(CT) Course Textbooks (rentals via ASU Bookstore)
- 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: A Resource Book. Armonk, NY: Routledge, 2010. ISBN: 9780765617156 [Amazon link]
Weekly Readings
Also available on Weekly Readings Google Doc.
Go to… Week Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten / Eleven / Twelve / Thirteen / Fourteen / Fifteen /Sixteen /Final Exam
Week One [Aug 22-26]: Introductions / Tech Support
- Read the Course Syllabus (emailed). Be ready to discuss and ask questions on the first day of class.
- (CT) Jack Zevin, “What is (are) Social Studies?,” Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools. 4 edition. New York: Rutledge (2015), pp. 3-6. (it is also scanned – go to “Readings-Private” page)
Week Two [Aug 29-Sep 2]: Getting to Know State Standards
- Browse one of two chapters in (CT) Zevin, Social Studies for the Twenty-First Century, either Chapter 9 (World History) OR Chapter 10 (U.S. History)
- Read the standards for the course you want to work with this semester—either World History or American History.
- American History Standards (Fall 2021 Implementation) and AH Unpacked Standards [your “go-to” document] >> feel free to download the .pdf for both documents
- World History Standards (Fall 2021 Implementation) and WH Unpacked Standards [your “go-to” document] >> feel free to download the .pdf for both documents
- Bookmark the NC DPI Social Studies Standards page Google Site, as well as the official NCDPI Social Studies page.
- We will look at various links on the History Education Program website as well.
Week Three [Sep 5-9]: Role of Social Studies in Education / Historical Thinking Skills
- GROUP A: (CT) Wineburg, Historical Thinking and Other Unnatural Acts, Chapter 1 .
- GROUP B: Fea, John. Why Study History?: Reflecting on the Importance of the Past. Grand Rapids, MI: Baker Academic, 2013. Chapter 1 (“What Do Historians Do?” / scanned– go to “Readings-Private” page)
- ALL: (CT) Wineburg, Historical Thinking and Other Unnatural Acts, Chapter 3 .
- In-class “handouts” (we will examine on Sep 7)Iowa State overview of Revised Bloom’s Taxonomy
- Chart of historical thinking skills from the Stanford History Education Group.
- “What Skills Should You Have When You Leave a History Class?” from the American Historical Association
- Bloom’s Taxonomy Verbs from Future Focused Learning
- In-class “handouts” (we will examine on Sep 7)Iowa State overview of Revised Bloom’s Taxonomy
Week Four [Sep 12-16]: Understanding by Design & “Backward Design”
- Grant Wiggins and Jay McTighe, Improve Curriculum, Assessment, and Instruction Using the Understanding by Design Framework, “Introduction: What is the UbD Framework?,” ASCD (2014), pgs. 1-7 (up to question #3).
- Lemov, Doug. Teach Like a Champion 2.0: 62 Techniques That Put Students on the Path to College. San Francisco, CA: Jossey-Bass, 2015. Chapter 4. (“Planning for Success” / scanned – go to “Readings-Private” page)
- (CT) Zevin, Social Studies for the Twenty-First Century, pp. 76-88 (Taxonomies and Their Role in Writing Essential Questions)
Week Five [Sep 19-23]: Using State Standards to Establish Clear Learning Objectives in Unit Maps and Lesson Plans
- “‘Uncoverage’ in History Survey Courses,” at Teachinghistory[dot]org, Issues and Research, Research Briefs.
- Gini Cunningham, “Unit Maps: The Basis for Instruction,” ASCD, Books & Publications, 2009. (scanned – go to “Readings-Private” page)
- Gini Cunningham, “Lesson Plans: The Basis for Instruction,” ASCD, Books & Publications, 2009. (scanned – go to “Readings-Private” page)
- (CT) Janet Martin’s, “Bell-Ringers,” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 110-112.
- Lemov, Doug. “Exit Tickets.” Teach Like a Champion 2.0, pp. 190-195. (scanned – go to “Readings-Private” page)
Week Six [Sep 26-30]: Planning to Meet the Varied Needs of Students
- GROUP A: (CT) Zevin, Social Studies for the Twenty-First Century, Chp. 5 (Teaching Strategies for Lower Level Skills)
- GROUP B: (CT) Zevin, Social Studies for the Twenty-First Century, Chp. 6 (Teaching Strategies for Higher Level Skills)
- ALL: Skim Chapter 7 in (CT) Zevin, Social Studies for the Twenty-First Century (Sample Unit on Ancient Greece)
Week Seven [Oct 3-7]: Knowing Your Students
- (CT) Zevin, “Your Student Audience,” Social Studies for the Twenty-First Century, pp. 48-56.
- (CT) Wineburg, Historical Thinking and Other Unnatural Acts, Chapter 6.
- Richard Byrne, “Exit Ticket Tools and 15 Questions” at Practical Ed Tech, Oct 12, 2021.
Week Eight [Oct 10-14]: Creating a Student-Centered Classroom
Class cancelled 10/10
- Bruce VanSledright, The Challenge of Rethinking History Education, pp. 5-14. (scanned – go to “Readings-Private” page )
- Sandi Mann, “Why Do 60% of Students Find Their Lectures Boring?” The Guardian, May 11, 2009, sec. Education. http://www.theguardian.com/education/2009/may/12/university-teaching.
- Edward Tufte, “The Cognitive Style of PowerPoint: Pitching Out Corrupts Within” in Beautiful Evidence, Cheshire, CT: Graphics Press, 2006, Chapter 7. (scanned – go to “Readings-Private” page)
- David Gerwin and Jack Zevin, Teaching U.S. History as Mystery, Chp. 1 – pp. 1-6. (scanned – go to “Readings-Private” page)
- John Hardison, “Want Student Engagement? Stage It and Set the Hook” at Getting Smart, Feb 5, 2016.
Week Nine [Oct 17-21]: Assessments FOR Learning [Oct 17-18 is Fall Break]
- Richard Stiggins and Jan Chappuis, “What a Difference a Word Makes: Assessment FOR Learning Rather Than Assessment OF Learning Helps Students Succeed,” National Staff Development Council 27, No.1 (2006), pp. 10-14. [PDF VERSION]
- Andrew Miller, “Formative Assessment in Distance Learning,” Edutopia, April 7, 2020.
- (CT) Zevin, Social Studies for the Twenty-First Century, Chapter 8, read p. 163-172 and 177-194.
Week Ten [Oct 24-28]: Language Demands in 9-12 Social Studies
- ALL: “Understanding Academic Language in edTPA: Supporting Learning and Language Development (Middle Grades History/Social Studies),” SCALE Center, Stanford University, 2016.
- GROUP A: Rebecca Alber, “Using Graphic Organizers Correctly” at Edutopia (2016)
- GROUP B: David Gooblar, “Getting Them to Read Our Comments,” at Chronicle Vitae (2015)
- ALL: April Zawlocki, “What Have Rubrics Got To Do With It?,” at AMLE (2016)
- For lists of formative digital tools, see: Wabisabi Learning (17 tools); Common Sense Media; NWEA.org (75 tools)
Week Eleven [Oct 31-Nov 4]: Individual Conferences in lieu of class meeting
- None
Week Twelve [Nov 7-11]: Digital Literacy
- GROUP A: Tom Daccord, “Teaching History with Technology: Reflections on 16 Years & Counting,” TomDaccord.com
- GROUP B: Brilee Weaver, “From Digital Native to Digital Expert,” Usable Knowledge: Relevant Research for Today’s Educators (Harvard Graduate School of Education), June 7, 2018.
- GROUP A: “A Fake Trump Tweet Goes Out of Control,” News Literacy Project.
- GROUP B: “How to Help Students Spot Misinformation,” The Educator, August 7, 2018, Online edition, sec. News: K12, https://www.theeducatoronline.com/k12/news/how-to-help-students-spot-misinformation/253223.
- ALL: “How to Teach News Literacy in Polarizing Times,” News Literacy Project, accessed August 11, 2021, https://newslit.org/educators/resources/how-to-teach-news-literacy-in-polarizing-times/.
Week Thirteen [Nov 14-18]: Globalizing the Curriculum & Potpourri (Teaching Empathy, Revisiting Lesson Ideas, Building an Inquiry Classroom)
- CHOOSE ONE …
- (CT) Christopher Ferraro’s “Teaching the Long Nineteenth Century (1750-1914)” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 54-56.
- Or… (CT) Sharon Cohen’s “Listening to Students Talk About Gender in the World History Classroom” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 146-151.
- Jayson Chang, “Civic Spotlight: Redesigning a Thematic World History Curriculum,” The Civic Educator (2017).
- Diana Laufenberg on “The Pitfalls of Chronology” at Teachinghistory[dot]org (April 20, 2011)
- Matt Miller, “20 ideas for Exit Tickets in the Classroom” in Ditch That Textbook, April 22, 2021.
Week Fourteen [Nov 21-25]: Portfolio Presentations
- None
Week Fifteen [Nov 28-Dec 2]: Portfolio Presentations / Resume & Cover Letter
- ALL: Autumn Tooms and Alicia Crowe, “Hiring Good Teachers: The Interview Process,” in Principal (November/December 2004), pp. 50-53.
- GROUP A: (CT) Chris Peek and Angela Wainright, “Time Management and Student Ownership,” in Teaching World History in the Twenty-first Century, pp. 90-93.
- GROUP A: (CT) Helen Grady’s “What Should Happen on the First Day in a World History Class?” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 107-109.
- GROUP B: (CT) Mike Burns’ “The First-year World History Teacher’s Survive-and-Thrive Guide” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 85-89.
- GROUP B: (CT) Monty Armstrong, “Nuts and Bolts,” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 94-97.
Week Sixteen [Dec 5]: Resume & CL / Course Wrap Up >> Final Exam
- Diana Hess, “How do Teachers’ Political Views Influence Teaching about Controversial Issues?,”Democracy Education in Social Education 69 (1), pp. 47-48. (scanned – go to “Readings-Private” page)
- (CT) Wineburg, Historical Thinking and Other Unnatural Acts, Chapter 9. (Moral Ambiguity)
Final Exam
Dec 14, from 8am – 10:30am [Reading Day is Dec 6]