UNIVERSITY OF PITTSBURGH
DEPARTMENT OF INSTRUCTION & LEARNING
IL 2262: TEACHING AND LEARNING II – SOCIAL STUDIES
Instructor: Michael G. Lovorn, Ph.D.
E-mail: mlovorn@pitt.edu
Office Hours: Wednesdays 3:00 – 4:30 PM, and by appointment
Phone: 412-610-0017
COURSE DESCRIPTION
This course is designed to develop the knowledge, skills and theoretical considerations needed to teach social
studies in the secondary classroom by providing pre-service teachers with a comprehensive overview of some the
most effective approaches to planning, implementing, managing, and assessing successful and effective learning
experiences for students.
Emphasis is placed on the selection and/or design of high cognitive demand tasks and appropriate pedagogical
scaffolding to support students’ engagement in those tasks. Teacher candidates will have opportunities to engage
in key pedagogical practices while receiving constructive feedback from peers and the course instructor.
COURSE OBJECTIVES
This course intends to help students:
1.
develop a working knowledge of various social studies standards and frameworks as articulated or
endorsed by the National Council for the Social Studies and the Pennsylvania Department of Education
(including C3, PASSS, and CCSS);
2.
examine various educational theories and taxonomies and learn how to implement them in secondary
social studies contexts;
3.
learn to create standards-based lesson plans using a variety of instructional strategies;
4.
develop a working knowledge of effective formative, summative, and performance assessments;
5.
develop an understanding of the connections between lesson goals/objectives, activities, and assessments;
6.
practice the instructional strategies, teaching skills, and classroom management skills necessary for
effective social studies instruction;
7.
learn to apply strategies designed to support reading and writing in social studies;
8.
learn to engage students in the investigation of primary and secondary sources, historical thinking, and
historiography;
9.
develop the ability to differentiate instruction to make social studies content and skills more accessible to
all students;
10. review literature and other resources on current trends, issues, problems, and solutions for improving
social studies education;
11. develop skills to establish a socially just, equitable classroom climate that facilitates student
empowerment;
12. learn to implement higher order thinking skills (including problem-solving, inquiry, and critical thinking)
necessary to promote effective, engaged citizenship among students;
13. explore, evaluate, and integrate technologies and other emerging resources into social studies instruction.
REQUIRED READING & OTHER MATERIALS
Required Resources:
 Pennsylvania Academic Core Standards for History and Social Studies (available at:
http://www.pdesas.org/Standard/StandardsDownloads)
 CourseWeb
Required Texts:
 A Practical Guide to Middle and Secondary Social Studies (3rd ed.), by June Chapin, ISBN: 9780137059195
 The Challenge of Rethinking History Education: On Practices, Theories, and Policies, by Bruce VanSledright,
ISBN: 9780415873789
Recommended Text:
 Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms, by Sam Wineburg,
Daisy Martin & Chauncey Monte-Sano, ISBN: 9780807754030
ASSESSMENT PROCEDURES
No assignment or class activity will be graded on a curve, and no grade quotas are set for evaluative marks.
Evaluation areas are listed and explained below and on the following pages:
Grading Ranges
A 180-200 points
B 160-179 points
C 140-159 points
D 120-139 points
F 119 points or less
Activities
Discussion Participation & Course Activities (10x10)
Lesson Planning & Teaching Episode
Book/Research Presentation
Historiography Report
Total:
Point Values
100
40
30
30
200
DISCUSSION PARTICIPATION & COURSE ACTIVITIES (100 POINTS)
Your active participation in our discussions and all activities is critical to the success of the course. During our class
meetings, we will engage in various assigned readings, theoretical and practical discourses, lesson planning, and
reflective and developmental exercises. The depth and breadth of these activities will depend largely on your
preparation and participation. I expect you to participate actively by completing readings promptly, taking part in
all group and individual writing activities, and contributing to all class discussions. You will receive ten
discussion/participation grades, each worth up to ten points, making up 50% of your final grade. I will use the
following 10-point scale to assess each of those discussion, contribution, and/or participation episodes:
Discussion & Course Participation Evaluation Scale:
9-10 points – Your participation is significant, and meets or exceeds my expectations. You contribute/participate
consistently throughout the discussion/activity. You demonstrate original and deep thinking, and engage in focused
analysis of appropriate readings/topics. You lead conversation and introduce compelling ideas.
7-8 points – Your participation is modest, and meets some, but not all of my expectations. You engage in a marginal
analysis of appropriate readings/topics. You continue conversation and/or build on the ideas of others.
5-6 points – Your participation is weak/minimal, and meets few if any of my expectations for graduate-level study.
You make few, if any, contributions or appear disconnected from discussion/activity, and/or you demonstrate
uninformed analysis of readings/topics.
0-4 points – You are absent or make no real contribution to the discussion/activity.
LESSON PLANNING & TEACHING EPISODE (40 POINTS)
Each student in this course will research, plan, and present one formal 30-minute lesson to her/his peers this
semester. Your pre-lesson research should consist of the selection of an approved topic, followed by retrieval,
review, and selection of various supportive content and strategy sources. The formal lesson plan should be
completed and submitted for review by the instructor at least one week prior to your presentation, and should
include a copy of all resources, media (web links, YouTube, video clips) you will use, and your PowerPoint or Prezi.
You should approach the presentation as though you are the teacher in a middle or high school social studies class,
and your classmates are your students. You have the freedom to develop the participation as you see fit; however,
at a minimum, the lesson should include: 1. reasonable, accomplishable objectives; 2. an anticipatory set or warm
up activity; 3. an interactive higher order thinking activity; 4. a formal or informal formative assessment; and 5.
lesson closure. I will use the following 40-point scale to assess your lesson presentation:
Lesson Presentation Evaluation Scale (40 Points):
37-40 points – Exemplary (exceeds my expectations for mastery in all areas). Your lesson was clearly well
researched and planned, and your presentation style was highly engaging, creative, and extraordinarily effective in
nature. Your lesson was marked by concise attention to detail, higher order thinking engagement, and clear
demonstration of your superior knowledge and skills in content and pedagogy (based on my expectations for your
development). You effectively engaged and interacted with your “students,” you skillfully and fluidly transitioned
though each required lesson component, and all in all, your lesson was a great success.
32-36 points – Good (meets my expectations for mastery). Your lesson appeared well researched and planned, and
your presentation style was moderately engaging, creative, and effective in nature. Your lesson was marked by
adequate attention to detail, higher order thinking engagement, and demonstration of your appropriate knowledge
and skills in content and pedagogy (based on my expectations for your development). You effectively engaged and
interacted with your “students,” you skillfully and fluidly transitioned though each required lesson component, and all
in all, your lesson was a solid success.
22-24 points – So-so (meets some of my expectations for mastery). Your lesson appeared adequately researched
and planned, and your presentation style was modestly engaging and effective in nature. Your lesson was marked by
adequate attention to detail and demonstration of your minimally acceptable knowledge and skills in content and
pedagogy (based on my expectations for your development). You did a fair job engaging and interacting with your
“students,” you transitioned though each required lesson component, and all in all, your lesson was an average success.
18-21 points – Poor (meets few if any of my expectations for mastery). Your lesson appeared to be severely
lacking in several respects, and/or your presentation style was not particularly engaging and effective in nature. Your
lesson was marked by inadequate attention to detail and/or poor demonstration of your knowledge and skills in
content and pedagogy (based on my expectations for your development). You did a poor job engaging and interacting
with your “students,” and/or you did not effectively transition though each required lesson component. Overall, for one
or multiple reasons, I consider your lesson to be a below average effort and it meets few of my expectations.
17 or fewer points – Unacceptable. Your lesson demonstrated few if any redeeming qualities or is nonexistent. You
demonstrated very little (if any) depth, insight, or attention to detail. I expect far more from you at this level of study.
BOOK/RESEARCH PRESENTATION (30 POINTS)
In pairs (or solo), you will research an approved current trend, issue, or problem in social studies education, and
prepare a related presentation to deliver to your peers and me. Your collaborative background research should
consist of the retrieval and review of 3-4 recent (2010-present) informational sources (articles, book chapters,
documentaries, online media, etc.), which will anchor your subsequent 30-minute presentation. The presentation
should consist of a thorough synthesis/analysis of the topic, and your informed opinions or recommendations for
practice and/or further research. You should also be prepared to answer questions about your findings. Acceptable
presentation outlets include any dynamic visual medium (PowerPoint, Prezi, or similar). I will use the following
30-point scale to assess your presentation:
In-class Presentation Evaluation Scale (30 Points):
28-30 points – Exemplary (exceeds my expectations for mastery in all areas). Your presentation is concise yet
highly informative, and you perform an exceptional critical analysis of the literature and the topic. Your presentation
style is highly engaging, creative, and extraordinarily relevant in nature, and you have presented your topic in a way
that we all learn from your insights.
25-27 points – Good (meets my expectations). Your presentation is concise and moderately informative, and your
critical analysis of the literature/topic is solid. Your presentation style is engaging, creative, and relevant in nature,
and although I may not have learned anything new, I am pleased with your effort and competence.
22-24 points – So-so (meets some of my expectations for mastery). Your presentation is modestly informative, but
is also lacking in some respects. Any combination of the following factors warrants this evaluation: cursory coverage
of the literature/topic, inadequate research, incomplete/shallow analysis, little attention to gaps in research, or
lacking presentation style/quality. You demonstrate a modest understanding of the literature/topic, but you haven’t
necessarily introduced deep thinking, and we have learned little if anything new from your presentation.
18-21 points – Poor (meets few if any of my expectations for mastery). Your presentation is severely lacking in
several respects. What you have presented is of little usefulness and/or contains multiple significant inaccuracies, you
fail to adequately analyze the literature/topic, you do a poor job of addressing research, and/or your presentation
seems perfunctory. You demonstrate little depth, insight, or attention to detail. I expect more from you at this level of
study.
17 or fewer points – Unacceptable. Your presentation demonstrates few if any redeeming qualities or is nonexistent.
You demonstrate very little (if any) depth, insight, or attention to detail. I expect far more from you at this level of
study.
HISTORIOGRAPHY REPORT (30 POINTS)
Our semester-long study of historiographic analysis will culminate in a class-wide poster session (known as the
“Historiography Festival”) during which you will report your analysis of an approved local/regional historical
commemoration. After studying examples in class, you will collect information on a historical era, event, individual,
or group that is commemorated with a recognized site, landmark, roadside marker, or similar, then you will follow
James Loewen’s approach (see references, 2009) for critiquing the historical presentation of the topic. Your
primary focus will not be on the historical era, event, individual or group, but rather the way information is
commemorated (or not) and presented (or not). Remember, historiography is the study of history.
Your Historiography Report should be presented in the form of a poster (I recommend the tri-fold variety), and
should include a summarized but critical discussion of: 1. the historical presentation; 2. the accuracy and
significance of the commemoration; 3. the ‘take-home’ message (your opinion), and 4. how students might perceive
the display/history. You will have a great deal of creative liberty in the development and presentation of your
poster. I will use the following 30-point scale to assess your Historiography Report:
Historiography Report Evaluation Scale (30 Points):
28-30 points – Exemplary (exceeds my expectations for mastery in all areas). Your poster was well designed and
extraordinarily informative. You clearly performed an exceptional critical analysis and critique of the historical
commemoration, and I found your report to be presented in a highly engaging, creative, and extraordinarily relevant
manner. We all learned from your skilled historiographic analysis. Excellent work!
25-27 points – Good (meets my expectations for mastery). Your poster was well designed and moderately
informative. You performed a solid critical analysis and critique of the historical commemoration, and I found your
report to be presented in a fairly engaging, creative, and relevant in nature. I am pleased with your effort and
competence. Good job.
22-24 points – So-so (meets some of my expectations for mastery). I found your poster fairly well designed and
perhaps modestly informative, but also lacking in some respects. Any combination of the following factors warrants
this evaluation: cursory coverage of the historical commemoration; inadequate, incomplete/shallow analysis; weak
critique of the commemoration. Your demonstrated some modest understand of the commemoration, but didn’t
necessarily introduce deep thinking, or unique/original ideas.
18-21 points – Poor (meets few if any of my expectations for mastery). Your historiography report was severely
lacking in several respects. What you presented was of little usefulness and/or contains multiple significant
inaccuracies, and you failed to adequately analyze or critique the historical commemoration. Your
findings/conclusions seemed perfunctory, and you demonstrated little depth, insight, or attention to detail. I expect
more from you at this level of study.
17 or fewer points – Unacceptable. Your historiography report demonstrated few if any redeeming qualities or was
nonexistent.
MY CLASS POLICIES
Attendance: You are expected to attend all class meetings, arrive in a punctual manner, and stay for the duration
of each session. Attendance is a component of the class participation grade. Discussions and group work are an
integral aspect of the course and absences result in missed learning opportunities. If you are unable to attend class
because of extenuating circumstances, you should contact the instructor by e-mail prior to the beginning of class. It
is at the discretion of your instructor as to whether or not an absence is considered excused. Each student is
allowed one excused absence during the semester, irrespective of the reason. More than one absence will lower
your grade in the course. Two late arrivals to (or early departures from) class, unless otherwise excused, will be
considered an absence.
Commitment to Social Justice and Equality: This course is centered on discussion and exchange of ideas, and all
students are responsible for contributing to both their own learning experience and the learning experience of
others. Because the contribution of ideas from each student is critical to the learning process, unwelcomed or
insensitive behavior or comments that makes other students feel unnecessarily uncomfortable will not be
tolerated. This includes interrupting others while they are talking, carrying on conversations separate from the
class discussion, or making insensitive or derogatory comments about gender, sexual orientation, religion, nonreligion, race, ethnicity, nationality, or disability. Please make every effort to maintain an academic atmosphere in
which everyone feels comfortable sharing and responding to ideas.
Academic Misconduct and Plagiarism: Academic misconduct by students includes all acts of dishonesty in any
academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help, another
student commit an act of academic dishonesty. Plagiarism is the act of representing words, data, works, ideas,
computer programs or output, or other material not generated by the student as his or her own. Academic
misconduct and plagiarism are serious acts that may result in a student’s receiving an “F” in the course and being
suspended from her/his program of study.
Statement of Equal Treatment and Disabilities: Any student requiring or desiring accommodations to complete
course requirements, please notify the course instructor in writing as soon as possible to discuss your request. If
you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact
both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union (412) 648-7890,
drsrecep@pitt.edu, (412) 228-5347 for P3 ALS users, as early as possible in the term. DRS will verify your
disability and determine reasonable accommodations for this course.
CLASS SCHEDULE – Fall 2014
Session
Wednesday, September 10
3:00 – 4:00 PM
4:30 – 7:30 PM
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Wednesday, September 17
4:30 – 7:30 PM
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Wednesday, September 24
3:00 – 4:00 PM
4:30 – 7:30 PM
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Wednesday, October 1
4:30 – 7:30 PM
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Wednesday, October 8
3:00 – 4:00 PM
4:30 – 7:30 PM
Wednesday, October 15
4:30 – 7:30 PM
Wednesday, October 22
3:00 – 4:00 PM
4:30 – 7:30 PM
Wednesday, October 29
4:30 – 7:30 PM
Wednesday, November 5
3:00 – 4:00 PM
4:30 – 7:30 PM
Wednesday, November 12
4:30 – 7:30 PM
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Activities
Course introduction
The purpose of social studies education
Defining social studies
The World According to Student Bloopers
Reading for next time: Chapin pages 5-12,
PA, C3 & CCSS standards
Social studies standards (PA, C3, CCSS)
Multiple Intelligences Theory
Bloom’s Taxonomy (and other taxonomies)
Optional reading for next time: Wineburg
chapters (to be assigned)
Literacy in social studies, reading like a
historian
Primary and secondary sources
Historiography
Reading for next time: Chapin chapter 2
Effective planning in social studies
Lesson plan components: Objectives, warm
up, activities/product, assessment, & closure
Reading for next time: Chapin chapters 3 &
4
Social studies teaching methods
Student-centered strategies
Assignment Due
 Working definition of social studies
(We will do this in class.)
ONLINE SESSION
Lesson plan development
Reading for next time: Chapin chapter 5
Effective assessment and evaluation in social
studies
Research presentations
World History for Us All
Alliance for Learning World History
Research presentations
Research presentations
Teaching episodes
Reading for next time: Chapin chapter 6
ONLINE SESSION
Teaching history
Historical thinking and “doing” history
Reading for next time: Chapin chapters 7 &
8
ONLINE SESSION
Teaching civic education & global education
Teaching geography, economics & the
behavioral sciences
Teaching episodes
 Completed first draft of lesson plan due
Saturday, October 18
Wednesday, November 19
3:00 – 4:00 PM
4:30 – 7:30 PM
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Wednesday, November 26
4:30 – 7:30 PM
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Wednesday, December 10
3:00 – 4:00 PM
4:30 – 7:30 PM
 2nd Annual Pitt Historiography Festival
 Become familiar with listed standards.
 Selection of a partner for the research
presentation (We will do this in class.)
 Selection of topic for the research
presentation (We will do this in class.)
 Selection of a lesson plan topic
 Selection of a historiography topic
 World History for Us All discussion
board due Saturday, November 1
 Historiography report update
 Historical thinking discussion board
due tonight
 Civic education discussion board due
tonight
 Geography education discussion board
due tonight
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