Hist. 396C/W Intro to History: Education
Spring 2011 TR 1:30-2:45 Holmes 242
Dr. Karen Jolly
University of Hawai‘i at Mānoa Department of History
Office: Sakamaki A408 (808) 956-7673
office hours: Tu 10:30-12; W 9:30-11; Th 3-4; or by appointment
This section of the required methods course is designed for history majors planning to go into education or secondary education majors with an emphasis in social studies. The class will discuss philosophies and methods of history as they relate to education, particularly examining standards, pedagogies, and controversies. In addition to the books, we will use materials from various national and state associations and standards. This course is writing-intensive and designed as a discussion seminar, so we will be doing writing process exercises as part of our discussion of the readings. Grading is based on class participation, 2 thought papers, and a two-part project (an annotated bibliography and a lesson plan).
The best way to think about this class is with verbs: Read. Think. Discuss. Write.
Reading: Recently the state of Hawai‘i decided to sign on to the Common Core state standards for Mathematics and English Language Arts, the latter of which includes literacy in history and social studies. As you engage in reading assigned for this class, think about how we learn to read, and read to learn—and how you can foster these skills in K-12 classrooms.
Thinking: Critical thinking skills and information processing are much touted in education today, but in many ways these new pedagogical strategies are old ones dressed up in new media. Thinking requires first of all content about which to think—and the skills to find it—as well as developing ability to make sense of what you read, to follow a complex argument, and to ask questions about it. We will use our library’s tutorials to develop these research skills and discuss how to use new media in the classroom through projects like History Day.
Discussing: Class discussion is an opportunity to think out loud, to test your ideas about what you have been reading, and to refine them through interaction with other people’s ideas. As such, discussion is more process than product, but it does require preparation in the form of reading and thinking. We will examine different pedagogical strategies for engaging students through dialogue.
Writing: In History, a written text is often seen as the final “product” of the discipline, but writing is also a process that is learned as well as a good tool for learning. The Writing Intensive designation marks this course as engaging both processes of learning to write and writing to learn. We will apply these ideas to the K-12 environment.
- Benjamin, Jules R. Benjamin. A Student’s Guide to History, 11th ed. Boston: Bedford/St. Martin’s, 2009.
- Wilson, Norman J. History in Crisis? Recent Directions in Historiography, 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2005.
- Stearns, Peter N., Peter Seixas, and Sam Wineburg, eds. Knowing, Teaching, and Learning History: National and International Perspectives. New York: New York University Press, 2000.
- Roupp, Heidi, ed. Teaching World History in the Twenty-first Century: A Resource Book. Armonk, NY: M.E. Sharpe, 2010.
- Participation 10%
- 2 Thought Papers 30%
- Annotated Bibliography 30%
- Lesson Plan 30%
Participation and Presentation Guidelines
Because this is a seminar-style class, daily attendance is essential, as well as coming prepared to discuss the material. Students are asked to keep a reading journal and bring it to class to facilitate discussion. Students will also have opportunities to lead discussion on assigned readings.
All papers should be typed, double-spaced in 12-point font using Word (.doc or .docx) and submitted electronically to firstname.lastname@example.org.
All citations should use footnotes in Chicago Manual of Style Humanities style (or see Diana Hacker website)
Papers are graded on:
The instructor will not fix grammar and syntax problems, but will stop reading after the first page if she finds more than one substantial error impeding the sense.
- clear thesis and argumentation, indicated in the introduction and in the organization of the paper;
- adept analysis of sources and other information as evidence or examples; and
- vigorous, readable prose style free of grammar and syntax errors.
The instructor will not accept assignments from students who have not been attending class regularly, unless by prior arrangement with a documented reason.
A Note on Plagiarism and Cheating
Plagiarism, a form of cheating punishable under the UHM Student Conduct Code, is the use of someone else's words or ideas without citation or acknowledgement. This includes exact/unique phrases without quote marks; interpretive arguments (as opposed to general knowledge information) made to sound as your own when they are not; and sentences, paragraphs, or whole papers copied or downloaded into your paper. Any paper submitted to me that violates this standard will receive an automatic F (0 points) with no resubmission. Student cheating is also reported to the Office of Judicial Affairs, and any contested cases are referred to them as well.
If you feel you need reasonable accommodations because of the impact of a disability, please 1) contact the KOKUA Program (V/T) at 956-7511 or 956-7612, QLCSS 013; 2) speak with me privately to discuss your specific needs. I will be happy to work with you and the KOKUA Program to meet you access needs related to your documented disability. Student Academic Services also provides a wide array of learning assistance, counseling, and support services to meet student needs.
If you encounter difficulties during the semester, whether academic or personal, that inhibit your ability to manage the class requirements, please let me know as soon as it is practical so that we can work out a plan of action. You may also find assistance at the Student Success Center in Sinclair Library or Student Services in QLC.
Annotated Bibliography Guidelines
- Log in to LILO, UHM’s information literacy program, and create this project.
- Choose a research topic that would be accessible for students in either grades 6-8 or 9-12, one that you could develop into a lesson plan. Check out the guidelines for History Day projects. Come prepared to explore your potential topic at the Library tour on 02/17.
- Find 2-3 primary and 5-10 secondary sources (mixture of journal articles, books, websites). Encyclopedias, general textbooks, and annotated bibliographies in print or online are useful starting points but do not count as scholarly research materials focused on your topic. Post a draft on Laulima before the workshop on 02/24.
- Produce an annotated bibliography for your topic, following guidelines in Benjamin and using Chicago Manual of Style for Humanities. Format should be double-spaced, typed, 12-point font, items arranged with hanging indent and listed alphabetically within sections: primary sources listed by author and title, with current or recent edition; secondary sources, broken into subsections of books, articles, and websites. Due 03/17.
Final Project Guidelines
Design a lesson plan using state standards and benchmarks, based on your topic. The project has four parts:
The final draft of all four parts is due 05/12 by noon.
- Background: Grade Level and class/semester subject (e.g. Grade 7 Pacific Islands, 1st semester). Unit and Topic(s): Include a copy of the State Standards page (e.g. Standard 3: History: PACIFIC ISLANDS-Understand important historical events in the Pacific region; Topic: European Contact and Colonization). Reasons for choosing this unit: what you hope to gain or demonstrate. Submit with annotated bibliography on 03/17 and post it to Laulima.
- Lesson Plan Outline for the week (5 days, 50-minute class time). Write your own Student Learning Outcomes based on the State Standards benchmarks and SPAs.
Integrate historical content and thinking skills with appropriate pedagogical techniques by listing for that week:
Submit draft with Paper 2 on 04/19 and post it to Laulima.
- reading assignments: textbook, other secondary, primary
- other homework and graded assignments (e.g. quizzes)
- in-class topic with activities or plan for each day
- assessment strategy: how you will apply the rubric from the Standards
- One Day’s Lesson Plan in-depth (50 minutes). State the goal for the day’s activities relative to that week’s outline, unit, and standards. Give a bullet point outline of your lesson plan, with anticipated time for each aspect (e.g. 10 minute lecture on x; writing exercise; discussion groups, etc). Briefly list content details on each item and any multimedia you might use or develop (web, PowerPoint, audio, etc)
- Summary Statement. Write a 3-5 paragraph essay explaining your teaching philosophy relative to this assignment.
Post to Laulima and bring a draft of all four parts to the last day of class, 05/03. Each student will make a presentation on their lesson plan (focusing on parts 3 and 4).
Part 1 What is History?
- 01/11 Introductions: Students and Teachers of History
- 01/13 History in Practice (Benjamin, ch. 1, Roupp, intro and ch. 31)
- 01/18 History in Theory (Wilson, ch. 1-2)
- 01/20 Students of History (KTLH, pp. 1-17, 141-42, 195-97, 327-29)
Part 2 Historiography
- 01/25 Problems of History (Wilson, chs. 3-4)
- 01/27 Varieties of History (Wilson, chs. 5-6)
- 02/01 PoMo History (Wilson, chs. 7-8)
- 02/03 The Future of History (Wilson, ch. 9; AHA Teagle Report
- 02/08 Paper 1 Workshop: bring complete draft to class.
4-5 pages (10%) What is history? Analyze your own experience of history, comparing what you know and believe about history from school, family, and media to the definitions and philosophies of history we have discussed. Due 02/15.
Part 3 Doing History
- 02/10 Information Literacy (LILO Tutorial; Basic Library Research Handbook)
bring annotated bibliography topics
- 02/15 Reading and Analyzing Sources of History (Benjamin, chs. 2-3)
Paper 1 due
- 02/17 The Library: meet at Hamilton 113, librarian David Brier (Benjamin, ch. 6-7)
- 02/22 Writing about History (Benjamin, chs. 4-5)
- 02/24 Annotated Bibliography workshop (Benjamin, ch. 8)
bring draft, show LILO project progress
Part 4 Teaching History
03/21-25 Spring Break
- 03/01 Current Issues in History Education KTLH I (1-7)
- 03/03 Good History Teaching KTLH II (8-10)
- 03/08 Research on Teaching and Learning KTLH III (11-16)
- 03/10 Models for Teaching KTLH IV (17-22)
- 03/15 NCHE, NCSS, and History Day
- 03/17 Standards: AHA, UCLA, Common Core, Hawai‘i State Standards
Annotated Bibliography due and Lesson Plan 1 (post to Laulima)
Part 5 World History
- 03/29 World History (Roupp, I-II)
- 03/31 Planning (Roupp, III-IV)
- 04/05 Teaching and Learning (Roupp, V-VI)
- 04/07 WHA Bulletin
- 04/09 Sat: State History Day 7:30 a.m.-3:30 p.m.
- 04/12 Paper 2 Workshop:
5-7 pages: How would you apply ideas and principles from KTLH and Teaching World History to improve History Standards or implement them in the classroom? Due 04/19
Part 6 History in the Field
05/12 final draft of Lesson Plan due by noon