ITP527+WinterAdv+Social+Studies+Methods

[|Class Feedback Form] =Class Wiki for Assignments=

** PROFESSIONAL DEVELOPMENT & NETWORKING RESOURCES **
Sat Jan 17 (8:00 to 5:00): Volunteer with Classroom Law Project Constitution Team State Finals at Hatfield Federal Court House Portland Contact: Kathleese at Classroom Law Project office@classroomlaw.org

Sat Feb 7 (8:30-4:00) Regional History Bowl Tournament Rainier H.S. (talk to Cari)

Sat Feb 28 (8:00-4:00): Volunteer with Classroom Law Project Regional Mock Trials at Multnomah County Courthouse Contact: Kathleese at Classroom Law Project office@classroomlaw.org

Sat March 7 (9:00-3:00) Center Geographic Education Oregon annual conference: Western O University Monmouth. Flier/registration http://www.pdx.edu/geography-education/sites/www.pdx.edu.geography- education/files/2015%20Annual%20Conference%20Flier.pdf

Mon March 23 (3:00-8:00) and Tues March 24 (8:00-4:00) State Final Mock Trials at Mark Hatfield Federal Courthouse Contact: Kathleese at Classroom Law Project office@classroomlaw.org

LESSON PLANS
Jan 8:

Jan 15:

Jan 22:

Jan 29;

Feb 5:

Feb 12:

Feb 19:

Feb 26:

March 5:

March 12:

March29:

ASSIGNED READINGS:
1/8:Read the article linked below and prepare a question based on the reading for the class discussion. Also be prepared to comment on how one of the survey findings confirms or disagrees with social studies instruction you have observed.

http://www.oregonsocialstudies.org/wp-content/uploads/2013/01/OJSS-Journal-0101.pdf

1/15: Read the excerpt from Reading in the Disciplines pp. 4-6 Reading in History. Choose a primary source document that you plan to use with your work sample.. Develop the discipline-based questions you would ask students to consider as they read the document. Post the questions and attach the document to your wiki page.

1/15:Read Wiggins and McTighe Chapter four For each chapter, choose one of the suggested activities in each chapter, implement it in student teaching and then explain what you did and how your students responded in a half-page. Reference the text page where the activity is listed. There will be a special page on the class wiki where you should post your experience. Then read and respond to one other person’s posting. This will be like a blog, but using the wiki page format to organize.

McTighe, J. & Wiggins, G. (2013). Essential questions. Opening doors to student understanding. ASCD, Alexandria, VA. LIBRARY ONLINE ACCESS http://search.library.pdx.edu/PSU:CP71120121600001451 Click “View Online” Click “View Full Text” Log into ODIN Click arrow: Read Online Available

1/22: Read excerpt from Reading in the Disciplines .pp. 1-3 (Introduction Overview and pp. 6-11 (Challenges of Reading Textbooks and Teaching Content Knowledge & Reading Strategies in Tandem). This is the same article posted for Jan 15.  Be prepared to discuss the challenge of reading disciplinary content and the role of prior knowledge. Written Response: Analyze a selection from a social studies textbook used by your CT. To what extent does the text selection reflect the challenges of reading textbooks. Post to your wiki page.

1/29: Read Wiggins and McTighe Chapter Five. Follow same directions as Wiggins and McTighe assignment for Jan 15.

2/5: Read assigned materials for the DBQ Project guest speaker. TBD

2/12: Read Wiggins and McTighe Chapter Six. Follow same directions as Wiggins and McTighe assignment for Jan 15.

2/12: Read assigned materials for the Choices Program guest speaker. TBD

2/19: Read Mock Trial Summary and outline key issues in the field from the point of view of the prosecution. What role would you like to play in the trial? Post your notes on your wiki page

2/26: Read Wiggins and McTighe Chapter Seven. Follow same directions as Wiggins and McTighe assignment for Jan 15.

2/26: Reread Mock Trial Summary and other helpful resources under MOCK TRIAL below. Prepare for your role in the trial. Post your notes, opening or closing statement or questions for the witnesses on your wiki page.

** WORK SAM PLE ASSIGNMENTS **

 * Use the work sample guidelines to help you complete each component of the work sample by the class due date. We will peer edit with the work sample rubric. **





1/15: Work Sample Rationale, EQ, Unit Goals, Curriculum Standards (both ODE content AND CCSS Literacy in History/Social Studies) Post to your wiki page.

1/22 Work Sample Context: community, school, class, student profile. Include learner profile chart.Post to your wiki page.

1/29 Work Sample Assessment Plan. Include the table that includes each unit goal,with the pre and post assessments and formative assessments you plan. Continue to revise and upload revised assessment instruments as you create them.Post to your wiki page.

2/5: Work Sample Projected Unit Schedule (calendar) and Outline including each lesson (goals, learning objectives, key lesson activities, assessments) Continue to revise and upload revised calendar and outline as you make revisions while teaching the work sample. Post to your wiki page.

2/5: Two lessons from the work sample. These may be drafts which you will revise for the final due March 5. Be sure to include ALL lesson components (objectives, materials, activities, differentiation, attention to literacy, instructional technology) and materials you will use. Post to your wiki page.

2/12:Two MORE lessons from the work sample. These may be drafts which you will revise for the final due March 5. Be sure to include ALL lesson components (objectives, materials, activities, differentiation, attention to literacy, instructional technology) and materials you will use. Post to your wiki page.

2/19: Work Sample Unit unit post assessment or culminating assessment with student directions, sample, and rubrics. Post to your wiki page Bring your pre/post assessment DATA in a spreadsheet with student identifiers and demographics. We will do the analysis of learning gains

3/5: Social Studies WORK SAMPLE excerpt FINAL The lesson plans should ALSO include the lesson reflections after you taught the lesson. Be sure you have made all revisions after prior feedback.

** TOPIC RESOURCES **

 * TOPIC 1: ASSESSMENT **



[| Check for understanding strategies]

[|Sample C3F Lesson Plan] [|%thGraders Take Informed Action] [|Project Citizen Beaverton_Custodians] [|Project Citizen Beaverton Homelessness] [|Project Citizen Beaverton Homelessness 2]
 * TOPIC 2: C3 LEARNING COMMUNITY Vikings for Social Studies **

Read the attached excerpt from the Choices Program on the Middle East. Take notes on your thoughts about the following questions 1. Which interests and values should provide the basis for US Policy in the region? How should the Middle East's enormous oil reserves and the US close relationship with Israel figure into policy calculations? 3. How do recent changes from the Arab Spring affect US relationships with countries in the region?
 * TOPIC 3: CHOICES PROGRAM **


 * TOPIC 4: DBQ PROJECT **


 * TOPIC 5: GEOGRAPHY [|World of 7 Billion] **


 * TOPIC 6: ECONOMICS **


 * TOPIC 7: HISTORICAL THINKING AND DBQS [|NAEP History Scores] **



[|Emancipation Proclamation] DBQ Rubrics:


 * TOPIC 8: LESSON STUDY **

NEW LINKS: [|GTEP Secondary Lesson Study]




 * TOPIC 9: LITERACY **





MOCK TRIAL PREP
 * TOPIC 10: MOCK TRIAL **



MOCK TRIALS [|Perez v Dempsey]

[|Toontastic App]
 * TOPIC 11: POLITICAL CARTOONING [|Teacher's Guide] **
 * [|Library of Congress] **




 * TOPIC 12: POPULATION CONNECTIONS **
 * [|World of Seven Billion] **



PREVIOUS GUEST SPEAKERS:

Guest Speaker: Sarah Segal [|Dangerous Speech]

Guest Speaker Geoff Stuckart Teacher Wiki



https://sites.google.com/a/pdx.edu/edtpa/video-resources

[[file:CI548 LessonPlan1.doc]]
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[|NETS standards Teachers] [|NETS standards Students][|P21 Social Studies Skills map]

Curriculum Map Examples



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