Class Materials

How we step into our identities as teachers?

In-Class:

Ayers, W., & Alexander-Tanner, R. (2010). Opening day: The journey begins. In To teach: The journey, in comics (pp. 1-12). New York, NY: Teachers College Press.

Dewey, J. (1897/2013). My pedagogic creed. In D.J. Flinders, & Thornton, S. J. (Eds.), Curriculum studies reader (pp. 29-35). New York, NY: Routledge. Retrieved from http://dewey.pragmatism.org/creed.htm

How do teachers make decisions about the curriculum?

Required:

• Aoki, T. T. (2004). Teaching as indwelling between two curriculum worlds. In Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159-165). London, U.K.: Routledge.
• Sleeter, C. E. (2005). Designing curriculum around big ideas. In Un-Standardizing curriculum: Multicultural teaching in standards-based classroom (pp. 43-63). New York, NY: Teachers College Press.

Recommended:

• Loewen, J. W. (2018). The tyranny of coverage. In Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history (pp. 19-41). New York, NY: Teachers College Press.

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In-Class Materials:

• Group Discussion Questions: Aoki (2004) and Sleeter (2005)
• New York City Social Studies Scope and Sequence (pp. 5-16)
• Making Curricular Decisions: Global History & Geography 9-12 graphic organizer

Fun Extras!

• Loewen, J. W. (2008). Lies my teacher told me: Everything your American history textbook got wrong. Chicago, IL: The New Press.

• No class!

What is an inquiry-based approach to social studies education?

Required:

• Greene, M. (1995). Seeking contexts. In Releasing the imagination: Essays on education, the arts, and social change (pp. 9-16). San Francisco, CA: Jossey-Bass.
• Wiggins, G., & McTighe, J. (2005). The big picture: UbD as curriculum framework. In Understanding by design (pp. 275-301). Alexandria, VA: ASCD.

In-Class Materials

• Facing History & Ourselves Big Paper activity
• Writing Essential Questions Workshop
• Smithsonian Learning Lab Collections:
  • National History Day: The Mexican Revolution
  • Early Mesoamerican Cultures
  • Teaching Resources: Artful Animals in African Art
  • Ancient Egypt Artifact Examples
  • Silk Road China

Fun Extras!

McConnell, C. (2011). The essential questions handbook. New York, NY: Scholastic.

How do we make social studies relevant for young people?

Required:

• Sleeter, C. E. (2005). Students as curriculum. In Un-Standardizing curriculum: Multicultural teaching in standards-based classroom (pp. 43-63). New York, NY: Teachers College Press.
• [Teen Vogue]. What Do People Get Wrong About Islam? | Ask A Syrian Girl | Teen Vogue. 23 May 2017. Retrieved from https://www.youtube.com/watch?v=TEnd6VrqyEQ

Recommended:

Note: What happens when two high school students take control of the curriculum!

• Guo, W., & Vulchi, P. (2017). What it takes to be racially literate. TED Talks. Retrieved from https://www.ted.com/talks/priya_vulchi_and_winona_guo_what_it_takes_to_be_racially_literate?language=en
• Guo, W., & Vulchi, P. (2019). The educator’s companion guide to Tell me who you are. Choose.org. Retrieved from https://www.chooseorg.org/educators

In-Class Materials

• Save the Last Word for Me - Teaching Tolerance
• Youth Culture Brainstorming Activity

Fun Extras!

• Hafford, M. (2018). A brief history of the teen. Mel Magazine. Retrieved from https://melmagazine.com/en-us/story/a-brief-history-of-the-teen-2
• Burns, N. (2020, February 3). Curiosity about history is growing across generations, a new survey finds. American Alliance of Museums. Retrieved from https://www.aam-us.org/2020/02/03/curiosity-about-history-is-growing-across-generations-a-new-survey-finds/

How do we know what students have learned?

Required:

• Gareis, C.R. & Grant, L.W. (2015). How do I create a good assessment? In Teacher-made assessments: How to connect curriculum, instruction, and student learning. New York, NY: Routledge.
• [Teaching Channel]. Reading like a historian: Primary source documents. Teaching Channel. Retrieved from https://learn.teachingchannel.com/video/choosing-primary-source-documents

In-Class Materials

• Youth Culture in the Social Studies: A Collection of Pedagogical Tools

Assessments:

• Creating Assessments Observational Exercise
• Assessment Reference Guide
• Type of Assessment (Examples)

Unit Plan Workshop:

• Unit Calendar Templates
• McConnell, C. (2011). The essential questions handbook. New York, NY: Scholastic.
• New York City Social Studies Scope and Sequence, Grade 9-12
• Teaching Strategies

Examples:

See here for examples of the 3-4 page description of a summative assessment.

How do we make curriculum accessible for all students?

Mini-Assignment #1: Bring a draft of unit plan and culminating project to class. Assignment due on Friday, March 13 via email by 11:59pm.

Use this template.

Required:

• Spencer, Sally A. (2011). Universal design for learning: Assistance for teachers in today's inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10-22.

Pick one lesson from the curricula below:

• Engage NY
• New Visions for Public Schools 9th Grade Curriculum
• New Visions for Public Schools 10th Grade Curriculum
• Stanford History Education Group
• The Metropolitan Museum of Art
• Facing History and Ourselves

In-Class Materials

• Summative Assessment Example - Empire
• Concept Maps
• UDL Guidelines
• UDL Cubes

Fun Extras:

• How to Fight a Bear

How do we examine narratives of history from non-dominant perspectives?

Bring a rough draft of your lesson plan to class for a peer workshop.

Required:

• Derose, J. (2019). History textbooks: “Theirs and “ours.” In R.T. Cuahtin, Zavala, M., Sleeter, C., & Au, W. (Eds.), Rethinking ethnic studies (pp. 188-191). Milwaukee, WI: Rethinking Schools.
• Hooks, B. (2010). Teaching 4: Decolonization. In Teaching critical thinking: Practical wisdom (pp. 23-28). New York, NY: Routledge.
• Merryfield, M. M., & Subedi, B. (2001). Decolonizing the mind for world-centered global education. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities. (pp. 283-294). Albany, NY: State University of New York Press.

What is the relationship between lived experience and the historical record?

Mini Assignment #2: First Lesson Plan due on Wednesday, April 1 via email by 11:59 pm

Required:

• Anderson, S.W. (2000). Autumn gardening. In Hear my voice: A multicultural anthology of literature from the United States (pp. 317-324). Menlo Park, CA: Addison-Wesley Publishing Company.
• Bekerman, Z., & Zembylas, M. (2011). Memory and forgetting: A pedagogy of dangerous memories. In Teaching contested narratives: Identity, memory and reconciliation in peace education and beyond (pp. 196-212). Cambridge, U.K.: Cambridge University Press.

Recommended:

• Brown, C. S. (1988). How to do oral history in the classroom. In Like it was: A complete guide to writing oral history (pp. 88-109). New York, NY: Teachers and Writer Collaborative.
• Connerton, P. (2008). Seven types of forgetting. Memory Studies, 1(1), 59-71.

How do we psychically reckon with the violence of the past?

Required:

• Hartman, S. So many dungeons. In Lose your mother: A journey along the Atlantic Slave Route (pp. 110-135). New York, NY: Farrar, Straus, and Giroux.
• Hooks, B. (2010). Teaching 14: Crying time. In Teaching critical thinking: Practical wisdom (pp. 77-83). New York, NY: Routledge.

Recommended:

• Rose, J. (2016). Defining difficult history: Risks, reasons, and tools. In Interpreting difficult history at museums and historic sites (pp. 25-68). Lanham, MD: Rowman & Littlefield.

How does our embodied experience in place and space serve a curriculum of the past?

Required:

• Ellsworth, E. A. (2002). The U.S. Holocaust Museum as a scene of pedagogical address. symploke, 10(1), 13-31.
• Bean, R., & Lounder, B. (2019). Being-in-the-breathable: An annotated walk. Journal of Public Pedagogies, 4, 60-73.

In-Class:

• Boland, E. (1994). That the science of cartography is limited. In In a time of violence: Poems (p. 7). New York, NY: W.W. Norton & Company, Inc.

• No class today!

How we write the word (and the world)?

Mini Assignment #3: All Lesson Plans due on Friday, April 24 via email by 11:59 pm.

Required:

• Stateman, M. (2000). Three lessons about time. In Listener in the snow: The practice and teaching of poetry (pp. 11-26). New York, NY: Teachers and Writers Collaborative.
• Christensen, L. (2000). The read-around: Raising writers. In Reading, writing, and rising up: Teaching about social justice and the power of the written word (pp. 14-17). Milwaukee, WI: Rethinking Schools.

What is the role of testing in schools? How do we measure what matters?

Required:

• Christensen, L. (2010). Reading between the bubbles. In Y. Burant, Christensen, L., Walters, S., & Salas, K. D. (Eds.), The new teacher book: Finding purpose, balance, and hope during your first years in the classroom (pp. 99-109). Milwaukee, WI: Rethinking Schools.

Pick one Global History and Geography Regents Exam from below:

• January 2018
• August 2017

Scoring keys

Bring in your video and headphones for peer feedback. Send video to Cath’s HUNTER email (cg313@hunter.cuny.edu).

Video Reflection due Friday, May 8 via email by 11:59pm

No assigned reading this week.

Final Social Studies Unit Plan due Friday, May 15 via email by 11:59pm