PSU Graduate School of Education

PSU Graduate School of Education Preparing professionals to meet our diverse communities’ lifelong educational needs. Advanced Secondary Methods: Social Studies CI 548 007 CRN 40842 Thursday 4:00 to 6:30 ED212 Course Syllabus for Winter 2013

Dr. Gayle Y. Thieman [email protected] (preferred) 360-608-0579 (cell) Wiki: gtpdx.wikispaces.com http://psusocialstudies.wikispaces.com/ Office Hours: 608A Tues 11:30-1 and 3:30-5; Thurs 12-1:00 by appt

The GTEP Secretary, Mark Wallace, can be reached at 725-4753. My mailing address is PO Box 751, Graduate School of Education 608A, Portland, OR 97207. Please call or email me directly to schedule an appointment.

Students needing an accommodation pursuant to federal, state or institutional education regulations should immediately inform the course instructors. Students with conditions affecting their abilities will be referred to the Disability Resource Center (503 725-4150, TTY or Relay 503 725-4178) to document their disability. That office will provide appropriate support and services as needed. I will work with you to arrange the supports you may need in this class.

Catalog Description: Concentrated study of recent trends in the curriculum and methodology of the subject area. Investigates the problems and methods in selecting and organizing materials for instruction, including integration of media, computers, and technology.

The Graduate School of Education’s Conceptual Framework:

Essential Questions:  What does it mean to teach for understanding in social studies using authentic instruction and assessment?  How can I develop technology and literacy enriched learning activities to meet the diverse needs and interests of students and engage them in active citizenship?

1 Course Objectives, Standards, and Assessment GSE Course Objectives Conceptual Assessment Candidate will: Framework TSPC/INTASC Standards Develop dispositions and teaching 1.1, 1.2, 3.1 (2b) Application of Content Work Sample abilities to provide powerful INTASC 5h, 5m Lessons incorporate social studies learning (3c) Instructional Strategies authentic opportunities for all INTASC 8f , 8k instruction and learners-across races, ethnic assessment groups, social classes, genders. Promote students' construction of 2.2, 3.1 (2b) Application of Content Work Sample connections within the social INTASC 5i, 5j, 5p, 5q Lessons integrate studies; between the social studies Common Core and and other subjects; and between state social studies themselves and the world beyond standards the classroom. Curriculum Map Design and select social studies 1.1, 1.2, 2.1, (2a) Content Knowledge Work Sample tasks which take into account 2.2, 4.1 INTASC 4f Lessons integrate students' backgrounds and (3a) Assessment differentiation and experience, which engage those INTASC 6b, 6e, 6k, 6r literacy strategies students' interests and intellect, (3b) Planning for Work sample and which consider social studies Instruction lessons incorporate standards (national and state), INTASC 7 a, 7b, 7g authentic authentic instruction and (3c) Instructional Strategies instruction and assessment practices. INTASC 8l assessment Investigate and critique the use of 3.2 (2b) Application of Content Book Review new instructional practices and INTASC 5c, 5l Integration of technologies in social studies (3b) Planning for technology into instruction, including Web 2.0 Instruction: lesson plans as tools INTASC 7k for student learning (3c) Instructional Strategies INTASC 8n Participate in a collaborative 2.1 TSPC 4a Lesson Study— professional learning group 3.1 INTASC 9a literacy strategies 4.1 Curriculum Map

Class Format: Class sessions will be varied and may include lecture, discussions, video tape and/or special presentations, cooperative learning groups, reflective writing, guest speakers, field trips, and Web 2.0 technologies

Course Texts and Materials National Council for Social Studies. Social Education (Subscription for pre-service teachers) Heafner, T. & Massey, D. (2012). Targeted vocabulary strategies for secondary social studies. Culver City, CA: Social Studies School Service. Recommended: National Council for Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Bulletin 111. Washington, D.C.: NCSS.

ON COURSE WIKI: http://gtpdx.wikispaces.com

Common Core Standards for Literacy in Social Studies

2 ODE Curriculum Standards for Social Studies International Society for Technology in Education (2008) ISTE National Educational Technology Standards and Performance Indicators for Teachers International Society for Technology in Education. (2007). National Educational Technology Standards for Students: The Next Generation. Partnership for 21st Century. (2008). 21st Century Skills and Social Studies Map. Thieman, G. & Carano, K. (2013, January). How Oregon social studies teachers are preparing students for the 21st century. Oregon Journal of the Social Studies, 1(1), 3-18. Retrieved from http://www.oregonsocialstudies.org

Wineburg, S. (2001) Historical thinking and other unnatural acts. Philadelphia, PA: Temple University Press. Excerpts on Wiki.

Evaluation Incompletes will be considered only if you have conferred with me about your special circumstances prior to exam week and if you meet the criteria for an incomplete. You are responsible for ensuring that all assignments are turned in by March 21.

Criteria for Assessment...Class Projects and Written Work 1. Clarity, conciseness, and completeness.  You address assignment/ activity guidelines and expectations.  Your thesis and main points are clear, well-organized, and well-supported with examples, descriptive details, explanations, and evidence from readings. 2. Insightful reflection about and critique of topic/situations. 3. Authenticity and conviction. Your own voice, experience, and expertise come through! 4. Effective and appropriate use of language conventions to communicate with audience/reader. 5. Professional and ethical use of source material. You include in-text citations for quoted material and a complete list of references at the end of your project.

Academic Integrity In the PSU Student Conduct Code # 577-031-0136 Proscribed Conduct by Portland State University The following constitutes conduct as proscribed by Portland State University for which a student or student organization or group is subject to disciplinary action: (1) Obstruction or disruption of teaching, research, administration, disciplinary procedures or other University activities, including theUniversity's public service functions or other authorized activities on University-owned or -controlled property, or any other location where teaching, research, administration, disciplinary procedures or other University activities take place. (2) All forms of academic dishonesty, cheating, and fraud, including but not limited to: (a) plagiarism, (b) the buying and selling of course assignments and research papers, (c) performing academic assignments (including tests and examinations) for other persons, (d) unauthorized disclosure and receipt of academic information and (e) falsification of research data.

3 Course Schedule Session Topics Readings/Assignments Due at Beginning of Class Jan 10 Civic Literacy, Political Cartooning . Social Studies Work Sample Topic . Review Syllabus . Read Thieman & Carano, From the Field: . Discuss state of social studies in How Oregon Social Studies Teachers are Oregon Preparing Students for the 21st Century. Pdf . Sign up for Literacy Lesson Study and Link on wiki. Be prepared to discuss. Groups and Book Review . Participate in Political Cartooning with Print & Digital Tools Jan 17 Historical Thinking and Timelines . Draft Curriculum Framing Questions . Historical Thinking (Wineburg) (essential, unit, lesson) and concept map for . Visual Ranking: History Habits of social studies work sample posted to social Mind studies wiki . Participate in Analyzing Primary . Read Wineburg Historical Thinking on Wiki Sources: Think Aloud & S.O.A.P.S . Reflection: How will you design your work . Organize ch. 3 jigsaw within lesson sample to use open-ended research or historical study groups timelines or connections? Jan 24 Historical Literacy, Inquiry & DBQ’s . Read Trial Summary on Wiki . Participate in Document Based . Outline key issues in the trial from point of Questions: Student Freedom of view of prosecution and defense. What role Expression would you like to play in the trial? . Literacy Strategies to Promote . Read ch 3 of Targeted vocabulary strategies Historical Inquiry (Lesson Study for secondary social studies pp. 81-93and be Groups Present) prepared to present in class (cooperative groups) Jan 31 Mock Trial/Civic Literacy . Reread trial summary on WIKI and prepare . Guest Speaker: Classroom Law for role in mock trial Project . One draft lesson plan from your social studies . Participate in Mock Trial work sample posted to social studies wiki . Organize ch. 4 jigsaw within lesson study groups Feb 7 Critical Literacy . Second draft lesson plan from your social . Literacy Strategies to Promote studies work sample posted to social studies Analysis (Lesson Study Groups wiki Present) . Read ch 4 Targeted vocabulary strategies for . Lesson Study Groups plan lesson that secondary social studies pp 95-133 and be incorporates literacy strategies prepared to present in class (cooperative . Organize ch. 5 jigsaw within lesson groups) study groups Feb 14. Spatial Reasoning through . Read ch 5 of Targeted vocabulary strategies Geography for secondary social studies pp. 135-149 and be . Participate in Population Connections prepared to discuss in class Lesson . Draft unit assessment with student directions, Literacy Strategies to Promote Spatial sample, and rubrics posted to social studies Reasoning (Lesson Study Groups wiki Present) How to write a Book Review Feb 21 Literacy Strategies . Third draft lesson plan from your social Lesson Study Groups share experience studies work sample posted to social studies

4 teaching literacy strategies, revise wiki lesson plan to submit with reflection Feb 28 Book Review Presentations . Abstract and Book Review Organize course planning teams

March 7 . Semester Course Planning Teams . Social Studies Work Sample Excerpt Work Together March 14 Economics/Financial Literacy Lesson Study Initial Lesson, Revised Lesson, Guest Speaker: David delMar & Reflection March 21 Share Semester Curriculum Plans . Semester Curriculum Plan Course Evaluations

Assignments/Expectations Due This Term

Class Participation (15%) My expectation is that you come to class on time each afternoon prepared to participate fully, support one another in a community of learners, challenge yourselves, and complete your assignments to the BEST of your ability. I expect students to attend every class during this session. In case of an emergency, you must email Dr. Thieman ([email protected]) prior to the class regarding your absence. Your grade will be based on a combination of active class participation, completion of all assignments and readings on time, demonstration of honest engagement in your writing with the issues and readings discussed in class, and professional demeanor. Excessive absences and tardies will negatively affect your grade.

Lesson Study—Literacy Strategies Due March 14 (15%) Participate in a “Lesson Study” Group to collaboratively plan a lesson and analyze the results of implementing a lesson plan that incorporates literacy strategies. Lesson Study is a process by which teachers collaboratively investigate their instructional materials and classroom teaching practices and examine students’ ways of thinking, understanding and learning. Lesson Study can then stimulate new ideas for improving instructional materials, teaching and student learning. Teacher candidates form teams and using the Lesson Study Protocol, develop a specific literacy focused lesson in detail as a group. At least one of the teachers in the group will teach the lesson and report the results to the group for further deliberation and refinement. It is preferable that this group lesson NOT be part of a work sample. Lesson Study Steps:

a. In your Lesson Study Team plan the chosen lesson. (See Lesson Study Planning Template on instructor wiki) Turn in one copy of the group lesson. This lesson plan should explicitly teach literacy strategies. b. Each member of the team volunteers to teach the lesson at his/her site. The student teacher should video record the lesson or ask the cooperating teacher to make observational notes. The student teacher should analyze the impact of the literacy strategy on students. c. Each team member discusses how the students responded to the literacy lesson. Together the team members revise the lesson to further improve its effectiveness. Turn in one copy of the revised lesson. d. Each member of the Lesson Study Team will write a one page reflection explaining how this process (initial lesson plan, video observation or cooperating teacher feedback and discussion, and revised lesson plan) has affected your thinking about your involvement in collaborative teacher practice.

5 Book Review Due February 28 (25%)

Choose one of the resource books listed on the syllabus or another of your choice (approved by the instructor). Write a book review that could be submitted to a professional journal, e.g., Social Education, Theory and Research in Social Education, The Geography Teacher, Journal of Geography, American Historical Review.

1. Start by reviewing several issues of a professional journal that matches your interest. 2. Also review the links on my instructor wiki about writing book reviews. 3. Read the book and make notes about author, purpose, educational context for the book, audience, organization, theme or thesis, key points, your evaluation. 4. Write a 500 word (approximate) book review and a 50 word abstract. Keep in mind your audience (classroom teachers or professional historians, geographers, etc). For example, why would a classroom teacher find this book useful? Be clear and concise (avoid vague generalities). Critique the book without being overly negative. 5. Review your draft with the scoring rubric (instructor wiki) and revise as needed.

See Appendix A: Book Review List See Appendix B: Book Review Rubric

Social Studies Unit (Excerpt from Work Sample) Due March 7 (25%) Submit an excerpt from your social studies work sample which appropriately incorporates elements of national and state standards, and demonstrates your understanding of authentic instruction and assessment. The project should also incorporate differentiated strategies for diverse learners, literacy strategies, and technology enriched learning activities. The project should be part of your winter term social studies work sample. *

* If you will not be teaching social studies winter term and want to work on your spring work sample, that is OK. However, if this is the same unit as the one you worked on in CI 519 you must submit NEW lesson plans.

Your unit should include:  Demographic description of students for whom the unit is designed and specific accommodations you plan to make to meet these students’ needs. Be sure to incorporate appropriate strategies for Special Needs (Title I or IEP students or TAG) and English Language learners.  Context of the course (grade level, course title, brief summary).  Curriculum Framing Questions (Essential question and unit goals/questions)  Concept Map which show all of the lessons in the unit (although you only submit four lesson plans).  Curriculum standards (specific benchmarks or performance standards) Incorporate appropriate NCSS and state curriculum standards in the lessons  4 lesson plans which carry out the unit goals including objectives, procedures, materials, and activities. Include copies of the materials you will use to teach the lesson. Incorporate Newmann’s criteria for authentic instruction.  At least one student activity incorporating technology.  Strategies for accommodation/differentiation/attention to literacy should be included in each lesson plan. At least three different strategies from the Heafner & Massey text.

6  Unit assessment which clearly relates to your Essential Questions, stated goals and objectives and which demonstrates an authentic assessment strategy including scoring rubric. Incorporate Newmann’s criteria for authentic assessment.

**Note: You will submit drafts of your unit plan and receive feedback throughout the quarter. The grade will be based on the final revision you turn in March 14

Semester Course Curriculum Map Due March 21 (20%) Work in a collaborative team to outline a one semester course in a middle school or high school social studies content area: e.g., 9th grade geography, 10th grade world studies, 11th grade US history, 12th grade government or economics or an elective course, e.g., African American history, Latin America history, comparative world religions.

1. Choose a grade level and subject area 2. Review district and state curriculum standards 3. Develop 3-4 units to be taught in the semester course 4. Write a brief description of the unit purpose and goals. 5. For each unit outline the following: . Time Allotment (e.g. 2 weeks, 1 month) . Curriculum Standards . Content or key concepts . Skills . Student Learning Activities . Student Assessments . Instructional Resources (print and digital Within the collaborative group decide how you will divide up the work. Will each student be responsible for all components of one unit? Will students collaborate on a unit and divide up the components? Show authorship for each component. Submit the curriculum map in table format with a column for each item in #5.

Appendix A: Book Review List

Anand, et al. (2002). Keeping the struggle alive: A guide to doing oral history. New York: Teachers College Press. Bigelow, B. (2006). The line between us. Teaching about the border and Mexican immigration. Milwaukie, WI: Rethinking Schools Press. Bigelow, B., Harvey, B., Karp, S., Miller, L. (1994). Rethinking our classrooms. Teaching for equity and justice Vol 1. Milwaukie, WI: Rethinking Schools Press. Bigelow, B., Harvey, B., Karp, S., Miller, L. (2001). Rethinking our classrooms. Teaching for equity and justice Vol. 2. Milwaukie, WI: Rethinking Schools Press. Bigelow, B. & Peterson, B. (2002). Rethinking globalization, Teaching for justice in an unjust world. Milwaukie, WI: Rethinking Schools Press. Bower, B. Lowell, J. Owens, S. (2004). Bring learning alive. TCI approach for middle and high school social studies. Teachers’ Curriculum Institute. Chick, K. A. (2008). Teaching women’s history through literature: Standards-based lesson plans for grades K-12. NCSS Bulletin 107. Washington, D.C.: NCSS Cruz, B. & Thornton, S. (2009) Teaching social studies to English language learners. New York: Routledge. Hess, D. (2009). Controversy in the classroom. New York, NY: Routledge.

7 Joyce, WW. & Bratzel, J.F. (2006). Teaching about Canada and Mexico. NCSS Bulletin 104. Washington, D.C.: NCSS Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann. Makler, A. & Hubband, R.S. (2000). Teaching for justice in the social studies classroom. Millions of intricate moves. Portsmouth, NH: Heinemann. Merryfield, M. & Wilson, A. (2005). Social studies and the world: Teaching global perspectives. NCSS Bulletin 103. Washington, DC: NCSS Noddings, N. (ed). (2005). Educating citizens for global awareness. New York: Teachers College Press Pang, Fernekes, & Nelson. (2010). Human impact of natural disasters. NCSS Bulletin 110. Washington, DC: NCSS. Percoco, J.A. (2001). Divided we stand: Teaching about conflict in US history. Portsmouth, NH: Heinemann. Sandmann, A. & Ahern, J. (2002). Linking literature with life. NCSS Bulletin 99. Washington, D.C: NCSS Stahl, R., Van Sickle, R., Stahl, N. (2009). Cooperative learning in the social studies classroom. NCSS Bulletin 108. Washington, DC: NCSS Stevens. R.L. (2001). Homespun. Teaching local history in grades 6-12. Portsmouth, NH: Heinemann. Wade, R. C. (2000). Building bridges. Connecting classroom and community through service-learning in social studies. NCSS Bulletin 97. Washington, D.C.: NCSS Wade, R. C. (2007). Community action rooted in history: the Civic Connections model of service learning. NCSS Bulletin 106. Washington, D.C.: NCSS Wolf, D., Balick, D., Craven, J. (1997). Digging deep: Teaching social studies through the study of archaeology. Portsmouth, NH: Heinemann. Wyman, R. 2005. America’s history through young voices. Using primary sources in the K-12 social studies classroom. Pearson Allyn and Bacon Yell, M., Scheurman, G. Reynolds, K. 2004. A link to the past: Engaging students in the study of history. NCSS Bulletin 102. Washington, DC: NCSS

8 Appendix B SCORING RUBRIC BOOK REVIEW

STUDENT: BOOK:

CRITERIA PROFICIENT ACCEPTABLE NEEDS IMPROVEMENT Abstract Succinctly summarizes Briefly summarizes Summary is incomplete book topic/theme & book topic/theme or missing engages reader Audience Identifies audience & Briefly identifies Audience is unclear or explains why/how book audience not specified is useful Organization Explains in detail how Briefly explains how the Organization is unclear the book is organized book is organized or missing Author Detailed information General information Information about about author including about the author author is unclear or credentials missing Purpose Clearly identifies book’s Generally identifies the Book’s purpose is purpose with supporting book’s purpose unclear or missing details Theme/Key Points Thoroughly summarizes Summarizes book theme Summary of theme and book theme & key key points is unclear or points missing Writing Style Well organized, Organized Disorganized succinct, engages reader Neutral impact on Tends to ramble, reader distracts the reader Evaluation Balanced critique with pluses/minuses of the Presents one-sided view support for book of the book pluses/minuses Book Talk Presentation Presenter shares book Presenter shares book Presenter is unprepared review & engages review but does not or absent audience in Q & A engage audience

Appendix C: CI 548 Unit Scoring Guide Dr. Thieman

Student______Unit Topic:______Rating Unsatisfactory Emerging Proficient Indicator Concept Map Concept map is missing or is Concept map linkages Concept map clearly Shows not clearly linked to the between Essential and Unit communicates Essential Aligned Essential and Unit Questions, questions, Curriculum Question, Unit questions, CFQs, Stand- Curriculum Standards and Standards and lesson topics Curriculum Standards and ards,Topics lesson topics needs some clarification lesson topics Alignment of Few lessons have clear Most lessons have clearly All lessons have clearly CFQs with learning objectives. Few articulated objectives and are articulated objectives and are Learning lessons, learning activities are linked to, CFQ’s, unit goals explicitly linked to CFQs, unit Goals & explicitly linked to CFQ’s, and curriculum standards goals and curriculum Objectives unit goals, & standards standards. 9 Lesson Plan Lessons are poorly developed Lessons are complete, but Lessons are well developed Components and many of the components some procedures may be and include specific are missing unclear, or lessons are procedures, teacher created missing some components materials, detailed activities, assessment--show what the teacher and students are doing Teaching The lessons within the unit Lessons have some logical Lessons are logically Procedures are not logically organized. organization with some organized Variety of activities, There is little variety of variety in activities and assignments, and/or resources instructional strategies resources, though not make a clear contribution to extensive. learning. Higher order No evidence of higher order There is some evidence that Students organize information, thinking thinking. Students do not students are engaged in hypothesize, consider compare, contrast, predict, or higher order thinking and alternatives, set goals, plan make hypotheses, set goals, constructing knowledge and strategies, experiment, or reflect on learning understanding evaluate and/or reflect on learning Disciplinary Emphasis is on coverage Students are beginning to use Students use tools and knowledge & rather than indepth tools/processes of subject processes of social scientists. skills understanding. Students do matter. Some topics studied Lessons focus on in depth not use tools or processes of in depth understanding of core content discipline Oral/written Students do not participate in Class discussions are teacher Students work collaboratively, communicati class discussions. Students do led. Some group work. Few develop multiple perspectives, on not work collaboratively. substantive or reflective engage in substantive oral & Little or no original writing writing assignments written communication Connection to No connection to real world Some connection of subject Students work on real world real world problems or students’ lives or activities to real world tasks, problem solve, share problems and/or students’ with audience lives Assessments Minimal assessment of Some assessments relate to Assessment requires in-depth content or skills and little the EQ and require higher knowledge, application of relation to EQ. Students do order thinking and use of skills, higher order thinking, not construct or organize content and skills. related to EQ. Information is information. Superficial Information is organized clearly organized with selected response with some written or oral substantial written/oral communication. communication Directions & scoring criteria Directions, procedures, and Directions are clearly written may be poorly written and/or scoring criteria are clear with specific scoring criteria unclear. Rubrics are used appropriately. Use of Technology is inappropriately Teacher uses technology to Students use technology for Technology used OR not used. support instruction & learning research, to collaborate, and/or communicate Attention to The unit does not address The unit includes literacy Specific literacy strategies are Literacy literacy or only in a very skills appropriate to students’ included in every lesson; at indirect way. Lessons include needs or attempts to integrate least three from the no explicit teaching of literacy with content Heafner/Massey text literacy skills. Class Context Minimal student class context Specific strategies detailed in Accommodat and/or minimal lesson plans based on class ions accommodations context