LOGISTICS
- Location: Anne Belk Hall 240
- Meeting Times: MWF 10-10:50 am
- Course Website: https://i2hssed.rwanysibaja.com
- Instructor: Dr. Rwany Sibaja
- Office Location: Anne Belk 220
- Office Hours: MW: 8:30-9:30 am, 12:15-12:45 pm (if needed, we can arrange a time to meet via Zoom)
- Zoom ID: https://appstate.zoom.us/j/4651190141
- ALC Google Form: https://forms.gle/NzSncESN5M5KBBbu8
- HIS 3626 Google Form: https://forms.gle/ZQDBmkqdQd2Sxn8o8
MATERIALS
Course Website: We will use https://i2hssed.rwanysibaja.com, where all materials (including this syllabus) will be available. Blog posts and comments will be housed here as well.
AsU Learn: not used (except to post grades and to record attendance)
Textbooks — all are rentals
- Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001. ISBN: 9781566398565 [Amazon link]
- Zevin, Jack. Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools. 4th edition. New York: Routledge, 2015. ISBN: 9780415749794 [Amazon link]
- Roupp, Heidi. Teaching World History in the Twenty-First Century: A Resource Book. Armonk, NY: Routledge, 2010. ISBN: 9780765617156 [Amazon link]
Devices: Please bring your laptop or tablet each class session. Most class sessions will be primarily lab-based, and the entire course depends on collaborative work at each table. In addition, please bring your own “dongle” to connect your device to the HDMI cables in ABH 240.
OBJECTIVE
HIS 3626 is geared towards students who want to become effective teachers and curriculum designers of secondary history/social studies courses, esp. in a global & digital age.
LEARNING OUTCOME
Students should be able to … research historical content and best practices in history/social studies education to design an active learning, student-focused history curriculum
Secondary Outcomes
- Students should be able to … identify major questions and themes in US & World History
- Students should be able to … explain how they will balance major questions & themes with the realities of covering material and addressing state standards
- Students should be able to … locate appropriate, relevant, and quality resources for instruction and student learning
- Students should be able to …conduct research for developing a practical “toolbox” geared towards making World/ U.S. History relevant and engaging to adolescent students
General Workload
Readings. Most weeks you will read two or three reading selections (blog posts, webpage, book excerpts, articles), appropriate for a 3000-level history course.
[For a primer on reading like a historian, and not wasting too much time completing reading assignments, see “How to Read a Book in One Hour” by Larry Cebula]
The conversation about these readings begins before we meet on Tuesdays. “But, how?” You will be asked to write a reflective blog post (ZOTERO? TWITTER?) and reply to at least two (2) classmates’ reflections on the same readings. You will choose which weeks to complete, and which weeks to take off, but you must read each week … or else our class conversations go nowhere!
Discussions. When it comes to online or in-class participation the goal is NOT to speak more. Rather, you should strive to provide substantive comments online and in class. In short, quality over quantity.
The majority of your grade is linked to the curriculum portfolio project. You will choose either US or World History, learn the new NC Standards for your course, and develop the following materials: a semester-long curriculum map and pacing guide, a unit map, and three (3) lessons from your unit map. In addition, you will submit your content notes to show you understand the topic of the unit and lessons, as well as a variety of assessments – both formative and summative – to measure student learning on your topic. All curriculum work must be well researched for both the content and the teaching strategies you will use.
Grading in this course is simple. Keep up with the basic work and apply the feedback you receive on your curriculum work. There is no midterm or final exam. Besides the blogging assignment, your curriculum work will be submitted as drafts you can then edit until the final work is due at the end of the semester.