UNIVERSITY OF MASSACHUSETTS LOWELL
GRADUATE SCHOOL OF EDUCATION FALL, 2013
COURSE: Curriculum and Instruction: History (02.573)
SCHEDULED TIME: Thursday: 4:00-6:30- OL 528
INSTRUCTOR: Dr. Patricia L. Fontaine
OFFICE HOURS: Mondays: 1:00-3:00 PM and Wednesdays 2-3PM:room #525
TELEPHONE: (978) 934-4622
E_MAIL: [email protected]
PURPOSE OF COURSE:
Curriculum and Teaching in History prepares you to help the secondary student gain knowledge
about past and present human experiences. You will integrate theoretical knowledge to practical
teaching experiences to give direction and purpose to the learning you wish your students to
enjoy. You will gain insight into your students’ different learning styles, demanding creative and
alternate ways in the planning, organization, presentation and assessment of units and daily
lessons. You will become aware of the past and future mandates of your subject matter on both
the state and federal levels. You will also become aware of and apply different technologies that
will enhance your teaching and your students’ learning.
It is desired that by the end of your teacher preparation program, you will know history but also
engage your students to do history. As Lee S Shulman explains, “the knowledge base of
teaching lies at the intersection of content and pedagogy in the capacity of a teacher to transform
the content knowledge he or she possesses into forms that are pedagogically powerful and yet
adaptive to the variations in ability and background presented by the students.” This idea of a
teacher possessing pedagogical content knowledge can certainly be attained if history teachers
focus on aspects and dimensions of historical thinking, historical habits of mind and recognize
the importance of civic intelligence in promoting deliberation as a democratic tool to deal with
the dilemmas and opportunities that face students today and in the future.
The guiding theme of the Graduate School of Education is Education for Transformation. This
course fully embraces this theme and will prepare you to become a full participant in the
dialogue about your subject matter and education in this new century. It will be your
responsibility and charge to:
•
•
Demonstrate excellent knowledge, judgment, and skill in your chosen professional field
Promote equity of educational opportunity for all learners
1
•
•
Collaborate with other educators, parents, and community representatives to support
educational excellence.
Use inquiry and research to address educational issues
Your role as curriculum designers is a first step in revising how we look at history as well how to
better teach history.
PROCESS:
Curriculum and Instruction will employ small group instruction as the main vehicle in analyzing
various perspectives on the teaching of history. You will witness and participate regularly in the
modeling of different instructional strategies and the development and application of social
studies skills.
The NCSS guidelines combined with the Massachusetts Common Core, and the historical
thinking standards created by the National Center for History in the Schools guide the
organization of this course.
OUTCOMES:
When you complete this course, you will have examined your personal beliefs about history and
will:
1. be more skillful and confident in organizing your historical and social science
knowledge. (Addresses excellence)
2. be skilled in preparing learning activities and assessment tools in a variety of formats
taking into account the range of different learning styles. (Addresses excellence, equity
and inquiry)
3. be more aware of your responsibility in preparing students to become active, concerned,
reflective members of our democratic and global society and engage them in civic
deliberation (Addresses equity)
4. be proficient in planning and implementing strategies that address the social and
academic needs of ELLs.
5. become more determined in adopting an interdisciplinary approach to your teaching.
(Addresses excellence and inquiry)
6. foster and promote the knowledge and appreciation of the diversity of our world and of
your student body. (Addresses equity)
7. promote the integration of skills and knowledge and promote their transfer to your
students’ lives. (Addresses excellence)
8. promote social interaction through the development of cooperative learning skills.
(Addresses equity and collaboration)
9. select content matter that is relevant, motivating, and challenging to all the students you
teach.(Addresses inquiry and excellence)
10. foster active learning and incorporate historical thinking skills throughout your lessons.
(Addresses excellence and inquiry)
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11. foster history as a method of inquiry recognizing that history has its own purpose with
life-long applications and consequences.(Addresses excellence and inquiry)
12. develop in students history’s habits of minds that include the understanding of the
significance of the past to their own lives while developing historical empathy (Addresses
excellence, and inquiry)
13. avoid presentism which is the use of present-day values and beliefs to judge people of the
past (Addresses excellence and inquiry)
14. be adept in using instructional strategies of teaching as vehicles to enhance the academic,
personal and social success of your students. (Addresses excellence, inquiry and equity)
15. become convinced of the importance of service learning and the contribution to building
community ties (Addresses equity)
16. become familiar with the state (Common Core) and national frameworks (NCSS and the
national standards of history) and implement the content, skills, and assessment promoted
in these documents. (Addresses excellence and inquiry)
17. become aware of your strengths and weaknesses in order to become a more reflective
practitioner and recognize the importance of developing pedagogical content knowledge
where pedagogy and content intersect. (Addresses excellence)
18. understand how technology can enhance the learning of all participants. (Addresses
excellence)
Grades: ASSESSMENT:
This course follows the grading system outlined by the Graduate School of Education. All oral
and written work must be of graduate quality and on time. If assignments are late, you will lose a
whole grade. All written work must be typewritten (work processed).
It is understood that when a group project or presentation is required, all members of the group
receive the same grade. This is an exercise in cooperative learning!
Column1 Column 2
Grade
GPA
A+
4.0
Column 3
GSE
point
structure
100-99
A
4.0
98-96
A-
3.7
95-91
B+
3.3
90-86
B
3.0
85-80
Column 4
Comment
Work of the highest professional standard
demonstrating independent and exemplary
performance
Excellent work demonstrating independent and high
quality performance.
Very good work, indicating consistent and careful
thought and attention to task, but requiring some
areas of improvement.
Good work, carefully executed for the most part, yet
requiring several areas of improvement.
Work of graduate standard, but omissions exist or
careful analysis is not in evidence.
3
B-
2.7
C+
2.3
C
2.0
F
0.0
Below Graduate Standard
79-76
Effort is evident, but work indicates lack of
understanding of the demands of the task
75-70
Poor quality work with little attention to detail and
the demands of the task.
69-65
Work of very poor quality, indicating no
understanding of the depth of analysis required.
Below 65 Serious neglect or evidence of cheating.
Only one assignment (B- and below) is permitted to be redone to obtain a higher grade. If you
resubmit an assignment, you won’t receive a grade higher than a B.
Two or more absences as well as tardiness will compromise your grade. Please call me if you
are absent.
You need to be aware of the University’s plagiarism guidelines. The policy is defined at
http://www.uml.edu/catalog/graduate/policies/academic_dishonesty.htm.
All individual and/or group assignments will always be accompanied by a rubric or another form
of assessment.
You are required to maintain a teaching binder where you will organize all materials used in
class as well as with your own work. This binder will be part of your class grade.
Final project: Service Learning at the Pyne School in Lowell. (See description at the end of the
syllabus).
Our final class is December 16th- exam week
Obtain a large three-ring binder and divide by tabbing it into the following sections:
1. Planning
2. Instructional strategies
3. Historical thinking skills
4. Assessment
5. History (integrating the other NCSS strands: economics, civics and geography)
Each section will have a cover sheet and needs to be filled-in.
Students’ final grades are divided in the following manner:
- Class attendance, participation, teaching binders – 10%
- Midterm: Portrait of a cultural group in the US- 15%
- Required readings: questions and quizzes – 20%
- Oral and written assignments – 25% (group as well as individual)
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- Final service learning curriculum project - 30%
Date
9/5
Disciplinary
standards
Professional
Pedagogical
Thematic
standards
Topic
Review of course
requirements
The 4 strands of
social studies
Status of the
teaching of history
in our schools:
teaching for
historical truth
State (Common
Core) and National
mandates (NCSS)
for the teaching of
history
Assignment and
assessment
Assignment 1: Read
Founding Myths for 9/26
Complete reading guide quiz
Read chapters 1-4 in
Integrating Differentiated
instruction and
Understanding by Design
The dimensions
and aspects of
historical thinking
UCLA: National
Center for
History): Print out
historical thinking
skills for grades 512 at:
http://www.nchs.uc
la.edu/Standards/hi
storical-thinkingstandards1/overview
How children learn
history
Creating a
democratic
classroom
5
9/12
Introduction to unit
and lesson planning
using
Understanding by
Design: modeling
by instructor a
lesson on WWII:
developing
historical thinking
skills: history
analysis and
interpretation
Pedagogical: lesson
planning
Read chapters 5-7 in
Integrating Differentiated
instruction and
Understanding by Design
Pedagogical: lesson
planning
9/19
Disciplinary
Thematic
standards
standards
Pedagogical:
Organizing Content
Pedagogical:
teaching strategies
and lesson planning
9/26
Pedagogical:
College and Career
Anchor standards
Assignment 2: Students
create a unit and lesson
plan using UBD around
WWII
**Visit to
Pyne School
Topic
Organizing
content by big
ideas, themes,
essential questions
and historical
thinking standards
Introduction to
general teaching
strategies for
teaching ELLs
Differentiated
instruction:
Modifying and
accommodating
students who have
special needs
Good lecturing,
good discussion
and good
questioning
September 17:
Constitution Day
Introduction to
historical writing
and the Common
Assignment and
assessment
Assignment 3: Create one
WWII lesson plan for an
ELL and for a student
with a learning need.
Write a reflection on how
you have met the needs of
both students.
Assignment 4:
Create a lesson plan and
rubric around historical
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for literacy:
reading and writing
in history
Core literacy
standards:
expository,
persuasive and
narrative writing
writing.
Read Revolutionary
Mothers by Carol Berkin
and complete reading
guide and quiz for 10/31
Persuasive writing
using ICIVCS:
Drafting Board
Founding Myths:
reading guide due
and quiz
Introduction to
historical reading
using Reading
Like an Historian
Pedagogical:
Performance
assessment
10/3
Professional:
Technology
Pedagogical:
Concept teaching
**Visit to
Pyne School
Concept teaching
as the foundation
for historical
understanding
Assignment 5: Create
graphic organizers using
Inspiration
History, economics,
civics and
geography
Using
SMARTBOARDS
to teach history
Preparing for the
final: Service
Learning Project:
ICIVICS
All Day Field
Trip to Boston:
Adams
Courthouse and
historical
treasure hunt in
Boston: Service
Learning
10/10
10/17
Preparation for
service learning
day –visit to the
No class at
4PM
Assignment 6: Write a
historic place lesson plan
on revolutionary Boston.
Revolutionary Mothers
quiz and reading guide
due on 10/31
7
10/24
10/31
Pyne school from
1:55- 3:15; meet
students and
teacher: Michael
Neagle
Historical thinking
standard:
Historical analysis
and
interpretation/histo
rical research
capabilities
Historical thinking
standard:
Historical Issues
and decision –
making
***Visit to
Pyne School
Civic Ideals
Power,
authority and
governance
Power,
authority and
governance:
History and
civics
connection
Teaching the
seminal and
founding
documents:
Global and media
literacy: Project
Look Sharp:
Martin Luther
King
Important
Supreme Court
cases
Topics of social
justice: minority
representation in
textbooks
Assignment 7: Create a
Kids as Curators exhibit
using the presidential
timeline website:
http://www.presidentialti
meline.org
Revolutionary
Mothers: reading
guide and quiz
11/7
History
Historical thinking
standard:
Historical
Comprehension
***Visit to
Pyne School
Literature and the
teaching of history
Interdisciplinary
Culture and
Identity
Visual literacy
Assignment 8: Glogster
poster on a minority group
in World War II
(Use as reference guide,
Double Victory: a
multicultural history of
America in World War II)
Professional:
technology
Culture and
Movies and the
identity; Time, teaching of history
continuity and
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change
11/14
11/21
11/28
12/5
12/12
Civics
***Visit to
Pyne School
Historical thinking
standard:
Historical Issues
and decision –
making
Power,
authority and
governance
Technology
Individuals,
groups and
institutions
History and
economics
connection
Theatre Espressoin the morning at
the Pyne School:
play: “Uprising on
King Street ( the
Boston Massacre).
Songs and the
teaching of history
Multicultural
history of the
United States;
Presentations of
portraits of
minority
Americans in
World War II
People, places The Industrial
and
Revolution:
environment;
Lowell: Visit to
Production,
the Tsongas
distribution
Industrial Center
and
consumption,
Power,
authority and
governance
OFF- Thanksgiving
PM: Global connections
America on the World Stage
Assignment 9: Teaching
about the Industrial
revolution using the
SMARTBOARD
Final due
Required texts:
1. Founding Myths by Ray Raphael
2. Revolutionary Mothers by Carol Berkin
3. Differentiation and Understanding By Design – Carol Ann Tomlinson and Jay
McTighe
4. Double Victory: A Multicultural History of America in World War II by Ron Takaki
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Final Project: Service Learning Project; ICIVICs at the Pyne School in Lowell.
Connecting theory with practice through service learning
The Alliance for Service Learning in Education Reform defines service learning in the following
way:
Service Learning is a way by which young people learn and develop through active
participation in thoughtfully- organized service experiences that meet actual community
needs, that are coordinated in collaboration with the school and community, that are
integrated in each young person’s academic curriculum, that provide structured time for a
young person to think, talk, and write about what he/she did and saw during actual
service activity…enhance what is taught in the school day extending student learning
beyond the classroom and that help to foster the development of a sense of caring for
others.”
The history of social studies education is rich in connecting the history of civic action to service
action. Research suggests that those who participate in service learning make gains in academic
development, social and personal development and political efficacy and participation. For the
purpose of this service learning project, it is hoped that you will grow in all three areas.
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The Pyne School in Lowell is a K-8 school of mixed demographics. You will be creating a unit
around civic themes using the website ICIVICS.org, a project initiated by retired Supreme Court
Justice Sandra Day O’Connor. She founded ICivics and complementary teaching materials in
order to “reverse Americans declining civic knowledge and participation.”
You will be teaching 5th graders who have just entered middle school. In many urban elementary
schools, little attention is given to history education due to the high stakes of passing the
Common Core in math and ELA. The majority of these students have had little to no history of
the United States , so it is important to prepare them for the more rigorous study of history,
civics, economics and geography in the upper grades. It is also in middle school that the political
education of children is developed, preparing them for their roles of informed citizens.
The majority of the sessions take place outside of class. You will be teaching as a group a 5th
grade class. The time commitment is Thursdays from 1:55-2:35 and 2:35 to 3:15. You will be
assigned one slot.
To complement the direct teaching of civic themes you will also be accompanying students to
the Adams Courthouse in Boston as well as prepare them for a play by Theatre Espresso
called, “Uprising on King Street” that recreates the Boston Massacre.
The planning of the sessions is a group effort as well as the delivery of the content. The middle
school student will have access to laptops which means that they can access ICIVICS.org as a
learning site.
You will be assessed by the classroom teacher and me using the state practicum standards.
You will also be videotaped and these tapes will be viewed in class to give you the opportunity
to see yourself “in action.”
The other important requirement is a reflection piece where you will speak to your role in
preparing and delivering the lessons as well as your ideas about service learning.
Requirements:
Requirements
Log into CIVICS.org
Reflections
ICIVICS.org : Citizenship: the facts
ICIVICS.org Citizenship: Can I?
Field trip to Boston: The Adams Courthouse and
treasure hunt around historical places
Drafting Board: ICIVICS.org- writing persuasive
essay:
Use as an example from ICIVICS.org: Student
Date of sessions
Before first session with students
To be kept in a journal after each session.
Journal plus a final reflective piece is due the last
day of class.
September 26th
October 3rd
October 10th
October 17th- No University class- just tutoring
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expression that deals with dress code
Drafting board: ICIVICS.org- writing a
persuasive essay
Preparation for Salem Witch Trial reading:
Setting the stage
Preparation for Salem Witch Trial: game on
ICIVICs.org – “We the Jury”
Play: Uprising on King Street; the Boston
Massacre
Curriculum unit due
October 24th
November 7th
November 14th
December 5th ( morning)
December 12th
Requirements for curriculum unit are in your tutoring packet.
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