Suggested Pacing for your work in HIS 3626 also available on the corresponding Guiding Document tab
1.
Understanding 9-12 social studies
If you are a licensed 9-12 Social Studies teacher in North Carolina, or any state for that matter, then you will be contractually and ethically obligated to teach the state standards. These standards typically undergo a revision every 10 years or so. Because teachers often worry about how much history they have to cover, the state standards for 9-12 social studies provide guidance and direction as you plan out your course and the school year.
In this unit, you will study the NC State Standards for 9-12 Social Studies, assess the role of social studies in K-12 education, and, most importantly, analyze the historical thinking skills/social studies inquiry standards inherent in developing critical thinkers. After all, if you cannot possibly cover all of American or World History, you can certainly help students develop the skills historians, political scientists, economists, geographers, and others use in their work.
We will also look at “Backward Design.” But, what does this term mean? The term “backward design” originates from Grant Wiggins and Jay McTighe’s groundbreaking 1998 book, Understand by Design. Their UbD framework has provided educators with a paradigm shift on how to approach curriculum design in general, but it really helps 9-12 social studies teachers think about the balance between breadth vs. depth of coverage.
Weekly Topics
Week 01: Introductions: Class, Students, Instructor, 9-12 Social Studies and Resources
- Come to class on 08/18 with prepared questions about the syllabus and Guiding Document (most important)
- Become familiar with the course website: i2hssed.rwanysibaja.com
- Read ahead for next week (Week 2 readings) – always read ahead for the following week, take notes, and come prepared for class discussions (use your notes).
Week 02: Understanding by Design (UbD)
- Read ahead for next week (W03).
- Share Google Slide introduction of yourself (share to: sibajaro@appstate.edu)
- Scan the U.S. and World History 9-12 NC Standards. Choose which course, American or World History) to focus on this semester. Email your choice to the instructor (sibajaro@appstate.edu)
Week 03: North Carolina Standards for 9-12 Social Studies
- Read ahead for next week (W04).
- Journaling: Submit (if applicable) your Journaling assignment for Week 04.
- Portfolio: Start work on your Curriculum Map (due by 9/17). [readable at your website, labeled as “draft”]
- Complete History Dept. Photo Permission form
Week 04: What It Means to Be a History/Social Studies Teacher
- Labor Day is Sep 7
- Read ahead for next week (W05).
- Journaling:Submit (if applicable) your Journaling assignment for Week 05.
- Aim to have at least 2 Journaling assignments completed by next week.
- Portfolio: Work on your Curriculum Map (due by 9/17). [readable at your website, labeled as “draft”]
- Portfolio: Choose which unit to focus on for your Unit Map assignment ( due by 9/24).
2.
Designing Your Curriculum
Using the “backward design” (Understand by Design) approach, you will begin designing work for your selected high school history course. The readings in this unit are geared towards just that! You will want to balance between breadth vs. depth of coverage, and think about how historical thinking skills can be developed through content acquisition.
As you progress through this unit, set clear standards-based learning objectives for your students — for both content and skills. Use these as your guide when you draft and submit the first drafts of several portfolio items: a Curriculum Map/Pacing Guide, a Unit Map (from your CM), and your first lesson plans. By designing each of these elements using a “backwards design” approach, you will help keep your lessons and activities singularly focused on your learning objectives. We will also explore assessment for and of learning in 9-12 social studies. We will examine how to use assessments smartly, stemming from the learning objectives you establish and then “backward designing” your way into the format, purpose, and design. We will also discuss how assessments can be formative and summative, informal and formal.
Weekly Topics
Week 05: Mapping Your Course, Mapping a Unit of Study
- Read ahead for next week (W06).
- Journaling: Submit (if applicable) your Journaling assignment for Week 06.
- Aim to have at least 2 Journaling assignments completed by this point of the semester.
- Portfolio: DUE >> Finalize and publish Curriculum Map (due by 9/17). [readable at your website, labeled as “draft”]
- Portfolio: Keep developing your Unit Map (due by 9/24). [readable]
Week 06: Lesson Planning
- Read ahead for next week (W07).
- Journaling: Submit (if applicable) your Journaling assignment for Week 07.
- Portfolio: DUE >> Finalize and publish Unit Map (due by 9/24). [readable at your website, labeled as “draft”]
- Portfolio: Keep developing your History Content Notes (first post due by 10/1). [readable]
- Portfolio: Develop Lesson Plan #1 (due by 10/1).
Week 07: Assessments for and of Learning
- Read ahead for next week (W08).
- Journaling: Submit (if applicable) your Journaling assignment for Week 08.
- Portfolio: DUE >> Finalize and publish Lesson Plan #1 (due by 10/1). [readable at your website, labeled as “draft”]
- Portfolio: DUE >> Post your History Content Notes (due by 10/1). [readable]
- Portfolio: Develop Lesson Plan #2 (due by 10/15); keep updating your HCNs.
Week 08: Diverse Learners
- * Fall Break is Oct 5-6. We will only meet on October 8.
- Read ahead for next week (W09).
- Journaling: Submit (if applicable) your Journaling assignment for Week 09.
- Portfolio: Develop Lesson Plan #2 (due by 10/15); keep updating your HCNs.
3.
Issues in History/Social Studies Education
One of the key traits of an effective teacher is to recognize the varied learning needs of students … and then design a curriculum that meets those needs. In job interviews, school administrators will, guaranteed, ask you how you plan on meeting the diverse learning needs of students. Thankfully, social studies is all about identifying multiple perspectives and understanding historical and social context. By training, habits of mind like analyzing cause and effect, researching useful resources, and understanding social, economic, political, and cultural context are intrinsic to who you are as a history educator.
In this unit, you will learn build upon the last topic in Unit 2, the diverse learning needs of students, and how to meet those needs in an increasingly complicated 9-12 social studies landscape. You will study ways to create a student-centered learning environment that puts students—not the teacher (aka “lecturer”)—at the center of classroom learning. But with that focus, it is also important to be aware of the many issues today’s social studies deal with, including an age of content abundance and misinformation. We will also unpack the narratives of history, and the long struggle over who defines and shapes the past.
Weekly Topics
Week 09: Social Studies, Curriculum, Textbooks, and the Abundance of Online Resources
- Read ahead for next week (W10).
- Journaling: Submit (if applicable) your Journaling assignment for Week 10.
- Portfolio: DUE >> Finalize and publish Lesson Plan #2 (due by 10/15). [readable at your website, labeled as “draft”]
- Portfolio: Develop Lesson Plan #3 (due by 10/22); keep updating your HCNs.
Week 10: Teaching in an Age of Digital Abundance, AI, Misinformation, and Social Media
- Read ahead for next week (W11). Come to class prepared to lead discussions on your select reading choice for Oct 29.
- Journaling: Submit (if applicable) your Journaling assignment for Week 11.
- Portfolio: DUE >> Finalize and publish Lesson Plan #3 (due by 10/22). [readable at your website, labeled as “draft”]
- Portfolio: DUE >> Finalize your History Content Notes – updated (due by 10/22).
Week 11: Whose Past?
- Read ahead for next week (W12).
- Journaling: Submit (if applicable) your Journaling assignment for Week 12.
- Portfolio: Develop and finalize Assessment Samples and Teaching Materials (due by 11/ 5).
Week 12: History Teachers as Civic Leaders, Role Models, and Public Historians
- Portfolio: DUE >> Assessment Samples and Teaching Materials due by Thurs. Nov 5. [readable at your website, labeled as “draft”]
- Presentation: Prepare your presentation for next week about your curriculum portfolio work, and how it reflects who you are as a history educator. >> Format: 10 minute-presentation, max., followed by 5 minutes of peer feedback/Q&A.
4.
Making History Come Alive!
You’ve planned, revised, and are now ready to face your students! The final unit of HIS 3626 focuses on the art of teaching. At App State, our History Education Program specialized in two aspects of modern social studies instruction: digital literacy and a globally-infused curriculum. This makes sense as NC (and the US as a whole) is becoming increasingly digital and global in nature.
In this unit, we will explore how to make history come alive. We will discuss new media tools for history education, ways to globalize your courses (yes, even World History needs a re-examination!), and practical ways to engage students in history courses. You will also present your curriculum portfolio to classmates, who will in turn provide formative feedback as you finalize your work. We will wrap up with some discussion of being a professional educator.
Weekly Topics
Week 13: Presentations
- Read ahead for next week (W14).
- Journaling: Last day to submit your final (5th) Journaling assignment entry is Monday Nov 16.
- Portfolio: Edit all Curriculum Portfolio items based on instructor and peer feedback.
- Presentation: DUE >> Come to class ready to present your curriculum portfolio work, and how it reflects who you are as a history educator. 10 minutes max., followed by 5 minutes of peer feedback/Q&A.
Week 14: Student-Centered Learning: The Inquiry Arc and Fostering Critical Thinking
- Journaling: Last day to submit your final (5th) Journaling assignment entry is Monday Nov 16.
- Portfolio: Edit all Curriculum Portfolio items based on instructor and peer feedback. Publish on your digital portfolio website. Email instructor when completed.
Week 15**: Being a Professional – Resumes and Communication
- ** Thanksgiving Break is Nov 25-27. Class on Nov 24 is a optional lab day (tech support, curriculum advice, peer collaboration)
- Portfolio: DUE >> Finalize all Curriculum Portfolio items and post on your digital portfolio website. Email instructor when completed.
- Final Exam: Develop your Final Exam materials.
Week 16^: Course Wrap-Up
- ^ Reading Day is Dec 3. We will only meet on Dec 1 for our final class session.
- Portfolio: November 30 is the absolute cutoff date to post your final digital portfolio website materials. Email instructor when completed.
- Final Exam: DUE >> Continue working and editing your Final Exam materials, and submit anytime up until the 12/5 deadline at 1:30.
FINAL EXAM: Saturday, DEC 5th, 11am-1:30pm. No submissions accepted after 1:30pm — no exceptions!
