Social Studies
PEDAGOGY AND PRACTICE IN THE TEACHING OF SOCIAL STUDIES
EDUC 50910 – Fall 2011
Zenon V. Wasyliw
Ithaca College Department of History and
Department of Education
Muller 427
wasyliw@ithaca.edu 274-1587 or 274-3303
http://faculty.ithaca.edu/wasyliw
Office Hours: Monday 11-12:00
Tuesday 1-2:00
Wednesday 2-3:00
Friday 11-12:00
By appointment other days and times
I am often in my office additional times
Come in if you see my office door open
Course Objectives
This course emphasizes teaching grades 7-12 social studies at the middle and secondary levels with special reference to the New York State Social Studies curriculum and the five Social Studies learning standards. We also infuse the NCSS (National Council for the Social Studies) National Standards for Social Studies Teachers, aligning our program with NCATE (National Council for Accreditation of Teacher Education) requirements. This course examines and applies subject-specific methods and materials, including the assessment of student work, and teaching middle and secondary school students of varying needs, backgrounds, interests and levels of academic preparation. Conceptualizing, organizing, presenting, and evaluating historical and social science content through curriculum development, instructional planning and strategies is particularly important. This course introduces the practical application of history and each social science in relation to specific curricular demands through the framework of learning processes, motivation, communication and classroom management. Instructional technology, literacy in the social studies, and the action research process are also integrated through a variety of applications. Mastery of both theoretical concepts and their application in the classroom is essential. This class often meets in a public school setting with a significant field experience component
Ithaca College Humanities and Sciences Program Standards
Standard 1: Content Knowledge – demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues that comprise the discipline
Standard 2: Planning and Instruction/Implementation – plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development
Standard 6: Assessment – develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula
Humanities and Sciences Education Department Mission Statement
Grounded in the rich traditions of the liberal arts and social sciences, and in keeping with the Ithaca College mission statement, the Department of Education prepares students to take responsibility for citizenship and service in the global community. This preparation takes place in several ways. The department seeks to develop future teachers who are not only well-educated in their disciplines, but are also culturally responsive, caring, and knowledgeable in their interactions with students and their families. The department also reaches out to the larger Ithaca College student body through courses and programs designed to equip them with the necessary skills for well-informed, critically reflective, participatory citizenship and services in their neighborhood schools and communities. In addition, faculty and students in the Department of Education value, support, and engage in collaboration, discussion, and dialogue with a variety of local and regional community partners in order to be of assistance in addressing educational issues of concern and importance to them. In these ways, knowledge, competence, and service come together in our students to nurture a lifelong commitment to the democratic quest for excellence and equity in our schools and society.
Course Requirements
1. Students must engage in quality discussions of assigned readings and must complete all written assignments.
2. Attendance is mandatory. There are no un-excused absences. “Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class.” Ithaca College Catalog, 2011-12).
3. Students complete two unit plans, one in United States history and one in global history both directly related to the spring student teaching assignment. The units must include detailed innovative lesson plans with evidence of strong content mastery, infused with instructional technology and support for adolescent literacy and varied assessment strategies for diverse learners.
Students will identify, assess and apply the ten thematic NCSS standards and the five New York State Social Studies Standards through the construction of curriculum units.
http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
http://www.p12.nysed.gov/ciai/socst/home.html
One-week Curriculum Unit in U.S. History and Civic Engagement/Government
Students are required to demonstrate content and pedagogical content knowledge related to NCSS standards 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.6 (Power, Authority and Governance) 1.8 (Science, Technology and Society) 1.10 (Civic Ideas and Practices). New York State Standards in US History and Government are met.
One-week Curriculum Unit in Global History, Geography and Economics
Students are requires to demonstrate content and pedagogical content knowledge related to 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.7 (Production, Distribution and Consumption) 1.9 (Global Connections). New York State Standards in Global History, Geography and Economics are met.
The Economics Standard and NCSS 1.7 can be alternatively assessed within the U.S. History Unit
Unit Format
- Unit goals – major concepts and content goals that must relate to student learning objectives in each of five unit lesson plans.
- Daily Calendar – five lessons that follow a lesson plan format that include instructional objectives, content and teaching activities for each day
- Standards – specific NCSS and NY State Standards addressed in each lesson
- Visual and Technology-Related Activity – at least one example of each in the respective unit
- Assessment – a unit assessment of student learning with an accompanying rubric
- Accommodations – statement on modifications for special learners in the class
Each unit is selected in consultation with assigned mentors of the spring student teaching semester. The ideal goal is to teach each unit during the spring student teaching professional semester. Mastery learning - students must make qualitative revisions of submitted units for inclusion in the final portfolio.
4. Students meet with and work closely with their assigned mentor teachers during this semester in preparation for their student teaching during the professional semester. Students observe their mentor teachers’ classes and co-teach several classes after close consultation. A descriptive and reflective journal must be kept both chronicling and assessing this collaboration. Students will share unit plans with mentors.
5. A comparative critique of the Loewen and D’Souza books.
6. Students must submit a final portfolio containing two revised unit plans, cooperating teacher journal, evaluations of five most valuable websites, article evaluations and other required work.
7. Article evaluation – Graduate level requirement of three articles from the Knowing Teaching and Learning History are to be carefully and critically evaluated in a four page analytical critique.
8. Ithaca College and Local Social Studies Resources Project – Graduate level students will identify, in consultation with the instructor, Ithaca College and Ithaca area social studies related resources. They will summarize and evaluate resource curricular connections to the National and New York State Social Studies Standards, identify useful connections to classroom teaching and assessment. The completed project will be published as an online resource link. Resources include: Project Look Sharp, Aging in the Social Studies Curriculum, CSCRE, The Einaudi Center for International Studies at Cornell University, The History Center of Tompkins County and other potential resources.
9. A minimum of at least one lesson plan assignment will be submitted using the Live Text assessment system. Live Text will be used in all teacher education courses to assess growth over time in meeting the eight core program standards required in all teacher education programs across campus.
10. Graduate Action Research Based Project. All candidates for the Master of Arts in Teaching are required to complete an action research based project that centers on significant practices in the content area. This discipline-based project will be developed and researched in this course, implemented during the semester of student teaching, and assessed and critically reviewed in the seminar that accompanies student teaching and as part of the final portfolio. This will be done in close collaboration with the Pedagogy and Practice across the Disciplines Seminar and the Director of Graduate Studies. Graduate students will also serve as tutors with the Ithaca High School AVID program Advancement via Individual Determination also in collaboration with the Pedagogy and Practice across the Disciplines Seminar.
11. Students are expected to become members of a professional Social Studies organization. Possible memberships include - the New York State Council for the Social Studies (NYSCSS), the Middle States Council for the Social Studies, National Council for the Social Studies (NCSS), and the National Council for History Education (NCHE).
12. Please note Ithaca College policies regarding Standards of Academic Conduct -
http://www.ithaca.edu/attorney/policies/vol7/Volume_7-70104.htm
13. New York State Department of Education Teacher Certification –
http://www.highered.nysed.gov/tcert/certificate
New York State Education Department. Learning Standards for Social Studies.
http://www.emsc.nysed.gov/ciai/socst/home.html
14. In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Services and provide appropriate documentation to the College before any academic adjustment will be provided.
15. The syllabus outline and assignments are subject to change.
16. Alumni Networking Project. We will work collaboratively with an existing list of connected alumni to determine possible online networking strategies to share information and offer advice. The alumni are our social studies teaching and history graduates currently teaching or working in various education-related fields.
17. Diminished mental health (stress, depression, untreated mental illness) can interfere with optimal academic performance. There are many potential sources of personal difficulties. Academic studies, family, friends, poor health and difficult romantic relationships can contribute to personal difficulties – and impaired academic performance.
Through the office of Counseling and Psychological Services (CAPS), cost-free support can be obtained when personal difficulties threaten your well-being.
In the event I suspect you might benefit from additional support, I will express my concerns, my reasoning, and remind you of resources (e.g., CAPS, Health Center, Chaplains, etc.) that might be of help to you. It is not my intention to know the details of what you might be experiencing, but simply to let you know I am concerned and that help, if needed, is available.
Getting help is a smart and healthy thing to do…for yourself and for your loved ones.
Grading
Grading for this course will be based on the following:
Two Social Studies unit plans, 25% each unit 50%
Comparative book critique, Mentor teacher journal 15%
Graduate Project and three article evaluations 20%
Participation and presentations 15% 100% 100%
Books and Materials
D’Souza, Dinesh. What’s So Great about America.
Loewen, James W. Teaching What Really Happened
Stearns, Peter, Peter Seixas and Sam Weinburg, Knowing Teaching and Learning History.
On Reserve
Hilton, Kenneth. Document Based Assessment Activities for US History
Kottler, Ellen and Nancy P. Gallavan, Secrets to Success for Social Studies Teachers
National Center for History in the Schools
http://www.sscnet.ucla.edu/nchs
New York State Social Studies
http://www.emsc.nysed.gov/ciai/socst/home.html
National Council for the Social Studies
Noonan, Theresa. Document Based Assessment for Global History
Also refer to: Benjamin, Jules. A Student’s Guide to History
http://bcs.bedfordstmartins.com/benjamin10e
Hacker/Fister, Documenting History Papers
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html
Social Studies History Teaching Resources
How to Write History Essays and do research
http://legacy.ncsu.edu/classes/hi300001/write.htm
http://bcs.bedfordstmartins.com/resdoc5e/index.htm
http://www.arts.cornell.edu/prh3/257/classmats/papertip.html
A helpful guide from Canada
http://www.uofaweb.ualberta.ca/historyandclassics/essaywritingguide.cfm
Literacy in Social Studies (includes very useful charts)
http://www.readingquest.org/strat
Media Literacy
http://www.projectlooksharp.org
Course Outline and Assignments
Week 1. September 6
Introduction to the course.
History and debate over the social studies: "Why Should We Study the Social Studies?"
Student presentation: "Why Do I Want to Teach Social Studies?”
Educ: http://www.ithaca.edu/wise
Reflections on teacher role models.
For next week prepare a current events lesson to teach and review next week’s websites.
Read Stearns Chapters 8, 9, 10
Week 2. Sept. 13
Planning in the core subject fields of the social studies: History, Government, Geography and other related academic disciplines and creating communities of learners. NCSS Thematic and Disciplinary Standards (find links above in section 3 of the Course Requirements)
Kottler and Galavan, Chapter 1.
First student teaching exercise – a current events topic
News: http://www.nytimes.com
http://www.bbc.co.uk/news/ and http://www.bbc.co.uk/history/
http://www.pbs.org and other sites
Gov.: http://thomas.loc.gov/ and http://loc.gov
History:
http://www.besthistorysites.net
http://www.fordham.edu/halsall/mod/modsbook.html
http://vlib.iue.it/history/index.html
http://tigger.uic.edu/~rjensen/index.html
http://worldhistoryconnected.org
http://www.historymatters.gmu.edu
http://womeninworldhistory.com
http://www.bbc.co.uk/history/historic_figures/
http://www.einaudi.cornell.edu (outreach)
New York Social Studies Learning Standards.
For discussion – Stearns, et. al. Knowing Teaching and Learning History, Chapters 8, 9, 10.
Week 3. Sept. 20
An Introduction to the Middle School and Grades 7-8 Social Studies. Content planning in history and the social sciences within the middle school social studies curriculum.
Diversity of historical approaches and an evaluation of social studies websites discussion
NCSS: http://www.socialstudies.org
http://www.emsc.nysed.gov/ciai/socst/home.html
http://www.mscss.net/MSCSSwebsitenewmainpage.html
http://www.sscnet.ucla.edu/nchs
Field Experience
An introduction to Middle School social studies – We meet at Boynton Middle School at 8:00 am!
For discussion – Knowing Teaching and Learning History, Chapters 11 and 18
Week 4. Sept. 27
A review and evaluation of the New York State Curriculum in United States History and Government and relevant NCSS thematic and disciplinary strands and standards
Workshop – the social studies classroom – planning, organization and creativity
Selection of United States unit topic and format
Incorporating resources to make social studies real
Identifying and developing instructional goals, objectives and assessment strategies for lesson and unit plan development and implementation.
Discussion – Knowing Teaching and Learning History, Chapter 6
Loewen, Teaching What Really Happened, Introduction and Chapter 3
Content and Application Plan on Current Events is due!
Week 5. Oct. 4
Workshop - curriculum mapping, literacy, lesson and unit planning, Ithaca City School District High School Social Studies Department
Literacy strategies in the social studies. Formal and informal methods of assessing student learning.
Discussion and application of behavioral objectives and critical thinking development in a social studies/historical context
Develop literacy to build social studies skills
Kottler and Gallavan, Chapter 6
Meeting with Ithaca High School Principal, Jarett Powers
An introduction to the New York State Regents Examination.
Organizational Development: Connections and Meeting the Standards
Field Experience
We meet at Ithaca High School at 8:00 am!
Week 6. Oct. 11
Competing World Views in the Social Studies Classroom – A Discussion of the Loewen and D’Souza books. The Comparative Book Critique is due Oct. 25
Student teaching exercise in US History and discussion of units.
The United States History Unit Plan is due this week!
Creating a history timeline
http://historicaltextarchive.com
http://www.nationalarchives.com
Subscribe to the H-Net Listserve edited for Social Studies Teacher Education Professionals:
http://www.h-net.msu.edu/~highs/
Discussion – Knowing Teaching and Learning History, Chapter 15
Week 7. Oct. 17 Field Experience at the Frederick Douglas Academy in Harlem
Week 8. Oct. 25
Literacy – http://www.readingquest.org/strat
Applied literacy strategies in the social studies classroom
Literacy and writing in the social studies curriculum; lesson adaptations for struggling readers and writers
Motivating student learning and literacy through clear, interactive and innovative social studies lessons and activities.
Discussion of Kottler and Gallavan, Chapters 5, 6, 7
Curriculum development in Global History. A review of themes and sources.
New York Social Studies Curriculum in Global History and related NCSS Strands
Creating a Global History narrative
Selection of Global History topic
Discussion – Knowing Teaching and Learning History, Chapters 7, 20, 21
Comparative Critique is Due!
We might meet at Cornell University to become acquainted with Einaudi Center International Studies outreach materials for high school social studies classes
Week 9. November 1
Schools in rural communities. Planning, assessment and collaboration between faculty, administrators and community.
Field Experience
We meet at Newark Valley School at 8:00 am with Superintendent Ryan Dougherty or Spencer Van-Etten High School with Social Studies Chair Andy McGee
Week 10. Nov. 8
Alternative Education Models and Media Impact on Student Learning of Social Studies.
Media Literacy, Project LookSharp: interpreting varied media in the 7-12 social studies classroom, Chris Sperry
Progress reports on the Global History Unit.
Integrating technology to enrich learning
Kottler and Gallavan, Chapter 10
http://www.projectlooksharp.org
Field Experience
Project Look Sharp on Ithaca College Campus
Week 11. Nov. 15
Discussion and evaluation of the second Unit Plan in Global History and the New York State
Standards: Themes and Resources.
An integrated and comparative world historical approach.
Powerful activities to engage learners
Kottler and Gallavan, Chapter 11
Journal Reports on meetings with cooperating ceachers
Global:
http://www.plattsburgh.edu/legacy
http://www.globalisation101.org
http://www.nationalgeographic.com
The Global History unit plan is Due Nov 29. Student Teaching Exercise in Global History
Field Experience
We meet at Ithaca High School 8:00 am.
THANKSGIVING BREAK – NOV 22
Revise unit plans and work on portfolio. Finalize preparations and materials to share with Mentors and to teach.
Week 12. Nov. 29
Global History unit plan is due!
Student centered learning in planning and assessment
Aging studies in the social studies: Intergenerational Collaboration and Older Adults as Sources of History.
Public and Local History – The History Center of Tompkins County
Curriculum Development in Economics Learning Standards. Center for Economic Education at Ithaca College
http://www.ithaca.edu/aging/schools
http://www.thehistorycenter.net
Field Experience
We meet at The History Center or Gerontology Institute
For discussion – Knowing Teaching and Learning History, Chapter 14
Week 13. December 6
Instructional Assessment Strategies in the Social Studies: Essays, Objective Question and the N.Y. State Regents Examinations.
DBQs - Document Based Questions and the Use of Primary Sources.
Document Based Assessment Activities for US History
Document Based Assessment for Global History
Regents Exam Prep Center: http://regentsprep.org
For discussion – Knowing Teaching and Learning History, Chapters 9 and 22
Week 14. Dec. 13
Alumni Networking Project – summary, results and next steps
Professional collaboration, communication and networking
Kottler and Gallavan, Chapters 8 and 12
The Social Studies Teaching Profession: Past, Present and Future.
Final Revisions of Unit Plans are due!
Teaching lessons with your mentor teachers.
Week 15.
EXAMINATION WEEK
Field Experience – visit Lehman Alternative Community School
Teaching lessons with your mentor social studies teachers.
The Final Portfolio is due December 22!
PEDAGOGY AND PRACTICE IN THE TEACHING OF SOCIAL STUDIES
EDUC 50910 – Fall 2011
Zenon V. Wasyliw
Ithaca College Department of History and
Department of Education
Muller 427
wasyliw@ithaca.edu 274-1587 or 274-3303
http://faculty.ithaca.edu/wasyliw
Office Hours: Monday 11-12:00
Tuesday 1-2:00
Wednesday 2-3:00
Friday 11-12:00
By appointment other days and times
I am often in my office additional times
Come in if you see my office door open
Course Objectives
This course emphasizes teaching grades 7-12 social studies at the middle and secondary levels with special reference to the New York State Social Studies curriculum and the five Social Studies learning standards. We also infuse the NCSS (National Council for the Social Studies) National Standards for Social Studies Teachers, aligning our program with NCATE (National Council for Accreditation of Teacher Education) requirements. This course examines and applies subject-specific methods and materials, including the assessment of student work, and teaching middle and secondary school students of varying needs, backgrounds, interests and levels of academic preparation. Conceptualizing, organizing, presenting, and evaluating historical and social science content through curriculum development, instructional planning and strategies is particularly important. This course introduces the practical application of history and each social science in relation to specific curricular demands through the framework of learning processes, motivation, communication and classroom management. Instructional technology, literacy in the social studies, and the action research process are also integrated through a variety of applications. Mastery of both theoretical concepts and their application in the classroom is essential. This class often meets in a public school setting with a significant field experience component
Ithaca College Humanities and Sciences Program Standards
Standard 1: Content Knowledge – demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues that comprise the discipline
Standard 2: Planning and Instruction/Implementation – plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development
Standard 6: Assessment – develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula
Humanities and Sciences Education Department Mission Statement
Grounded in the rich traditions of the liberal arts and social sciences, and in keeping with the Ithaca College mission statement, the Department of Education prepares students to take responsibility for citizenship and service in the global community. This preparation takes place in several ways. The department seeks to develop future teachers who are not only well-educated in their disciplines, but are also culturally responsive, caring, and knowledgeable in their interactions with students and their families. The department also reaches out to the larger Ithaca College student body through courses and programs designed to equip them with the necessary skills for well-informed, critically reflective, participatory citizenship and services in their neighborhood schools and communities. In addition, faculty and students in the Department of Education value, support, and engage in collaboration, discussion, and dialogue with a variety of local and regional community partners in order to be of assistance in addressing educational issues of concern and importance to them. In these ways, knowledge, competence, and service come together in our students to nurture a lifelong commitment to the democratic quest for excellence and equity in our schools and society.
Course Requirements
1. Students must engage in quality discussions of assigned readings and must complete all written assignments.
2. Attendance is mandatory. There are no un-excused absences. “Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class.” Ithaca College Catalog, 2011-12).
3. Students complete two unit plans, one in United States history and one in global history both directly related to the spring student teaching assignment. The units must include detailed innovative lesson plans with evidence of strong content mastery, infused with instructional technology and support for adolescent literacy and varied assessment strategies for diverse learners.
Students will identify, assess and apply the ten thematic NCSS standards and the five New York State Social Studies Standards through the construction of curriculum units.
http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
http://www.p12.nysed.gov/ciai/socst/home.html
One-week Curriculum Unit in U.S. History and Civic Engagement/Government
Students are required to demonstrate content and pedagogical content knowledge related to NCSS standards 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.6 (Power, Authority and Governance) 1.8 (Science, Technology and Society) 1.10 (Civic Ideas and Practices). New York State Standards in US History and Government are met.
One-week Curriculum Unit in Global History, Geography and Economics
Students are requires to demonstrate content and pedagogical content knowledge related to 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.7 (Production, Distribution and Consumption) 1.9 (Global Connections). New York State Standards in Global History, Geography and Economics are met.
The Economics Standard and NCSS 1.7 can be alternatively assessed within the U.S. History Unit
Unit Format
- Unit goals – major concepts and content goals that must relate to student learning objectives in each of five unit lesson plans.
- Daily Calendar – five lessons that follow a lesson plan format that include instructional objectives, content and teaching activities for each day
- Standards – specific NCSS and NY State Standards addressed in each lesson
- Visual and Technology-Related Activity – at least one example of each in the respective unit
- Assessment – a unit assessment of student learning with an accompanying rubric
- Accommodations – statement on modifications for special learners in the class
Each unit is selected in consultation with assigned mentors of the spring student teaching semester. The ideal goal is to teach each unit during the spring student teaching professional semester. Mastery learning - students must make qualitative revisions of submitted units for inclusion in the final portfolio.
4. Students meet with and work closely with their assigned mentor teachers during this semester in preparation for their student teaching during the professional semester. Students observe their mentor teachers’ classes and co-teach several classes after close consultation. A descriptive and reflective journal must be kept both chronicling and assessing this collaboration. Students will share unit plans with mentors.
5. A comparative critique of the Loewen and D’Souza books.
6. Students must submit a final portfolio containing two revised unit plans, cooperating teacher journal, evaluations of five most valuable websites, article evaluations and other required work.
7. Article evaluation – Graduate level requirement of three articles from the Knowing Teaching and Learning History are to be carefully and critically evaluated in a four page analytical critique.
8. Ithaca College and Local Social Studies Resources Project – Graduate level students will identify, in consultation with the instructor, Ithaca College and Ithaca area social studies related resources. They will summarize and evaluate resource curricular connections to the National and New York State Social Studies Standards, identify useful connections to classroom teaching and assessment. The completed project will be published as an online resource link. Resources include: Project Look Sharp, Aging in the Social Studies Curriculum, CSCRE, The Einaudi Center for International Studies at Cornell University, The History Center of Tompkins County and other potential resources.
9. A minimum of at least one lesson plan assignment will be submitted using the Live Text assessment system. Live Text will be used in all teacher education courses to assess growth over time in meeting the eight core program standards required in all teacher education programs across campus.
10. Graduate Action Research Based Project. All candidates for the Master of Arts in Teaching are required to complete an action research based project that centers on significant practices in the content area. This discipline-based project will be developed and researched in this course, implemented during the semester of student teaching, and assessed and critically reviewed in the seminar that accompanies student teaching and as part of the final portfolio. This will be done in close collaboration with the Pedagogy and Practice across the Disciplines Seminar and the Director of Graduate Studies. Graduate students will also serve as tutors with the Ithaca High School AVID program Advancement via Individual Determination also in collaboration with the Pedagogy and Practice across the Disciplines Seminar.
11. Students are expected to become members of a professional Social Studies organization. Possible memberships include - the New York State Council for the Social Studies (NYSCSS), the Middle States Council for the Social Studies, National Council for the Social Studies (NCSS), and the National Council for History Education (NCHE).
12. Please note Ithaca College policies regarding Standards of Academic Conduct -
http://www.ithaca.edu/attorney/policies/vol7/Volume_7-70104.htm
13. New York State Department of Education Teacher Certification –
http://www.highered.nysed.gov/tcert/certificate
New York State Education Department. Learning Standards for Social Studies.
http://www.emsc.nysed.gov/ciai/socst/home.html
14. In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Services and provide appropriate documentation to the College before any academic adjustment will be provided.
15. The syllabus outline and assignments are subject to change.
16. Alumni Networking Project. We will work collaboratively with an existing list of connected alumni to determine possible online networking strategies to share information and offer advice. The alumni are our social studies teaching and history graduates currently teaching or working in various education-related fields.
17. Diminished mental health (stress, depression, untreated mental illness) can interfere with optimal academic performance. There are many potential sources of personal difficulties. Academic studies, family, friends, poor health and difficult romantic relationships can contribute to personal difficulties – and impaired academic performance.
Through the office of Counseling and Psychological Services (CAPS), cost-free support can be obtained when personal difficulties threaten your well-being.
In the event I suspect you might benefit from additional support, I will express my concerns, my reasoning, and remind you of resources (e.g., CAPS, Health Center, Chaplains, etc.) that might be of help to you. It is not my intention to know the details of what you might be experiencing, but simply to let you know I am concerned and that help, if needed, is available.
Getting help is a smart and healthy thing to do…for yourself and for your loved ones.
Grading
Grading for this course will be based on the following:
Two Social Studies unit plans, 25% each unit 50%
Comparative book critique, Mentor teacher journal 15%
Graduate Project and three article evaluations 20%
Participation and presentations 15% 100%
Books and Materials
D’Souza, Dinesh. What’s So Great about America.
Loewen, James W. Teaching What Really Happened
Stearns, Peter, Peter Seixas and Sam Weinburg, Knowing Teaching and Learning History.
On Reserve
Hilton, Kenneth. Document Based Assessment Activities for US History
Kottler, Ellen and Nancy P. Gallavan, Secrets to Success for Social Studies Teachers
National Center for History in the Schools
http://www.sscnet.ucla.edu/nchs
New York State Social Studies
http://www.emsc.nysed.gov/ciai/socst/home.html
National Council for the Social Studies
Noonan, Theresa. Document Based Assessment for Global History
Also refer to: Benjamin, Jules. A Student’s Guide to History
http://bcs.bedfordstmartins.com/benjamin10e
Hacker/Fister, Documenting History Papers
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html
Social Studies History Teaching Resources
How to Write History Essays and do research
http://legacy.ncsu.edu/classes/hi300001/write.htm
http://bcs.bedfordstmartins.com/resdoc5e/index.htm
http://www.arts.cornell.edu/prh3/257/classmats/papertip.html
A helpful guide from Canada
http://www.uofaweb.ualberta.ca/historyandclassics/essaywritingguide.cfm
Literacy in Social Studies (includes very useful charts)
http://www.readingquest.org/strat
Media Literacy
http://www.projectlooksharp.org
Course Outline and Assignments
Week 1. September 6
Introduction to the course.
History and debate over the social studies: "Why Should We Study the Social Studies?"
Student presentation: "Why Do I Want to Teach Social Studies?”
Educ: http://www.ithaca.edu/wise
Reflections on teacher role models.
For next week prepare a current events lesson to teach and review next week’s websites.
Read Stearns Chapters 8, 9, 10
Week 2. Sept. 13
Planning in the core subject fields of the social studies: History, Government, Geography and other related academic disciplines and creating communities of learners. NCSS Thematic and Disciplinary Standards (find links above in section 3 of the Course Requirements)
Kottler and Galavan, Chapter 1.
First student teaching exercise – a current events topic
News: http://www.nytimes.com
http://www.bbc.co.uk/news/ and http://www.bbc.co.uk/history/
http://www.pbs.org and other sites
Gov.: http://thomas.loc.gov/ and http://loc.gov
History:
http://www.besthistorysites.net
http://www.fordham.edu/halsall/mod/modsbook.html
http://vlib.iue.it/history/index.html
http://tigger.uic.edu/~rjensen/index.html
http://worldhistoryconnected.org
http://www.historymatters.gmu.edu
http://womeninworldhistory.com
http://www.bbc.co.uk/history/historic_figures/
http://www.einaudi.cornell.edu (outreach)
New York Social Studies Learning Standards.
For discussion – Stearns, et. al. Knowing Teaching and Learning History, Chapters 8, 9, 10.
Week 3. Sept. 20
An Introduction to the Middle School and Grades 7-8 Social Studies. Content planning in history and the social sciences within the middle school social studies curriculum.
Diversity of historical approaches and an evaluation of social studies websites discussion
NCSS: http://www.socialstudies.org
http://www.emsc.nysed.gov/ciai/socst/home.html
http://www.mscss.net/MSCSSwebsitenewmainpage.html
http://www.sscnet.ucla.edu/nchs
Field Experience
An introduction to Middle School social studies – We meet at Boynton Middle School at 8:00 am!
For discussion – Knowing Teaching and Learning History, Chapters 11 and 18
Week 4. Sept. 27
A review and evaluation of the New York State Curriculum in United States History and Government and relevant NCSS thematic and disciplinary strands and standards
Workshop – the social studies classroom – planning, organization and creativity
Selection of United States unit topic and format
Incorporating resources to make social studies real
Identifying and developing instructional goals, objectives and assessment strategies for lesson and unit plan development and implementation.
Discussion – Knowing Teaching and Learning History, Chapter 6
Loewen, Teaching What Really Happened, Introduction and Chapter 3
Content and Application Plan on Current Events is due!
Week 5. Oct. 4
Workshop - curriculum mapping, literacy, lesson and unit planning, Ithaca City School District High School Social Studies Department
Literacy strategies in the social studies. Formal and informal methods of assessing student learning.
Discussion and application of behavioral objectives and critical thinking development in a social studies/historical context
Develop literacy to build social studies skills
Kottler and Gallavan, Chapter 6
Meeting with Ithaca High School Principal, Jarett Powers
An introduction to the New York State Regents Examination.
Organizational Development: Connections and Meeting the Standards
Field Experience
We meet at Ithaca High School at 8:00 am!
Week 6. Oct. 11
Competing World Views in the Social Studies Classroom – A Discussion of the Loewen and D’Souza books. The Comparative Book Critique is due Oct. 25
Student teaching exercise in US History and discussion of units.
The United States History Unit Plan is due this week!
Creating a history timeline
http://historicaltextarchive.com
http://www.nationalarchives.com
Subscribe to the H-Net Listserve edited for Social Studies Teacher Education Professionals:
http://www.h-net.msu.edu/~highs/
Discussion – Knowing Teaching and Learning History, Chapter 15
Week 7. Oct. 17 Field Experience at the Frederick Douglas Academy in Harlem
Week 8. Oct. 25
Literacy – http://www.readingquest.org/strat
Applied literacy strategies in the social studies classroom
Literacy and writing in the social studies curriculum; lesson adaptations for struggling readers and writers
Motivating student learning and literacy through clear, interactive and innovative social studies lessons and activities.
Discussion of Kottler and Gallavan, Chapters 5, 6, 7
Curriculum development in Global History. A review of themes and sources.
New York Social Studies Curriculum in Global History and related NCSS Strands
Creating a Global History narrative
Selection of Global History topic
Discussion – Knowing Teaching and Learning History, Chapters 7, 20, 21
Comparative Critique is Due!
We might meet at Cornell University to become acquainted with Einaudi Center International Studies outreach materials for high school social studies classes
Week 9. November 1
Schools in rural communities. Planning, assessment and collaboration between faculty, administrators and community.
Field Experience
We meet at Newark Valley School at 8:00 am with Superintendent Ryan Dougherty or Spencer Van-Etten High School with Social Studies Chair Andy McGee
Week 10. Nov. 8
Alternative Education Models and Media Impact on Student Learning of Social Studies.
Media Literacy, Project LookSharp: interpreting varied media in the 7-12 social studies classroom, Chris Sperry
Progress reports on the Global History Unit.
Integrating technology to enrich learning
Kottler and Gallavan, Chapter 10
http://www.projectlooksharp.org
Field Experience
Project Look Sharp on Ithaca College Campus
Week 11. Nov. 15
Discussion and evaluation of the second Unit Plan in Global History and the New York State
Standards: Themes and Resources.
An integrated and comparative world historical approach.
Powerful activities to engage learners
Kottler and Gallavan, Chapter 11
Journal Reports on meetings with cooperating ceachers
Global:
http://www.plattsburgh.edu/legacy
http://www.globalisation101.org
http://www.nationalgeographic.com
The Global History unit plan is Due Nov 29. Student Teaching Exercise in Global History
Field Experience
We meet at Ithaca High School 8:00 am.
THANKSGIVING BREAK – NOV 22
Revise unit plans and work on portfolio. Finalize preparations and materials to share with Mentors and to teach.
Week 12. Nov. 29
Global History unit plan is due!
Student centered learning in planning and assessment
Aging studies in the social studies: Intergenerational Collaboration and Older Adults as Sources of History.
Public and Local History – The History Center of Tompkins County
Curriculum Development in Economics Learning Standards. Center for Economic Education at Ithaca College
http://www.ithaca.edu/aging/schools
http://www.thehistorycenter.net
Field Experience
We meet at The History Center or Gerontology Institute
For discussion – Knowing Teaching and Learning History, Chapter 14
Week 13. December 6
Instructional Assessment Strategies in the Social Studies: Essays, Objective Question and the N.Y. State Regents Examinations.
DBQs - Document Based Questions and the Use of Primary Sources.
Document Based Assessment Activities for US History
Document Based Assessment for Global History
Regents Exam Prep Center: http://regentsprep.org
For discussion – Knowing Teaching and Learning History, Chapters 9 and 22
Week 14. Dec. 13
Alumni Networking Project – summary, results and next steps
Professional collaboration, communication and networking
Kottler and Gallavan, Chapters 8 and 12
The Social Studies Teaching Profession: Past, Present and Future.
Final Revisions of Unit Plans are due!
Teaching lessons with your mentor teachers.
Week 15.
EXAMINATION WEEK
Field Experience – visit Lehman Alternative Community School
Teaching lessons with your mentor social studies teachers.
The Final Portfolio is due December 22!
Ithaca College Humanities and Sciences Program Standards
Standard 1: Content Knowledge – demonstrate a rich, thorough understanding of the content and skill knowledge, theories, and issues that comprise the discipline
Standard 2: Planning and Instruction/Implementation – plan and implement effective, developmentally appropriate lessons and curricula based upon sound principles of content knowledge and skill development
Standard 6: Assessment – develop and utilize a variety of assessment tools and techniques designed to evaluate student learning and performance, provide feedback, and shape future lesson planning, programs, and curricula
Humanities and Sciences Education Department Mission Statement
Grounded in the rich traditions of the liberal arts and social sciences, and in keeping with the Ithaca College mission statement, the Department of Education prepares students to take responsibility for citizenship and service in the global community. This preparation takes place in several ways. The department seeks to develop future teachers who are not only well-educated in their disciplines, but are also culturally responsive, caring, and knowledgeable in their interactions with students and their families. The department also reaches out to the larger Ithaca College student body through courses and programs designed to equip them with the necessary skills for well-informed, critically reflective, participatory citizenship and services in their neighborhood schools and communities. In addition, faculty and students in the Department of Education value, support, and engage in collaboration, discussion, and dialogue with a variety of local and regional community partners in order to be of assistance in addressing educational issues of concern and importance to them. In these ways, knowledge, competence, and service come together in our students to nurture a lifelong commitment to the democratic quest for excellence and equity in our schools and society.
Course Requirements
1. Students must engage in quality discussions of assigned readings and must complete all written assignments.
2. Attendance is mandatory. There are no un-excused absences. “Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class.” Ithaca College Catalog, 2011-12).
3. Students complete two unit plans, one in United States history and one in global history both directly related to the spring student teaching assignment. The units must include detailed innovative lesson plans with evidence of strong content mastery, infused with instructional technology and support for adolescent literacy and varied assessment strategies for diverse learners.
Students will identify, assess and apply the ten thematic NCSS standards and the five New York State Social Studies Standards through the construction of curriculum units.
http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
http://www.p12.nysed.gov/ciai/socst/home.html
One-week Curriculum Unit in U.S. History and Civic Engagement/Government
Students are required to demonstrate content and pedagogical content knowledge related to NCSS standards 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.6 (Power, Authority and Governance) 1.8 (Science, Technology and Society) 1.10 (Civic Ideas and Practices). New York State Standards in US History and Government are met.
One-week Curriculum Unit in Global History, Geography and Economics
Students are requires to demonstrate content and pedagogical content knowledge related to 1.1 (Culture and Cultural Diversity) 1.2 (Time, Continuity and Change) 1.3 (People, Places and Environment) 1.5 (Individuals, Groups and Institutions) 1.7 (Production, Distribution and Consumption) 1.9 (Global Connections). New York State Standards in Global History, Geography and Economics are met.
The Economics Standard and NCSS 1.7 can be alternatively assessed within the U.S. History Unit
Unit Format
- Unit goals – major concepts and content goals that must relate to student learning objectives in each of five unit lesson plans.
- Daily Calendar – five lessons that follow a lesson plan format that include instructional objectives, content and teaching activities for each day
- Standards – specific NCSS and NY State Standards addressed in each lesson
- Visual and Technology-Related Activity – at least one example of each in the respective unit
- Assessment – a unit assessment of student learning with an accompanying rubric
- Accommodations – statement on modifications for special learners in the class
Each unit is selected in consultation with assigned mentors of the spring student teaching semester. The ideal goal is to teach each unit during the spring student teaching professional semester. Mastery learning - students must make qualitative revisions of submitted units for inclusion in the final portfolio.
4. Students meet with and work closely with their assigned mentor teachers during this semester in preparation for their student teaching during the professional semester. Students observe their mentor teachers’ classes and co-teach several classes after close consultation. A descriptive and reflective journal must be kept both chronicling and assessing this collaboration. Students will share unit plans with mentors.
5. A comparative critique of the Loewen and D’Souza books.
6. Students must submit a final portfolio containing two revised unit plans, cooperating teacher journal, evaluations of five most valuable websites, article evaluations and other required work.
7. Article evaluation – Graduate level requirement of three articles from the Knowing Teaching and Learning History are to be carefully and critically evaluated in a four page analytical critique.
8. Ithaca College and Local Social Studies Resources Project – Graduate level students will identify, in consultation with the instructor, Ithaca College and Ithaca area social studies related resources. They will summarize and evaluate resource curricular connections to the National and New York State Social Studies Standards, identify useful connections to classroom teaching and assessment. The completed project will be published as an online resource link. Resources include: Project Look Sharp, Aging in the Social Studies Curriculum, CSCRE, The Einaudi Center for International Studies at Cornell University, The History Center of Tompkins County and other potential resources.
9. A minimum of at least one lesson plan assignment will be submitted using the Live Text assessment system. Live Text will be used in all teacher education courses to assess growth over time in meeting the eight core program standards required in all teacher education programs across campus.
10. Graduate Action Research Based Project. All candidates for the Master of Arts in Teaching are required to complete an action research based project that centers on significant practices in the content area. This discipline-based project will be developed and researched in this course, implemented during the semester of student teaching, and assessed and critically reviewed in the seminar that accompanies student teaching and as part of the final portfolio. This will be done in close collaboration with the Pedagogy and Practice across the Disciplines Seminar and the Director of Graduate Studies. Graduate students will also serve as tutors with the Ithaca High School AVID program Advancement via Individual Determination also in collaboration with the Pedagogy and Practice across the Disciplines Seminar.
11. Students are expected to become members of a professional Social Studies organization. Possible memberships include - the New York State Council for the Social Studies (NYSCSS), the Middle States Council for the Social Studies, National Council for the Social Studies (NCSS), and the National Council for History Education (NCHE).
12. Please note Ithaca College policies regarding Standards of Academic Conduct -
http://www.ithaca.edu/attorney/policies/vol7/Volume_7-70104.htm
13. New York State Department of Education Teacher Certification –
http://www.highered.nysed.gov/tcert/certificate
New York State Education Department. Learning Standards for Social Studies.
http://www.emsc.nysed.gov/ciai/socst/home.html
14. In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Services and provide appropriate documentation to the College before any academic adjustment will be provided.
15. The syllabus outline and assignments are subject to change.
16. Alumni Networking Project. We will work collaboratively with an existing list of connected alumni to determine possible online networking strategies to share information and offer advice. The alumni are our social studies teaching and history graduates currently teaching or working in various education-related fields.
17. Diminished mental health (stress, depression, untreated mental illness) can interfere with optimal academic performance. There are many potential sources of personal difficulties. Academic studies, family, friends, poor health and difficult romantic relationships can contribute to personal difficulties – and impaired academic performance.
Through the office of Counseling and Psychological Services (CAPS), cost-free support can be obtained when personal difficulties threaten your well-being.
In the event I suspect you might benefit from additional support, I will express my concerns, my reasoning, and remind you of resources (e.g., CAPS, Health Center, Chaplains, etc.) that might be of help to you. It is not my intention to know the details of what you might be experiencing, but simply to let you know I am concerned and that help, if needed, is available.
Getting help is a smart and healthy thing to do…for yourself and for your loved ones.
Grading
Grading for this course will be based on the following:
Two Social Studies unit plans, 25% each unit 50%
Comparative book critique, Mentor teacher journal 15%
Graduate Project and three article evaluations 20%
Participation and presentations 15% 100%
Books and Materials
D’Souza, Dinesh. What’s So Great about America.
Loewen, James W. Teaching What Really Happened
Stearns, Peter, Peter Seixas and Sam Weinburg, Knowing Teaching and Learning History.
On Reserve
Hilton, Kenneth. Document Based Assessment Activities for US History
Kottler, Ellen and Nancy P. Gallavan, Secrets to Success for Social Studies Teachers
National Center for History in the Schools
http://www.sscnet.ucla.edu/nchs
New York State Social Studies
http://www.emsc.nysed.gov/ciai/socst/home.html
National Council for the Social Studies
Noonan, Theresa. Document Based Assessment for Global History
Also refer to: Benjamin, Jules. A Student’s Guide to History
http://bcs.bedfordstmartins.com/benjamin10e
Hacker/Fister, Documenting History Papers
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html
Social Studies History Teaching Resources
How to Write History Essays and do research
http://legacy.ncsu.edu/classes/hi300001/write.htm
http://bcs.bedfordstmartins.com/resdoc5e/index.htm
http://www.arts.cornell.edu/prh3/257/classmats/papertip.html
A helpful guide from Canada
http://www.uofaweb.ualberta.ca/historyandclassics/essaywritingguide.cfm
Literacy in Social Studies (includes very useful charts)
http://www.readingquest.org/strat
Media Literacy
http://www.projectlooksharp.org
Course Outline and Assignments
Week 1. September 6
Introduction to the course.
History and debate over the social studies: "Why Should We Study the Social Studies?"
Student presentation: "Why Do I Want to Teach Social Studies?”
Educ: http://www.ithaca.edu/wise
Reflections on teacher role models.
For next week prepare a current events lesson to teach and review next week’s websites.
Read Stearns Chapters 8, 9, 10
Week 2. Sept. 13
Planning in the core subject fields of the social studies: History, Government, Geography and other related academic disciplines and creating communities of learners. NCSS Thematic and Disciplinary Standards (find links above in section 3 of the Course Requirements)
Kottler and Galavan, Chapter 1.
First student teaching exercise – a current events topic
News: http://www.nytimes.com
http://www.bbc.co.uk/news/ and http://www.bbc.co.uk/history/
http://www.pbs.org and other sites
Gov.: http://thomas.loc.gov/ and http://loc.gov
History:
http://www.besthistorysites.net
http://www.fordham.edu/halsall/mod/modsbook.html
http://vlib.iue.it/history/index.html
http://tigger.uic.edu/~rjensen/index.html
http://worldhistoryconnected.org
http://www.historymatters.gmu.edu
http://womeninworldhistory.com
http://www.bbc.co.uk/history/historic_figures/
http://www.einaudi.cornell.edu (outreach)
New York Social Studies Learning Standards.
For discussion – Stearns, et. al. Knowing Teaching and Learning History, Chapters 8, 9, 10.
Week 3. Sept. 20
An Introduction to the Middle School and Grades 7-8 Social Studies. Content planning in history and the social sciences within the middle school social studies curriculum.
Diversity of historical approaches and an evaluation of social studies websites discussion
NCSS: http://www.socialstudies.org
http://www.emsc.nysed.gov/ciai/socst/home.html
http://www.mscss.net/MSCSSwebsitenewmainpage.html
http://www.sscnet.ucla.edu/nchs
Field Experience
An introduction to Middle School social studies – We meet at Boynton Middle School at 8:00 am!
For discussion – Knowing Teaching and Learning History, Chapters 11 and 18
Week 4. Sept. 27
A review and evaluation of the New York State Curriculum in United States History and Government and relevant NCSS thematic and disciplinary strands and standards
Workshop – the social studies classroom – planning, organization and creativity
Selection of United States unit topic and format
Incorporating resources to make social studies real
Identifying and developing instructional goals, objectives and assessment strategies for lesson and unit plan development and implementation.
Discussion – Knowing Teaching and Learning History, Chapter 6
Loewen, Teaching What Really Happened, Introduction and Chapter 3
Content and Application Plan on Current Events is due!
Week 5. Oct. 4
Workshop - curriculum mapping, literacy, lesson and unit planning, Ithaca City School District High School Social Studies Department
Literacy strategies in the social studies. Formal and informal methods of assessing student learning.
Discussion and application of behavioral objectives and critical thinking development in a social studies/historical context
Develop literacy to build social studies skills
Kottler and Gallavan, Chapter 6
Meeting with Ithaca High School Principal, Jarett Powers
An introduction to the New York State Regents Examination.
Organizational Development: Connections and Meeting the Standards
Field Experience
We meet at Ithaca High School at 8:00 am!
Week 6. Oct. 11
Competing World Views in the Social Studies Classroom – A Discussion of the Loewen and D’Souza books. The Comparative Book Critique is due Oct. 25
Student teaching exercise in US History and discussion of units.
The United States History Unit Plan is due this week!
Creating a history timeline
http://historicaltextarchive.com
http://www.nationalarchives.com
Subscribe to the H-Net Listserve edited for Social Studies Teacher Education Professionals:
http://www.h-net.msu.edu/~highs/
Discussion – Knowing Teaching and Learning History, Chapter 15
Week 7. Oct. 17 Field Experience at the Frederick Douglas Academy in Harlem
Week 8. Oct. 25
Literacy – http://www.readingquest.org/strat
Applied literacy strategies in the social studies classroom
Literacy and writing in the social studies curriculum; lesson adaptations for struggling readers and writers
Motivating student learning and literacy through clear, interactive and innovative social studies lessons and activities.
Discussion of Kottler and Gallavan, Chapters 5, 6, 7
Curriculum development in Global History. A review of themes and sources.
New York Social Studies Curriculum in Global History and related NCSS Strands
Creating a Global History narrative
Selection of Global History topic
Discussion – Knowing Teaching and Learning History, Chapters 7, 20, 21
Comparative Critique is Due!
We might meet at Cornell University to become acquainted with Einaudi Center International Studies outreach materials for high school social studies classes
Week 9. November 1
Schools in rural communities. Planning, assessment and collaboration between faculty, administrators and community.
Field Experience
We meet at Newark Valley School at 8:00 am with Superintendent Ryan Dougherty or Spencer Van-Etten High School with Social Studies Chair Andy McGee
Week 10. Nov. 8
Alternative Education Models and Media Impact on Student Learning of Social Studies.
Media Literacy, Project LookSharp: interpreting varied media in the 7-12 social studies classroom, Chris Sperry
Progress reports on the Global History Unit.
Integrating technology to enrich learning
Kottler and Gallavan, Chapter 10
http://www.projectlooksharp.org
Field Experience
Project Look Sharp on Ithaca College Campus
Week 11. Nov. 15
Discussion and evaluation of the second Unit Plan in Global History and the New York State
Standards: Themes and Resources.
An integrated and comparative world historical approach.
Powerful activities to engage learners
Kottler and Gallavan, Chapter 11
Journal Reports on meetings with cooperating ceachers
Global:
http://www.plattsburgh.edu/legacy
http://www.globalisation101.org
http://www.nationalgeographic.com
The Global History unit plan is Due Nov 29. Student Teaching Exercise in Global History
Field Experience
We meet at Ithaca High School 8:00 am.
THANKSGIVING BREAK – NOV 22
Revise unit plans and work on portfolio. Finalize preparations and materials to share with Mentors and to teach.
Week 12. Nov. 29
Global History unit plan is due!
Student centered learning in planning and assessment
Aging studies in the social studies: Intergenerational Collaboration and Older Adults as Sources of History.
Public and Local History – The History Center of Tompkins County
Curriculum Development in Economics Learning Standards. Center for Economic Education at Ithaca College
http://www.ithaca.edu/aging/schools
http://www.thehistorycenter.net
Field Experience
We meet at The History Center or Gerontology Institute
For discussion – Knowing Teaching and Learning History, Chapter 14
Week 13. December 6
Instructional Assessment Strategies in the Social Studies: Essays, Objective Question and the N.Y. State Regents Examinations.
DBQs - Document Based Questions and the Use of Primary Sources.
Document Based Assessment Activities for US History
Document Based Assessment for Global History
Regents Exam Prep Center: http://regentsprep.org
For discussion – Knowing Teaching and Learning History, Chapters 9 and 22
Week 14. Dec. 13
Alumni Networking Project – summary, results and next steps
Professional collaboration, communication and networking
Kottler and Gallavan, Chapters 8 and 12
The Social Studies Teaching Profession: Past, Present and Future.
Final Revisions of Unit Plans are due!
Teaching lessons with your mentor teachers.
Week 15.
EXAMINATION WEEK
Field Experience – visit Lehman Alternative Community School
Teaching lessons with your mentor social studies teachers.
The Final Portfolio is due December 22!