DESCRIPTION OF PROJECTS
Attendance & Participation
HIS 3626 is not just a history course, it is a part of your professional preparation. As such, attendance to all classes is expected, and students should be ready to participate on a weekly basis. Both the History Education Program and the Reich College of Education use a professional disposition instrument designed to measure a student’s aptitude for becoming a professional educator.
All students begin with the full 6 points in this category. Deductions will incur for more than three (3) absences and lack of participation. If absences become excessive, an individual meeting will be required to devise an action plan for success, with discussions based on the professional disposition instrument. If a student fails to meet or adhere to the steps outlined in the action plan for success, conversations will involve a withdrawal from the course and a change of major.
Blogging/ Critical Reflection
This assignment asks students to consider relevant issues in history/social studies education by analyzing topics and arguments raised in the selected course readings. Throughout the semester, students will submit SIX entries. For the blog posts, focus on the major issues and themes that run across the readings. For the peer comments, students will leave comments on at least TWO peer blog posts. In total, students will blog a total of 6 times, and post at least 12 comments—worth up to 24 pts. of your final grade. *Refer to this blogging assignment evaluation rubric •
The grade is part-student/part-instructor evaluation. Choices: There are 13+ possible weeks for blogging; this means you can take off 7+ weeks without penalty. To make sure you can receive helpful feedback, submit TWO OR MORE blog+comment entries by the end of September.
*Refer to the blogging & Zotero assignment evaluation rubrics at the bottom of this page.*
Curriculum Work
The curriculum work for this semester is designed to produce a focus on either US or World History, and one fleshed-out unit of study. Students will choose a course—either World or US History. Then, using the new NC Standards, students will develop the following curriculum items: 1) a yearlong-curriculum map/pacing guide; 2) a unit map from your pacing guide; 3) five (5) lesson plans from your unit map; 4) assessment samples that measure formative and summative learning; and 5) your personal history content notes (HCNs) for the topic you selected as the focus of your unit.
ALL items should reflect research for both historical content and best practices in history/social studies education. They should demonstrate an understanding of cognitive domains, state standards, assessment, and high-quality resources in history/.social studies. Students will submit first drafts and then edit and distribute second drafts for peer evaluation. Final drafts are due by the end of the semester. All work will be posted on your professional digital portfolio website.
NOTE: The templates used in HIS 3626 will reappear in CI 3100 and student teaching (CI 4900) … and can help you navigate your first years as a teacher. Go to the “Resources” page for links to the HEP templates and history & social studies websites. *The portfolio evaluation rubric is coming soon *
*Refer to the CP evaluation rubric at the bottom of this page.*
PRESENTATION of YOUR CURRICULUM WORK
Students will prepare their curriculum work for peer feedback. Students will deliver a “poster session” to a group of classmates towards the end of the semester. Colleagues will offer feedback and suggestions in an open Q&A format. One classmate will formally submit his/her feedback via email (copy emailed to instructor). Presenting to peers allows others to look at your work from different vantage points, and to catch problems you may not see for yourself. In turn, by evaluating others’ work, you can critically assess others’ history/social studies curricula.
Professional Digital Portfolio
Students will map out, design, and construct their own e-portfolios. Options include WordPress, Wix, Weebly, Google Sites, and Aportfoli, or any that have FREE plans. Students are welcome to secure their own domain name and web host for greater ownership and control. If interested, see Prof. Sibaja. Developing an e-portfolio can highlight your work, career trajectory, resume, etc., for hiring personnel as you prepare to enter the job market. Your portfolio should contain: an About/Bio page, resume, philosophy of teaching, and samples of curriculum work.
NOTE: Developing an online presence is critical for the modern historian and educator. Not only will a digital portfolio allow you to showcase your work to prospective employers, but it’s also a way of introducing yourself (and, if you wish, communicating) to parents and students. Ideally, you will want to keep adding curriculum samples from CI 3100 and student teaching—especially samples of student work from your student teaching field experience. List your website’s URL on your resume. Also, think about developing a professional Twitter account for networking with other educators, finding high-quality resources and ideas, and celebrating student accomplishments.
Philosophy of Teaching and Resume
By the end of the semester, students will create a resume and teaching job cover letter. Your cover letter should be inspired by key readings from this semester, any outside research conducted when designing your curriculum work, and your overall philosophy of (or approach to) history/social studies education. In addition, students will create a resume tailored for a high school social studies educator.
Resume will be posted on your digital portfolio website; cover letter shared or emailed to the instructor.
Asking for Help
Please speak with me at any time about how you’re doing in the class and how you can improve your performance. If life gets overwhelming during the course (which it likely will), it can be tempting to drift away or shut down in a mountain of assignments due or past due. See me sooner rather than later to avoid digging out of a huge hole that seems insurmountable, or if a sudden situation arises that might jeopardize your progress.
Blogging Rubric
FINAL-Self-Assessment-BLOGGINGZotero Rubric
FINAL-SELF-Assessment-ZOTEROCurriculum Portfolio Rubric (History Education Program)
https://docs.google.com/document/d/1XrdilHAtF2bneID0n3th60D8NIbOvuzCmZ7K935YGhc/edit?usp=sharing
Grading Summary
- Attendance & Participation = 6 pts.
- Blogging/Critical Self-Reflection = 24 pts.
- Curriculum Portfolio = 50 pts. total
- Presentation of Portfolio= 5 pts.
- Final exam = 15 pts.
- Professional Portfolio Website = 7 pts.
- Cover Letter and Resume = 8 pts.
Total=100 pts.
ITEM | FIRST DRAFT | REVISED DRAFT | FINAL DRAFT | POINTS |
Curriculum Map | 3 pts. | — | 3 pts. | 6 pts. |
Unit Map | 3 pts. | 3 pts. | 3 pts. | 9 pts. |
Lesson Plan #1 w/ HCNs | 2 pts. | 2 pts. | 2 pts. | 6 pts. |
LPs # 2-3 w/ HCNs | 4 pts. | 4 pts. | 4 pts. | 12 pts. |
Assessment Samples | 3 pts. | — | 4 pts. | 7 pts. |
History Content Notes (HCNs) for Entire Unit and Works Cited | (submitted w/ corresponding lesson plan) | — | 10 pts. | 10 pts. |
SCORING TOTAL | 15 pts. | 9 pts. | 26 pts. | 50 pts. |
*Due dates are the last day to turn in work without penalty – please keep this in mind. All dates are on the course website and Google Calendar.*
Grading Scale
- A 100-94 / A- 93-90
- B+ 89-87 / B 86-83 / B- 82-80
- C+ 79-77 / C 76-73 / C- 72-70
- D+ 69-67 / D 66-63 / D- 62-60
- F=59 or lower