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Session 1 - Monday, 18 Jan

Before class

  • If you can,
    • Obtain a copy of the textbook (Lee, 2008, Visualizing Elementary Social Studies Methods). The bookstore should have it; Amazon has it; used copies are fine.
    • Cruise this wiki and the CourseSite.
    • Think deeply about the trade-offs of having a social studies methods class on Martin Luther King, Jr. Day.

During class (ppt )

  • Housekeeping
    • Introductions
    • Looking at our toolbox: CourseSite, wiki, bookmarks, etc.
    • Reviewing syllabus
      • Assignments and grading
    • Questions thus far?
  • Conceptual work
    • What is social studies?
      • Jigsaw(-ish) / LGL activity
        • Form SEVEN groups
          • Group A: NCSS materials, publications
          • Group B: PA standards, textbooks
          • Group C: Content-area groups' materials
          • Group D: "Education market" materials
          • Group E: Maps
          • Group F: Internet links .
          • Group G: Discussion: What do you remember from your elementary social studies experiences? If you can't remember any, feel free to move up to middle level. What topics did you do? What did you read? Watch? Discuss? What sorts of tasks or assessments did you complete?
        • Group work for 10 minutes
        • Report out: Describe what you looked at, what you discussed. Instructor will make a list.
        • Group: Look over the list and create GROUPS of items that seem to be similar.
        • Label: Identify each group by a short (1-4 word) label.
    • What is social studies methods?
      • Content?
      • Techniques?
      • Lesson planning?
    • Who am I as a social studies educator? 
      • Discussion of our first assignment, self-portrait #1
  • Closure
    • Review of what's due next week
    • Review of what's where (wiki, CourseSite)
    • Any questions?

After class

  • Reading
    • Lee, Ch. 1 & 2
    • NCSS, 2008 (linked in CourseSite)
  • Assignment
    • WTL
    • Make your initial self-portrait, turn it in via CourseSite. Don't forget that there is a template and an example.
    • Update your profile in CourseSite to include your picture. 

Session 2 - Monday, 25 Jan

Before class

  • Complete reading
  • WTL
  • Make your initial self-portrait, turn it in via CourseSite. Don't forget that there is a template and an example. Let me know if you're having trouble submitting.
  • Update your profile in CourseSite to include your picture. 

During class (ppt )

  • Housekeeping
    • (Re) introductions
    • Any problems turning in first self-portrait? Getting to the reading?
  • Conceptual work
    • Sketchmaps & schema
    • Goals of social studies
    • Curricular frameworks
    • Social studies materials -- note that everything I have listed in the ppt is linked from our course bookmark list...
    • Powerful social studies
    • Geography and powerful social studies
    • Weaving the Globe--this is a lesson I first saw in Social Education and then adapted to my own preferences...
    • Discussion of original instructional materials assignment
  • Closure

After class

  • Reading
    • Lee, Ch. 4
    • Brophy & Alleman, 2002
    • optional: Wade, 2002
    • skim: Keeler & Langhorst, 2008 (to get ideas for tech assigns)
  • Assignments
    • WTL
    • Complete instructional product #1
    • Start looking for classroom observation opportunities

Session 3 - Monday, 1 Feb

Before class

  • Complete reading -- keep in mind that Brophy & Alleman and Wade are giving you alternatives to the typical expanding environments framework.
  • Come to class with instructional product #1 and a brief explanation of its intended use.

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Housekeeping
      • Tonight's set-up
        • Pair-and-share, then whole-class. I'll model with the Weaving the Globe activity
        • Pretty ambitious plan for the whole-class stuff -- not sure we're going to get through it...
      • Tech product assessment: I won't be assessing until after the SECOND product. If you want feedback based on your first, let me know. Otherwise, you'll hear from me after the second
    • Conceptual work
      • Planning
      • Teaching geography
        • Before we dive in, let's do a little KWL on geography .
        • Standards
        • Curriculum
          • Nothing exists in Pennsylvania at the state-wide level.
          • Within districts in PA, nothing is posted at BASD or ASD.
          • I'm going to use Indiana's social studies curriculum as an example, since (a) it exists, and (b) it singles out geography as a continuing topic throughout K-12. This scope-and-sequence guide is pretty clear, too.
        • Sample unit plans
          • This lesson plan on local history and geography actually runs over several consecutive working sessions, forming something in between a unit and a lesson....
        • Sample lessons
          • Demo lesson: Mapping an orange (Map projections) -- see one version of the plan here.
          • More info on map projections
            • Mercator map
            • Peters map
            • "Dymaxion" map or Fuller map (Buckminster Fuller)
            • Popular contemporary projections include the Winkel Tripel -- it's a more satisfying trade-off between spatial accuracy / distortion and readability.
            • Non-pedagogical application of the issue: Airline route maps--I'll use an NWA map. Note the arc. A little more dramatic version from Cathay Pacific. (More where that came from: airlineroutemaps.com. Who knew such a thing existed??)
        • More on activities and materials
          • Static maps & globes -- you can find a wealth of static maps online. Feel free to start here.
          • Dynamic
            • Globes -- Google Earth is of course the kingpin here. See a blog of teaching ideas for using Google Earth.
            • Maps
              • Flickr map.
                • Groups within Flickr can have their own maps -- I'm partial to the map from the Islam group.
              • National Geographic's Map Machine can be used for many activities
              • Google Maps can be customized to do interesting things, especially for projects on your local environment or other places where the geography / spatial relationship is very important. Here is a Google Map I made to plan a trip to Washington, DC. (Not very interesting, sorry -- just demonstrates potential of the tool.)
              • Geographic Information Systems (GIS) are also powerful tools for using and making dynamic maps.
        • NOTE: Geography is more than "where is everything and what is it named?"
          • PA geography standards on culture & the environment
          • Study of human / cultural geography
        • ...and now to re-visit that KWL form and complete the last step. View the results -- how did we do?
  • Closure

After class

  • Reading: Lee, Ch. 6 & 12
  • Assignments
    • WTL
    • Work on original instructional materials assignment, product #2

Session 4 - Monday, 8 Feb

Before class

  • Complete reading
  • Do WTL
  • Move forward on your instructional materials assignment, product #2. This will be due the following week (Mon, Feb 15)

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Inquiry vs. didactic models of instruction (via a geography ed topic)
      • Model lesson: What the world eats
      • Discussion of inquiry vs. didactic models of instruction
      • Suggested framework: Giving, prompting, & making (Hammond & Manfra, 2009)
        • In textbook: direct instruction, active learning / inquiry
    • Geography & world cultures: Perspectives
      • Model lesson: Video study & population density enactive
        • Video via YouTube
        • Additional visuals (note that plenty more can be found in, among other places, flickr).
        • Enactive -- note that this will require some tweaking for younger learners...more scaffolded math process (or eliminate it altogether). The technique, however (i.e., giving an EXPERIENCE of a topic) is invaluable for all learners, but particularly younger ones.
        • Extension
        • (FYI: The non-YouTube visuals and the enactive are adapted from the Geography Alive! materials from Teachers Curriculum Institute. Amazon link here. If you liked these materials, definitely consider buying this. If you're not sure, ask to borrow my materials. And if you want to watch Geography Alive! in a Live! format, I believe Saucon Valley uses it, or at least some SV teachers do.)
  • Geography education & "othering" vs. identifying
    • Let's view a clip from a speech by novelist Chimamanda Ngozi Adichie given at Oxford, July 2009. The title is "The danger of a single story" . We'll just watch the first 4:14; then we'll skip ahead to 10:57-11:57 (thank YOU for the interactive transcript!!!)
    • Going a little further: Discussion of teaching Chinua Achebe's Things Fall Apart. Let's take a look at the SparkNotes!
    • Put it into action: Where in children's lit can we find multiple stories / perspectives on cultures? On historical events?
  • Closure

After class

  • Reading
    • Lee, Ch. 3, 8
  • Assignments
    • WTL. I invite you to watch Adichie's entire speech and respond to her point in more depth--follow link above. 
    • Complete original instructional materials assignment, product #2 (and reflection)

Session 5 - Monday, 15 Feb

Before class

  • Complete the reading.
  • Complete second original instructional material assignment (plus reflection). Submit via CourseSite and also bring to class, ready to share.
  • Do WTL

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Assessment / feedback
      • Establishing some basic concepts about assessment: Formative vs. summative, formal vs. informal, teacher vs. peer.
      • [Informal peer feedback practice: Pair and share original technology product #2. This time, pair up by...favorite movies? We'll be using a handout with some info an recipes for peer assessment.]
      • Role of assessment: schema, schema-building, looking at thick vs. thin samples from students' schema
      • Assessment examples
        • Sample from textbook publisher.
        • NAEP questions...let's check items on 4th grade geography, history, and civics.
        • Digital documentary made by a student.
          • Taking a look inside the digital documentary creation process. (Click on "Make Movies" and then log in with "sitedemo" / "sitedemo")
          • ...how does this tap into schema as well as facts? How does it provide both formative and summative feedback?
    • Teaching and learning social studies: Authentic tasks, interactive tasks, and trivial tasks
      • Demo lessons with images
        • Hide-and-seek within an image
          • The image I used came from the Library of Congress' American Memory project--great source for getting photos PLUS contextual info.
        • Slow reveal of an image (again, image source is NARA child labor activity)
          • The source of the image is the National Archives. They put together an activity on child labor; see a larger list of such activities here. Great source material for activities--excellent content, great ideas on pedagogy.
        • Photo analysis (again, image and scaffold are from NARA)
        • Zoom-in / shifting focus. Note that this requires (a) a very high-quality image, such as a TIFF, and (b) an image viewer that will allow you to move around in the image without too much hassle.
      • What was authentic, interactive, or trivial about what we just did?
      • Compare to earlier examples (of assessment, above)
      • Consider earlier demo lessons -- are we receiving thick or thin samples of students' schema
      • Connecting to giving-prompting-making
  • Closure

After class

  • Reading
    • Preview Lee, Ch. 9, 11, & 13 -- we'll be re-visiting these
  • Assignments 
    • WTL
    • Complete (if you haven't already) your first observation
    • Start working on curriculum map

Session 6 - Monday, 22 Feb

Before class

  • Complete readings
  • Complete classroom observation #1
  • Work on curriculum map

During class (ppt )

  • Housekeeping
    • Check-in re classroom observations
    • FYI on original instructional products grading – still in process!
    • How to manage catch-up from last week
  • Conceptual work
    • Discussion of assessment
    • Sharing original instructional materials
    • Checking our road map
    • History instruction
      • What is it we're talking about when we talk about history? History instruction?
      • Florida standards for grade 4 .
      • Story of Aaron – note that this is drawn from the Geography of Slavery database at the University of Virginia's Center for Digital History.
      • Closure on teaching history: How was what we just did similar to / different from what you expected? How does it change things (or not) for your students?
    • Social studies resources
  • Closure

After class

  • Reading: Review Lee, Ch. 9, 11, 13
  • Assignments
    • WTL
    • Work on curriculum map assignment
    • Complete self-portrait #2 (see template and example in CourseSite)

Session 7 - Monday, 1 Mar

Before class

  • Complete reading
  • Complete self-portrait #2
  • Work on curriculum map

During class (ppt )

  • Housekeeping
  • Conceptual work: History education as a problem area
    • First set of questions
    • Three problems to work on
      • What kind of history? Open or closed?
      • What structures can we use that will make sense to teachers and students?
      • What connection can we make to the aims of social studies education (citizenship prep)?
    • Second set of questions
  • Closure

After class

  • Reading
    • Zhao & Hoge, 2005
    • Optional: If you want to dig deeper into history ed, I loaded a bunch of additional articles: Barton & Levstik, VanSledright, Tiemann & Fallace, etc.
  • Assignments
    • Sign up for microteaching and then view the schedule; if you're slated to teach next class, please prepare.
    • WTL
    • Please (if you're willing) complete the second set of questions linked above in the classwork section
    • Complete curriculum map assignment

Spring break - Monday, 8 Mar -- no class

Session 8 - Monday, 15 Mar

Before class

  • Complete reading; pay particular attention to what Zhao and Hoge have to say about students' views of history
  • Complete curriculum map

During class (ppt)

  • Housekeeping
  • Microteaching
    • Ashley
    • Hannah
  • Conceptual work: History ed revisited, focusing on chronology
    • Google Earth file to demo chronology of European explorers' movements, motives
    • SmartNotebook file used to discuss Triangular Trade.
  • Closure

After class

  • Reading
    • Barton & Levstik, 1996
    • Optional: Tiemann & Fallace, 2009
    • File away for future reference: USCIS, 2007
  • Assignments
    • WTL
    • Work on unit plan outline
    • Work on HTCE assignment
    • Prep for microteaching (if scheduled)
    • Optional: Wikipedia follow-up, if you don't mind -- here are three links with a few questions each

Session 9 - Monday, 22 Mar

Before class

  • Complete reading

During class (ppt)

  • Housekeeping
  • Microteaching
    • Michelle
  • Conceptual work: Civics education
  • Closure

After class

  • Reading
    • Lee, Ch. 7
  • Assignments
    • WTL
    • Complete unit plan outline
    • Work on HTCE assignment

Session 10 - Monday, 29 Mar

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
  • Microteaching
    • Francigna
    • Robyn
    • Lauren
  • Conceptual work: Civics education, 2nd pass
    • YouTube link for our first clip -- I'm only showing part of the first one, but feel free to go further.
    • IMDB entry for the film that provides our second clip.
  • Closure

After class

  • Reading
    • Crocco, 2004
  • Assignments
    • WTL
    • Micro-teaching prep or reflection
    • Complete HTCE (ask for extension if needed)
    • Work on unit plan
    • If you'd like, look at the rest of the films we showed
      • "A Class Divided" can be viewed as a series of YouTube clips: Part 1 , Part 2 , Part 3 , Part 4 .
      • "It's Elementary" can be checked out from the FML Media Collection (in the basement)

Session 11 - Monday, 5 Apr

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
  • Microteaching
    • Lorenna
    • Edann
    • Jen
  • Conceptual work
  • Closure

After class

  • Reading
  • Assignments

Session 12 - Monday, 12 Apr

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
  • Microteaching
    • Meaghan
    • Margaret
    • Quadir
  • Conceptual work: Economics education
    • Enthusiasm gap with economics in elementary ed
    • Role of economics within social studies; meet the Council for Economic Ed .
    • Question about economics education and doctrine--to focus us, let's take a look at pp. 4 & 13 in the PDE economics standards (pdf). Does it have to be this way?
    • Economics and elementary education -- I'm going to pillory this lesson plan for a minute or two.
    • Economics (like civics) -- sooooooo active & hands-on. Don't believe me? Try
      • Economics of candy
      • Play Dough Economics -- for the first edition, see here. For a video of it in action, see here.
    • Conceptual vs. practical economics (vs. 'lessons involving money')
    • Check on your economics enthusiasm
  • Closure

After class

  • Reading
    • VanFossen, 2003
    • Day, 2006
  • Assignments

Session 13 - Monday, 19 Apr

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
    • HTCE & classroom obs check-in
    • e-Portfolio / assignments --> artifacts
  • Conceptual work
    • As long as we're on the subject of teacher ed requirements: Praxis & elementary social studies
      • See info linked via CourseSite; it's also all listed here.
      • FML also has a test prep book on reserve -- ask at the front desk for The Praxis Series Guide (370.7 P919)
    • Social studies & integration
      • Social studies and children's lit
      • Social studies -> other content area; other content area-> social studies
        • Group 1: Select any TWO lessons from our microteaching; only ONE may be from someone in your group
        • Group 2:
          • option A: brainstorm a lesson using this source material. (If you feel it's too easy or can't think of any ideas, try this version.)
          • option B: Feel free to design something based off of the Weaving the Globe activity (kml file).
          • option C: Feel free to use one of your own lessons or locate a source besides one of those linked above.
        • Group 3:
          • option A: adapt this lesson plan.
          • option B: Feel free to use one of your own lessons or locate a source besides one of those linked above.
        • Group 4: grades 3-4
          • option A: select any activity from this page of the NLVM and adapt it.
          • option B: Feel free to use one of your own lessons or locate a source besides one of those linked above.
      • Arts integration
    • The essential nature of social studies
      • Taxes & 'the office of citizen'
      • Whipped cream in a can
  • Closure

After class

  • Reading
    • Au, 2009
    • Lovorn, 2009
  • Assignments 
    • Unit planning: Here is the checklist I drew up.
    • Complete other assignments

Session 14 - Monday, 26 Apr

Before class

  • Complete reading

During class (ppt )

  • Housekeeping:
    • Unit drafts? Other assignments?
    • Course evals: I need a volunteer to handle these
    • Final self-portrait
  • Conceptual work: Technology & social studies: Pushing the envelope
    • Skype / video-conferencing. If you want to install Skype on your machine, it's available here .
      • If all goes well, we'll be talking to Dr. Masataka Kasai, a professor at Kwansei Gakuin University in Japan. Read some of his research ; or a piece he contributed to about "Worldmindedness ". He also has tracked a number of websites relevant to global education--lots of stuff listed here is worth bookmarking.
      • How might you use this technique in your classroom? What purposes would it serve regarding history, civics, geography, and/or economics?
    • GPS / latitude & longitude -- on account of weather, we're replacing this with Google Earth work. Let's start by looking up Kwansei Gakuin
    • Jing; if you want to install on your own computer, download it from here .
    • 5-picture Charades & movie-making
      • 5-picture Charades
        • First, let's look at Tableau
        • How do you play Charades?
        • Charades with digital cameras = 5-picture charades
        • Viewing your pictures: Click on a link; it will take you to a folder.
        • Guess the story!
        • De-brief and discuss how this might be used with younger students, students with special needs, etc.
      • Digital movie-making activity.
        • Recover your pictures -- Use the links above to locate your group's pictures. Right-click on the files in the folder to save them to your local computer.
        • Make your movie: I will be using Movie Maker; you may use iMovie
        • For those who had me for TLT 406: You get to use PrimaryAccess and make a movie about Lehigh.
          • PrimaryAccess.org
          • Click on "Make movies" or the picture
          • Log in with tlt412a/tlt412a; tlt412b/tlt412b (etc.)
          • Make a movie!
  • Closure: Yellow-handled pliers & graduation ceremony
  • Course evals. In addition to the paper forms, you can also submit anonymous feedbackstraight to me, if you wish.

After class

  • Reading: Check out final chapter in Lee, 2008 -- examines technology use in elem. social studies. You might also want to take a look at Melissa Pierson's editorial (it's just 2 pages) that I drew the toolbox metaphor from.
  • Assignments
    • Make a final WTL post
    • Complete final self-portrait
    • Complete any other remaining assignments
    • Feel free to add any additional anonymous feedback that you think of later.

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