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version (rtf) HISTORY-SOCIAL
SCIENCES TEACHING METHODOLOGY II, 390 Dr.
Frederick D. Drake Fall 2003 History-Social Science Teaching Methodology II, 390
Faculty Dr. Frederick D. Drake Mr. Rich Baldwin Mr. Mike Corey Dr. Michael Gardner Mr. Terry Jozwik Ms. Michelle Maldonado Mrs. Diane Mueller Mr. Grant Phillipp Ms. Katie Roland Mr. Paul Swanson Mr. Fred Walk Mr. Richard White Ms. Molly Munson Mr. Marcel Lewinski Mr. Don Manahan Mr. Gerald Boevers Mr. John McKinnon Dr. Eileen Kanzler Mr. Mike Tilford Mrs. Marylee Bales Ms. Shelby Balik Professional Development School Sites and
Meeting Dates: During the fall of 2003 you will be involved in a Professional Development Semester. The Professional Development Semester includes work with me in HISTOY & SOCIAL SCIENCES 390, which will be held at PDS sites; work with a mentor/field faculty member at a PDS site; and student teaching with a cooperating teacher (and supervised by your university supervisor) at your student teaching site. History and Social Sciences Methods II, 390, will meet at Professional Development School sites during the the fall 2001 semester. See the attached schedule for the dates of the PDS site class meetings, Mentoring experiences, student teaching, and attendance at professional conferences. HIS & SOC SCI 390 Class Days are designed to remind you of
what you have learned in content courses and previous methods classes.
I believe HIS &SOC SCI Class Days will add new ideas and strategies
toward your preparation as a teacher in history and the social sciences,
and I think it will refocus your thinking about content. For example,
during the first class of 390 you will be asked to create a lesson
designed around an image. You will perhaps draw from ideas suggested
in other classes, and I think you will find out bout other ways
to incorporate images into your class. In addition, you will be
asked to identify First-/Second-/and Third-Order documents that
you will use in a unit plan during student teaching. The conceptualization
of First-/Second-/and Third-Order documents is new. I created this
concept five years ago. This approach now has national recognition
because I have published this approach in national journals and
with teachers throughout the United States and in Europe. This approach
has been successful with many veteran and new teachers. I hope you
will add to your repertoire of teaching and , most importantly,
help you become more thoughtful in helping you teaching critical
thinking and historical thinking. Your Mentor/Field Faculty Days
are designed to give you experience with a PDS teacher in his or
her class and to practice some teaching before beginning your student
teaching experience. These days are also designed for you to practice
assessing students. So be prepared to do so. History-Social Science Teaching Methodology II, 390, is the last in the sequence of experiences at Illinois State University for prospective history and social science student teachers. As such, this course is the culmination of your work over the past several years in preparation for the teaching profession. History-Social Science Teaching Methodology II (HIS & SOC SCI 390) links philosophical and theoretical perspectives with practical methodology to help you in your student teaching experience and in your teaching career. Your experiences with a Mentor at one of our Professional Development Schools facilitate your knowledge, disposition, and performance for a teaching career in history and the social sciences. The theme of HIS &SOC SCI 390 is practicing the democratic ideal. To facilitate the link between theory and practitioner, the History and Social Science Education program at Illinois State University has initiated a Professional Development Semester. Of fundamental importance to your semester experience is the HIS & SOC SCI 390 experience you will have with the faculty and mentors at the ten Partnership and Mentoring Sites (Professional Development School, PDS sites). Two questions might guide you in your thinking. First, what content is most important in teaching? Second, how do you help your students think critically and historically? Among several requirements for the HIS &SOC SCI 390 Methods course six distinguish this course from HIS &SOC SCI 290 and your other teaching methods courses in the College of Education. In HIS &SOC SCI 390 you will create a unit plan of six to nine lessons that includes a Unit Plan Matrix; you will devise a way to foster deliberative discussions in your teaching through First-, Second-, and Third-Order documents; you will design performance assessment activities with an accompanying rubric; you will devise strategies for classroom management; you will write a reflective essay that incorporates your philosophy of teaching with practical student teaching experience; and you will create a Summative (complete) Teaching Portfolio. As we discuss these requirements, as well as others, you will have an opportunity to observe and discuss with your mentor, cooperating teacher, university supervisor, and me how various ideas of teaching are put into practice. At the Partnership School sites you will observe your mentor; plan with your mentor the responsibilities you will have with him or her; find sources that can be used for lessons in your mentor’s class; assist your mentor in group activities and in grading; and, to some extent, teach portions of a lesson in your mentor’s class. In fact, you will have an assignment designed for you to assess how well your students are thinking about content that relates to one of History’s Vital Themes and Narratives and/or one of the ten NCSS themes. The opportunity to reflect upon your teaching practices and your mentor’s teaching practices will add to your understanding of teaching and learning as you embark on your student teaching experience and professional career. In addition, while all schools share a school culture you will have an opportunity to observe and experience the nuances in each school that distinguishes it from others. HIS & SOC SCI 390 will strive to foster both the content knowledge you have learned in the Department of History and the various disciplines in the Social Sciences, as well as in other university departments, and the learning theories and general teaching methods that you have learned and thought about in the College of Education. HIS &SOC SCI 390 contributes to this knowledge base and the numerous important skills deemed necessary for teachers of history and the social sciences. Upon completion of this course you should be prepared to take over the responsibilities of a first-year teacher. HIS & SOC SCI 390 encourages you to draw upon theories of learning and to help you become a reflective practitioner in your student teaching and in your professional career. This course encourages you to think about theory and practice. It helps you think about traditions of reflective practice in history and the social sciences and to differentiate distinct levels of reflective practice. This course calls upon you to think and reflect upon what you are teaching, how to employ a variety of sources, and to think about your teaching methods as you facilitate your students’ learning of history and the social sciences. The seminars that are held during your student teaching experience are designed to formalize the process of reflective practice. In this sense, HIS & SOC SCI 390 does not conclude when student teaching begins. HIS & SOC SCI 390 is on-going throughout the Professional Development Semester. (And I hope you will continue to communicate with me about your professional development long after you have begun your first teaching position.) HIS & SOC SCI 390 encourages you to use a variety of sources in your teaching and to create or “construct” what you teach. At a minimum, reflective practice requires you to pull together the basic tenets of learning theories and to select appropriate teaching strategies that are well suited for the content. You should know and understand how and why you are teaching a specific lesson, unit of instruction, or course of study in a particular way. In an important sense, it is the preparation you have gained from learning theories, your knowledge of the content within the disciplines, and your use of a variety of sources to stimulate student thinking that distinguishes you from lay persons who oftentimes believe that effective teaching “just happens” and that they can be as successful as you. Some methods students assume that this course will finally answer all of their questions and relieve them of all their anxieties about teaching. No course is capable of such expectations. If you have anxieties, however, you are probably not alone. When you begin your experience as a student teacher, you might find yourself asking these three questions at some point: How am I doing? How can I survive? and How can I become better? These questions are typical for practicing teachers to ask, and they are questions that beginning teachers and veterans ask as well. Although it is ultimately your responsibility -- during student teaching and in your later professional life -- to put the knowledge and perspectives that you have gained over the last few years into actual operation, our History and Social Science Education program is confident that your course work at Illinois State University and your clinical experiences have adequately prepared you for student teaching and a teaching career. H&SS 390 will add to the dimensions of your knowledge, disposition, and skills that are requisite for a successful student teaching experience and professional career. As you student teach and begin your teaching career you will experience growth as a student of the academic disciplines, in your teaching skills, and as a person. Strive toward growth in these three dimensions of your teaching experience. Course Objectives and Related Activities
Class Sessions Before coming to your first H&SS 390 class you should be prepared to identify a unit that you plan to teach during student teaching. You should bring with you three primary sources (one of the three must be an image) that aim toward the heart of your unit. As you read through this syllabus and the attached schedule, please note that we will encounter a number of important topics -- planning a unit, teaching with Vital Themes and Narratives and Habits of Mind, writing objectives and outcomes, leading deliberative and evaluative discussions, giving a good lecture, assessing student learning, integrating assessment strategies with instructional activities, developing classroom management and discipline strategies, and incorporating technology into your teaching strategies -- which are practical in nature and are related to experiences you will have during your student teaching experience. Most importantly, we will involve you with PDS faculty and their students at the PDS site. In this sense, our course has several practical components -- all grounded in theory -- designed to prepare you for student teaching and your professional career. The format for class sessions includes lecture, discussion, special guest presentations, simulations, and preparation of materials. The format is designed to promote informed discussions in extended class sessions. (See the Class Meeting Schedule for the dates when your PDS 390 class will meet.) Class sessions will begin promptly. Because you are professionals, the length of class sessions may be extended as necessary. It is your responsibility to adjust to any extensions. The Course Schedule at the end of this syllabus provides an outline of class sessions and assignments. I reserve the right to modify assignments as deemed necessary. Refer to the Course Schedule for topics that will be discussed or presented each day the class meets. Consult materials in the PIP Packet as you prepare for class sessions. Assignments Class Day Assignments: There are at least six assignments in HIS & SOC SCI 390: (1) identifying and describing First-/Second-/and Third-Order documents with a rationale for First-Order and Second-Order documents; (2) creating a strategy to assess your students during your Mentoring experience and collect evidence that illustrates what students at various ability levels know and can do (continue this through student teaching); (3) creating a Unit Plan with a an introduction, unit plan matrix, thoroughly developed lesson plans, performance assessments and an accompanying rubric; (4) writing a summary of a professional conference; (5) rewriting your teaching philosophy statement; and (6) creating a Summative Teaching Portfolio. Additional assignments may occur as the course progresses. Assessment of your assignments will be based on your knowledge, reasoning, and communication skills. It is important that you demonstrate what you know and that your knowledge has a degree of sophistication. It is also important that your thinking is logical and orderly. Make sure you communicate clearly and abide by performance conventions. Proofread your work carefully so that your knowledge and reasoning abilities do not suffer from grammatical distractions. Assignment 1: Your creation of a Rationale for First-/ Second-/and Third-Order documents (hereafter 1st-, 2nd-, and 3rd-order Documents) is due the third class day. [100 Points] The date is August 25 if you are in the Chicago section. The date is August 26 if you are in the Central Illinois section. You should identify and provide a copy of the seminal document for your unit of study. This 1st-Order document is absolutely essential to your teaching and should be accompanied with a rationale explaining why it is the core document. Your 1st-Order document may be a textual document or an image. In addition, you are to identify three to five 2nd-Order documents. These documents (which may be textual and/or image) support or challenge the central idea of your 1st-Order document. You should identify and provide copies of your 2nd-Order documents and explain how they support or challenge your 1st-Order document. 3rd-Order documents are documents you believe your students will find as they inquire and make connections to the primary sources you have used as a foundation for the unit of study. You do not need to provide these documents on paper. Instead, you are to make a list of these potential documents that extend your students’ thinking. The list of 3rd-Order (potential) documents should number from five to ten documents. Submit your 1st- and 2nd-Order documents as if they are to be used in class; that is, documents should be clean of photocopied markings (black edge marks) and they should be edited (if editing is needed). I will distribute a directions sheet that explains to you exactly what you should include in this assignment. Your 1st-, 2nd-, and 3rd-Order documents should be preceded with a question you will ask your students. This question engages them in inquiry. Your question is best phrased by beginning with “How” or “Why.” Do not begin with “Should” or “Would.” (This questions strategy will be discussed in 390. This assignment is due on August 25 (Chicago section) and August 26 (Central Illinois section). If it is not submitted on the date due (unless unforeseen circumstances), the highest grade you can receive is a C, if you make-up the work and your work is the highest quality work. The assignment is due in class. If you forget to bring the assignment to class, you will receive a C as the highest possible grade. There are no exceptions. A grade of “C” will be the result if you do not bring the completed assignment to class. Assignment 2: You are to work with your Mentor from September 2-5. During the mentoring experience you will teach a lesson or part of a lesson and assess your students [100 Points]. I have informed Mentors of this assignment. They are familiar with the directions of the assignment and will help you. Work with your Mentor. You will receive directions that clearly explain this assignment. The assignment is due on September 17 (Chicago section) and September 18 (Central Illinois section). If the assignment is not submitted on the date due (unless unforeseen circumstances), the highest grade you can receive is a C, if you make-up the work and your work is the highest quality work. The assignment is due in class. If you forget to bring the assignment to class, you will receive a C as the highest possible grade. There are no exceptions. A grade of “C” will be the result if you do not bring the completed assignment to class. Assignment 3: The Unit Plan [600 Points] is due on October 15 (Chicago section) and October 16 (Central Illinois section). Unit planning is important in teaching and learning. You should make two copies of your Unit Plan. I advise that you make a copy for yourself as well as one for me to assess in case you will be using your Unit Plan during student teaching while I am assessing it. You must illustrate in your unit plan your best work as a curriculum
maker. We will discuss in class what this means in more detail.
Briefly, make your unit plan your best professional work. I want
the best possibilities – not a series of “worksheets”
that anyone can photocopy. Hopefully, your unit plan will coincide
with content you are student teaching. That is up to you. But it
should represent your best work – Writing unit plans is part of all courses that are offered at schools. Unit plans are not a chapter in a textbook. They entail more than identifying chapters and the various sections of chapters. Successful unit plans require organization, thinking, and planning. For our purposes, Unit Plans should consist of six to nine lessons organized around a theme or concept. The Unit Plan should also include multiple forms of assessment. All Unit Plans must have an objective test for the unit of study and alternative methods of assessment with a rubric (which is not a checklist). All lessons in the Unit Plan are to follow the 290 and 390 format, that is you should introduce the lesson with an overview, employ History’s Vital Themes and Narratives and Habits of Mind and refer to one of the ten themes of the National Council for the Social Studies. Each lesson should contain the 290 and 390 components with which you are familiar. All Unit Plans must include a Unit Plan Matrix, which is in your PIP Packet, and which I can send you via an e-mail attachment and or a floppy disk. The Unit Matrix is a retrieval chart that helps you pull together visually your Unit Plan. It helps you and others who examine your Unit Plan (potential departments chairs when you interview for a teaching position) visually recognize whether or not you are using multiple sources in your lessons, if you are overemphasizing certain kinds of sources, and if you are leaving out sources and materials that should be included. For example, you may have many written sources in your lessons; however, you may not have included photographs, maps, graphs, or charts. Unit Plans often vary in length. For our course, this Unit Plan should be designed for an approximate two-week time period. It should consist of six to nine lessons and various forms of assessment. When you complete your Unit Plan you should submit the following:
You should start on your Unit Plan immediately. A Unit Plan cannot be completed in a day or two. It takes time (sometimes weeks when you are completing a plan that looks professional, as you are endeavoring to do). Do not postpone this part of your professional development. Since you know your student teaching site, you should contact your classroom cooperating teacher early and obtain, if possible, an idea of what your course assignment(s) will be. It is advisable that you create a Unit Plan that coincides with your student teaching experience. Naturally, you may wish to draw from your cooperating teacher or from your Mentor ideas and sources on creating a Unit Plan. Ultimately the writing of your Unit Plan, which puts into practice what you have learned from 290 and 390 (and your C&I courses), is your responsibility. The Unit Plan you create must follow the format indicated in this syllabus. School districts and cooperating teachers may have their formats indigenous to their school district or the university from which they graduated. Nevertheless, the format must follow the format for our History and Social Science Education program at Illinois State University. It is also your responsibility to coordinate the Unit Plan in HIS & SOC SCI 390 and a unit you will teach during student teaching. And it is important that it is your best professional work as a curriculum maker. Below are four general areas that are important in developing unit plans.
Note: There are several parts comprising a unit plan. You must have all parts on the day the unit plan is due. For example, the unit plan matrix is worth 70 of the 600 points. You may have an excellent, flawless, superb, outstanding unit plan. If you do not submit a unit plan matrix, your grade (even if an excellent unit plan) will be 88% or B. If your unit plan is not so great, then your grade will diminish even more. There will be no exceptions. All parts of the unit plan must be submitted. You will not be able to make up the components of the unit plan. Assignment 4: You are to summarize two of the sessions at the professional conference, National Council for the Social Studies on November 14-16 at the Hyatt Regency Hotel in Chicago. The summary (worth 20 points) should include the name of the presenter, title of the presentation, and a paragraph summarizing the content/main ideas of the presenter and how the content may influence your teaching (now and/or in the future: such comments as “I did not understand the presenter” or “The presenter rambled and never made a clear point” or “I had difficulty following the presenter” or “I do not plan on teaching U.S. history” will not be acceptable). Listen carefully to each presenter at the conference. Take notes, discuss the ideas with your colleagues, and ask questions. Then, write your two paragraphs on one page. The two paragraphs should be single-spaced. The summary is due on November 19 (if you are in the Chicago section) and November 20 (if you are in the Central Illinois section). A summary that is late will result in a “C” at best. Assignment 5: You are to revise your Philosophy
of Teaching Statement [100 Points]. The dues date is November 19
(if you are in the Chicago section) and November 20 (if you are
in the Central Illinois section). When you entered our History and
Social Science Education program you wrote an essay “Why I
Want to Teach History or the Social Sciences.” You may draw
from this, but I hope by now you have developed much further in
your thoughts about teaching. Certainly by November 2003 you will
have developed in your ideas because you can draw from your student
teaching experience.You have written an essay in 290 on Teaching
to the Democratic Ideal. And in your C&I classes you may have
written statements of philosophy. Draw upon all of these as well
as what you learn from 390 and student teaching. This statement
should be no less than one page single-spaced. Part of your statement
will inform the reader of examples they will encounter in your summative
teaching portfolio to illustrate what you think is important in
the study if history and the social sciences and in teaching. Thus,
the revision of your Philosophy of Teaching Statement serves as
an important component of your growth as a reflective practitioner.
It is a critical component of your Summative Teaching Portfolio.
Do not write your reflective statement in the future tense. There
will be some tips distributed to you during 390 that help you write
your teaching statement and help you construct your teaching portfolio.
A teaching statement that is late will result in a “C”
at best. Mentor/Field Faculty Days Assignments Attendance and Participation You are expected to be in attendance. If you are going to miss class for a legitimate reason you may arrange to submit an assignment early, if the professor deems it necessary. Attire and Conduct History and Social Science Teaching Methodology II, 390,
HIS & SOC SCI 390 requires that you already have met the minimum gpa standard for the program as well as passing scores in the state exam and in all three areas of the PPST -- requirements that all of you have met. You also need to have fulfilled requirements such as a speech check and a TB test before you can student teach. By the time you enroll in this course you should know your student teaching assignment, and you should have contacted your classroom cooperating teacher. For this semester you should have enrolled in both HIS & SOC SCI 390 (3 semester hours) and Student Teaching 399 (both sections 1 and 2 for a total of 10 semester hours). If you have not already registered for 390 and 399, you should contact Ms. Molly Munson, Dr. Ron Gifford, or Mr. Charles Ross immediately. State of Illinois Certification Examination You have already passed the State of Illinois Certification Examination. Congratulations! Teaching Portfolio and Exit Interviews There are five gateways in the History and Social Sciences Education program. After you have completed HIS & SOC SCI 390 and completed student teaching, you will be ready for Gateway Four of the program (the fifth Gateway is for graduates). You will need to create a Summative Teaching Portfolio and bring it with you for examination during your Exit Interview. See the appropriate pages in the PIP Packet for a description of the Teaching Portfolio. You will receive a schedule for the Exit Interview during your student teaching experience. Generally, the Exit Interview occurs during the last week of student teaching and is from 30 to 60 minutes in length. The Exit Interview is intended to help you reflect on your experiences in the history and social sciences education program at ISU, and, indeed, your entire university experience. At the Exit Interview bring your Summative Teaching Portfolio to illustrate the INTASC Principles and Illinois Professional Teaching Standards (see pages in your History and Social Sciences Teaching Methodology II, 390 – PIP Packet). At the Exit Interview bring your Teaching Portfolio and evidence that you have successfully passed the Teacher Certification Exam for the state of Illinois. Upon completion of the Exit Interview you will be awarded one of five levels: Distinguished, Accomplished, Proficient, Apprentice, and Novice. These levels indicate the degree to which you and any other preservice teacher candidate demonstrates Content and Pedagogical Knowledge, Classroom Performance, and the Dispositions necessary to show growth as a teacher, scholar, and person. Website My website URL is http://lilt.ilstu.edu/fddrake. You will find this syllabus on-line. You will also find examples of projects teachers created for First-/Second-/and Third-Order documents. I have also constructed analysis guides that assist historical thinking. You should consult these and download them for your own use in teaching. In addition, I have created a heading “Historical Inquiry,” which is helpful site for you to find primary sources and to find ideas about teaching in history and the social sciences. Commencement You are encouraged to attend the university commencement ceremony on December 13. Make certain that you have fulfilled all graduation requirements. Remember, as a first bachelor’s degree recipient you are a student in the College of Arts and Sciences, not in the College of Education. Your major at Illinois State University is in history or the social sciences; you are not an education major and, therefore, not a major in the College of Education. At the same time that you are completing the requirements of either a history or social science major, you are also earning teacher certification through an approved program. Make sure that the university has the proper spelling of your name. Evaluation You will be evaluated on several points:
All assignments are due on the assignment date. Any time an assignment is late, the highest grade possible is a “C.” There are three dimensions of assessing your work in HIS & SOC SCI 390: Knowledge, Reasoning, and Communication. Each dimension emphasizes a particular set of criteria. Knowledge stresses facts/supporting details, themes/issues, and concepts/ideas. Reasoning emphasizes reflection, critical thinking, history’s higher level of thinking (habits of mind), and values. And Communication stresses clear expression orally and in a written format. Hopefully, your work in HIS & SOC SCI 390 contribute to your knowledge, disposition, and skills as a teacher. Grade:
Readings Crowley, Paula and Frederick D. Drake, Teaching History in Inclusive Settings (2001). Drake, Frederick D. and Nelson, Lynn R. Engagement in Teaching History (Merrill Prentice-Hall, 2005). Drake, Frederick D. PIP Packet for 390, Spring 2002. Drake, Frederick D. “Teaching Historical Thinking.” ERIC Digest. August 2002. Drake, Frederick D and Lawrence W. McBride. “Reinvigorating the Teaching of History through Alternative Assessment. The History Teacher 30, no. 2 (February 1997): 145-173. Drake, Frederick D. and Lawrence W. McBride. “The Summative Teaching Portfolio and the Reflective Practitioner of History,” The History Teacher 34, No. 1 (November 2000): 41-60. Nelson, Lynn R. and Frederick D. Drake, “Civic Intelligence
and liberal Intelligence in the History Education of Social Studies
Teachers and Students,” in Principles and Practices of
Democracy in the Education of Social studies Teachers: Civic Learning
in Teacher Education, eds., John J. Patrick and Patrick, John J. and Robert Leming, eds., Principles and Practices
of Democracy in the Education of Social Studies Teachers: Civic
Learning in Teacher Education. Vol. 1 (Bloomington, IN: ERIC
Clearinghouse “Three Teachers,” in Theodore Sizer, Horace’s Compromise: The Dilemma of the American High School (Boston: Houghton Mifflin). “Traditions of Reflective teaching,” in Kenneth M.
Zeichner, Reflective Teaching: An Introduction (Mahwah,
N.J.: Erlbaum Associates, 1996), 51-62.
Schedule for HIS & SOC SCI
390 in
*Bold indicates due dates of 390 assignments Schedule for HIS & SOC SCI 390 in
*Bold indicates due dates of 390 assignments
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