discuss this week
- Nov 8: John Pyne, “Are You Thinking of a Career in Secondary Schools? A Supervisor’s Perspective on Which Candidate to Hire” at the American Historical Association website.
- Nov 8: Kelly Cherwin, “Why Join a Professional Association,” HigherEd Jobs, online.
- Nov 8: “Benefits of Membership” at the NCSS website
- Nov 8: “NCCSS membership” at the NCCSS website
- Nov 10: Browse the NCCSS conference program for last year (sessions start on page 19). Notice the Student Teacher Scholarship on page 6.
- Nov 10: Browse tweets by @rmbyrne
- Be prepared to share one useful Tweet, its link, and application for being an effective US History classroom teacher
PART V: Projects, Presentations, and Wrap-up
Week Fourteen (Nov 15 & 17): Final Presentations Begin (8-9 presentations this week)
Readings to discuss this week
- Nov 15 & 17: None
Week Fifteen (Nov 22): Final Presentations Continue (5 presentations today)
Readings to discuss this week
- Nov 22: None
······ Thanksgiving Break (Nov 23-25) ·······
Week Sixteen (Nov 29): Final Presentations Conclude (3-4 presentations today) / Course Wrap-up
Readings to discuss this week
- Nov 29: Tufte, Edward. “The Cognitive Style of PowerPoint: Pitching Out Corrupts Within” in Beautiful Evidence, Cheshire, CT: Graphics Press, 2006, Chapter 7.
Final Exam Schedule: Reading day is on Thursday Dec 1; Exam on Tuesday Dec 6 (3:00-5:30 PM). This is the last day to submit your digital portfolio and final exam essays, which are emailed to the instructor at sibajaro@appstate.edu, with a paper copy delivered in person to Prof. Sibaja’s office on Dec 6 before 5:30pm.
asuteachingushistory 