Session #4 - Two Approaches in Teaching Social Studies
Learning Outcomes:
CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).
CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).
CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).
Information:
1. Read Drake & Nelson, Chapter 4 “Organizing Your History Courses: Making Content Choices” and Zevin 9-12 read chapter(s) applicable to your teaching: Chapter 9 "Teaching World/Global Studies," Chapter 10 "Teaching US History and American Studies,"
Chapter 11 "Teaching US Government and Civics," and/or Chapter 12 "Old Concerns, New Directions" (Economics & more)
2. Thematic approach vs a chronological approach to historical people.
When teaching history or any of the social sciences, which is a better approach - Chronological or Thematic?
Part A.
Think about: Terrorism in the USA for the past two decades. This is laid out chronologically. Here's a broader look at terrorism through several cultures and time periods. It is also laid out chronologically. How could terrorism be studied thematically? Which approach would you prefer? How could you use both? Post your answer as a comment below.
Part B.
With a partner, determine how you would teach the following people in a thematic approach:
Present your work on a Prezi presentation or a ScreenCast. Post this on your web sites.
The most intuitive approach to teaching history is chronological. It makes perfect sense. You can naturally easily see the cause and effect nature of history. However, a refreshing approach would be to include a thematic approach. What do governments from various periods of history have in common? Do the conquests of Alexander have commonalities with those of the conquistadores? How have different cultures outfitted their soldiers for battle? What differences were there in the ways cultures practiced slavery or even freedom?
Production:
1. Discussion: “I believed, and still believe, that teaching is a separate skill—in fact, an art that is creative, intuitive, and highly personal.” - Khan. Can people teach anything, as long as they know the material?
2. Reading Log: For each chapter you read in Zevin and in Drake & Nelson, select at least ONE topic that stood out and tell HOW you will use it in your teaching.
3. Due: LMU Lession Plan #1 "Backwards Design Lesson Plan" - Post also in Live Text
Using the LMU Lesson Plan Format, create a lesson using the Backwards Design process. Below you see the Rubric for your lesson plan. After you post your LMU Lesson Plan, do a self-evaluation of your Lesson Plan. I will also be providing feedback on your lesson plan via email.
4. Academic Language Demand in the the LMU Lesson Plan Template:
Next Steps:
Next Week - Due Lesson Plan #2 "Thematic Approach" - Using the LMU Lesson Plan format, create a lesson using a thematic approach rather than a chronological approach.
