Name: ________________________________________________
California State University, Northridge
Liberal Studies 300: Gateway Experience for Pre-Credential Students
Fall 2007
Gateway Website: <http://www.csun.edu/liberalstudies/gateway.html>
Instructor: Dr. Ian Barnard (<http://www.csun.edu/~ib5991>)
Office Hours in ST 834: M 3:30-4:45, T 3-4, W 3:30-4:15, and by appointment
Email Office Hours: ian.barnard@csun.edu
Introduction
Welcome! This course is an introduction to the academic and professional requirements
for a Liberal Studies pre-credential major. It engages you with an overview of the nature
of the subject matter areas represented in Liberal Studies and the connections between
academic disciplines and the California Content Standards. Within this context, you will
develop and build on skills and strategies for lifelong learning. The course focuses on
the elements required for success in integrating subject matter knowledge from multiple
disciplines in preparation for a career in teaching. You will deepen your understanding
of the required subject matter areas (language arts, mathematics, science, history/social
science, child development, visual and performing arts, health, and physical education) in
the context both of their university-based curriculum and of the Academic Content
Standards and State Curriculum Frameworks for grades K-8. You will also learn and
practice research and technology skills required for teachers. Six of our class meetings
will be virtual classes where you will work individually and in groups on web-based,
self-directed, and other activities.
Student Learning Outcomes
You will
1. discover more about your own learning practices
2. expand your intellectual curiosity
3. explore the role(s) of a liberal arts education for informed participation in society
4. learn skills and strategies for university success
5. learn strategies for self-reflection and self-examination
6. understand that disciplines have specific ways of constructing knowledge
7. understand the connections among subject matter coursework, the California
Content Standards, and disciplines
8. develop your understanding of pedagogical content knowledge
9. integrate knowledge across the subject matter areas.
Required Texts
1. Content Standards for California Public Schools Kindergarten Through Grade
Six. (Available at ASAP or from <http://www.cde.ca.gov/be/st/ss> or at the
Gateway website)
2
2.
3.
4.
5.
Course Reader. (Available at ASAP or at the Gateway website)
Keats, Ezra Jack. Peter’s Chair. (Matador Bookstore)
Lowry, Lois. The Giver. (Matador Bookstore)
Ma, Liping. Knowing and Teaching Elementary Mathematics. (Matador
Bookstore)
6. Pluto Readings. (Available at the Gateway website)
Recommended Text
1. Scieszka, Jon. The Math Curse. (Available in the Matador Bookstore and on
reserve in Oviatt Library)
Grade Distribution
1. 4 Subject matter assignments (10 % each)
2. Research Project: Annotated Bibliography
3. Research Project: Outline
4. Final Reflective Essay
5. Other Assignments
40%
10%
10%
15%
25%
A+
A
AB+
B
BC+
C
CD+
D
DF
9993- 90- 87- 83- 80- 77- 73- 70- 67- 63- 60- 0100% 98% 92% 89% 86% 82% 79% 76% 72% 69% 66% 62% 59%
Attendance: Since this is a discussion-based course, I expect you to read/view all
assigned texts carefully and critically, and participate vigorously in class discussions,
including small group activities and online classes. Obviously you need to be
prepared for class in order to participate effectively, and you cannot participate
effectively if you miss class, arrive late for class, or leave class early. I expect you to
attend all class meetings. If you miss more than three in-person class meetings, your
final course grade will be adversely affected due to your inability to participate
effectively in the class.
The Subject Matter Assignments will allow you to more fully consider issues raised in
readings and classroom discussions and demonstrate technological competence as
required by the ITEP Junior program. If you turn in any of these assignments late
without prior permission from me, I will lower the assignment grade by one letter
grade for each week or part of a week that the assignment is late. See specific
prompts below.
The Research Project will take you through the research process, from developing a topic
to constructing an argument. The project is designed to help you hone your skills in
all the stages of the research process (e.g., framing a topic, library and online research
skills, finding and evaluating sources, writing an annotated bibliography and detailed
outline, citation), no matter what your experience or level of proficiency is when you
begin the course. The research project should prepare you to be an effective
researcher both in your work as a student and as a future teacher. If you turn in either
the annotated bibliography or the outline late without prior permission from me, I will
lower the grade for that assignment one letter grade for each week or part of a week
3
that the assignment is late. See the Gateway website for further information about the
research project.
The Final Reflective Essay serves as the final examination and will allow you to
synthesize materials from across the disciplines and throughout the course.
Other Assignments include participation in class discussions and other in-class activities,
group presentations, homework assignments, self-directed activities – most of them
web-based – that cut across the subject areas, internet searches, WebCT discussion
posts, a tentative thesis for your research project, and research exercises. I will
evaluate these assignments on a credit/no credit basis--in class we’ll discuss criteria
for earning credit on them. I do not award credit for late assignments.
How to Post Assignments on WebCT:
1) Log on to the class WebCT page at <https://webteach.csun.edu>
2) Click the “Assignments” tab on the left of the page
You may use the “Main” heading any time during the semester (anonymously if you
wish) to discuss issues related to the course, pose questions, refer class members to other
resources, reflect on readings and class discussions, etc. Note that WebCT email is sent
to your CSUN email account. If you don’t check this account, be sure to forward your
CSUN email.
Course Policies
1. Disability Issues: Please see me early in the semester if you require academic
accommodations based on a documented disability.
2. Email: I usually acknowledge all email messages within 24 hours. If you email
me but don’t get a response, I haven’t received your email. Feel free to email me
concerning any questions you have about the course or about your work. Be sure
to include a salutation, signature, and appropriate subject heading in your email
message. Do not email your assignments to me for feedback; I’d be happy to
discuss your work with you in person.
3. Recording Of Classes: I do not allow recording of class sessions without my
permission.
4. Plagiarism: Plagiarism is a contested and context-specific topic. We will discuss
effective ways of using sources and issues around plagiarism in class.
Notes:
4
Major Assignments
Subject Matter Assignment: Education
3-5 typed double-spaced pages; 1 inch margins on all sides of pages
Turn in hard copy on 9/12/07
Develop an academic essay based on Michel de Montaigne’s “On Education” and Hope
Edelman’s “Subtle Lessons in Reading, Writing and Rigidity” in which you respond to
the following question:
How does Montaigne’s approach to knowledge address or not address the
concerns expressed by Edelman?
Ensure that your essay has a title and thesis (whether explicit or implicit) and is not a list
of unconnected points about the two texts. Support your points with specific references
to the texts. Since this is an academic essay, assume that your readers are familiar with
the texts (though not necessarily members of this class); thus you don’t need to waste
time summarizing their arguments.
Suggested Steps:
1. Look over the rubric below that I will use to evaluate your essay.
2. Reread and annotate both texts; reread and annotate this prompt.
3. Brainstorm connections/differences between Edelman and Montaigne. Look at
the larger issues/questions/concerns both raise. Make a list of points you want to
raise in your essay. Decide what order you want to put the points in. Decide on a
tentative thesis.
4. Write your first draft. Like learning, writing is a process. If you are not
accustomed to writing multiple drafts of an essay, this is a good place to develop
this important routine. If this is something you already do regularly, here you will
get more practice.
5. Put your draft away.
6. Read over your draft; get feedback from others. Annotate your draft. Reread
your annotations of Montaigne and Edelman and brainstorming notes. Reread
Montaigne and Edelman to see if you discover anything new you want to add to
your essay. Reread this prompt. Decide what revisions you want to make to your
essay. Revise accordingly.
7. Repeat steps 5 and 6 as necessary.
8. Construct your final draft. Make sure to proofread your essay carefully before
you turn it in.
RUBRIC
Argument
9-10: Outstanding
8: Effective
7: Competent
Effectively and
insightfully develops
Effectively
develops a point
Develops a point
of view on the
6: Needs
Improvement
Develops a
point of view
0-5: Failing
Does not
develop a point
5
a point of view on the
issue and
demonstrates
outstanding critical
thinking, using
clearly appropriate
examples, reasons,
and other evidence to
support its position
Organization
Use of
language
Writing
mechanics
Presentation
issue and
demonstrates
some critical
thinking, using
some examples,
reasons, and
other evidence to
support its
position
on the issue that
is vague or
seriously
limited;
demonstrates
weak critical
thinking; and/or
provides
inappropriate or
insufficient
examples,
reasons or other
evidence to
support its
position
Is well organized
and focused,
demonstrating
coherence and
progression of
ideas
Is generally
organized and
focused,
although it may
demonstrate
some minor
lapses in
coherence and
progression of
ideas
Is poorly
organized
and/or focused,
or demonstrates
serious
problems with
coherence or
progression of
ideas
Exhibits facility
in the use of
language, using
appropriate
vocabulary
Exhibits
adequate but
inconsistent
facility in the use
of language,
using generally
appropriate
vocabulary
Displays little
facility in the
use of language,
using very
limited
vocabulary
and/or incorrect
word choice
Displays little
facility in the use
of language,
using very
limited
vocabulary
and/or incorrect
word choice
Is free of most errors
in grammar,
punctuation, spelling,
and sentence
structure
Is generally free
of most errors in
grammar,
punctuation,
spelling, and
sentence
structure
Has some errors
in grammar,
punctuation,
spelling, and/or
sentence
structure that do
not obscure
meaning
Contains
pervasive errors
in grammar,
punctuation,
spelling, and
sentence
structure that
interfere with
readability and
meaning
Contains
pervasive errors
in grammar,
punctuation,
spelling, and
sentence
structure that
interfere with
readability and
meaning
The essay is
proofread, neatly
presented, and
follows all the
logistical guidelines
The essay is
proofread,
generally neatly
presented, and
follows all the
logistical
guidelines
The essay is
poorly
proofread,
sloppily
presented, and/or
does not follow
all the logistical
guidelines
Is well organized and
clearly focused,
demonstrating clear
coherence and
smooth progression
of ideas
Exhibits skillful use
of language, using a
varied, accurate, and
apt vocabulary
of view on the
issue and
demonstrates
critical thinking,
using generally
appropriate
examples,
reasons, and
other evidence to
support its
position
The essay
exhibits very
poor attention
to detail and/or
is very sloppy
in presentation.
of view and/or
misunderstands
the prompt
and/or
fundamentally
misunderstands
the readings
Organization
makes no sense;
demonstrates
serious problems
with coherence
or progression of
ideas.
The essay
exhibits very
poor attention to
detail and/or is
very sloppy in
presentation.
6
Major Assignments
Subject Matter Assignment: Language Arts
(WebCT Assignment #7)
Post a Position Paper in response to one of the following questions by noon on 10/2
Respond to at least three colleagues’ Position Papers/Responses by noon on 10/3
Questions:
a) Discuss the role of language in the society represented in the book. How does
language function in this society and in the book? What does the book suggest
about language in general? Support your response with specific references to the
text.
b) Some critics have argued that the book is promoting conservative values. Do you
agree? Support your response with specific references to the text.
c) c) Although the society represented in the book is a culture of “sameness,” gender
distinctions are marked in the text and in the community. What do you see as the
function and effect of these gender distinctions? What aspects of the text might a
feminist reading of it pay attention to? What conclusions might you come to if
you were to do a feminist reading of the text? Support your response with
specific references to the text.
d) What do you make of the book’s ending? What do you think is happening here?
What do you think is the effect of the ending? Support your response with quotes
from the final chapter and discussion of these quotes.
This assignment is designed to enable you to reflect on and write about the reading and
our class discussion of it, to get a sense of how your colleagues are responding to the
reading, and to dialogue with other class members about the reading. I will evaluate the
assignment using the guidelines listed below, and the following criteria: level of
engagement with the prompt, with the reading, with class discussion of the reading, and
with colleagues’ responses; insightfulness of comments and questions; quality of writing.
Position Paper
 should be thought-out and revised
 should make specific references to the text
 doesn’t have to be authoritative; may reflect your ambiguities, ask questions, or
identify problems you have with the text
 should not merely summarize the reading
 should be about 500 words long
Responses to Colleagues’ Position Papers/Responses
 give you the opportunity to engage with other class members’ responses to the
text and to generate dialogue about your own responses
 should be thoughtful and substantial
 should each be at least a paragraph long
7
Major Assignments
Subject Matter Assignment: Arts (about 4 double-spaced typed pages)
(WebCT Assignment #7)
Post review on WebCT by noon on 10/31
Attend and write a review of one CSUN-sponsored arts event that takes place during the
Fall 2007 semester prior to the 10th week of classes. You may attend a theatre
performance, music concert, dance recital, ballet, opera, or gallery exhibit. There may be
a small admission charge for some events. Imagine that your review will be published in
a news magazine for elementary school teachers. Your review might include responses
to some of the points/questions listed below. However, be sure that it reads like a
coherent review rather than a mechanical list of responses to these points.
 Give date, time, and location of event, as well as a brief description of it
 Explain what you see as the point of this event and how this point was
communicated. Do you think the event effectively achieves its goals?
 What, if anything, did you notice or observe about other members of the
“audience”? For example, was the theatre full, did people seem involved or
interested, were the attendees diverse in age, gender, dress or were they a
homogeneous group?
 Could you use this event as part of a lesson for children and, if so, what elements
would you emphasize? If not, why not?
 What impressed or affected you the most, in what way, and why?
 How did any written texts support the production? (e.g., director's notes, gallery
captions, website, etc.)
 Art occurs in a context--what social/cultural/historical/political/economic
elements contribute to and/or affect this event?
 How much of this art event do the California State Standards speak to or address?
 How did attending the event change or not change your understanding of yourself,
someone else, or the world around you?
In responding to your event, avoid general statements that are not supported with reasons
or examples. Statements such as "I like the play," or "I didn’t like the concert" are
useless opinions unless you explain why.
Additional Information/Tips:
 You will need to access the CSUN Center for the Visual and Performing Arts
(http://cvpa.csun.edu, call 818-677-2488, or visit the box office in the Student
Union) and explore the different events scheduled in the areas of theatre, music,
dance and visual arts.
 If you attend an event that you would like to recommend, please do so on our
WebCT “Main” discussion forum. Other class members will surely appreciate
hearing about something worth seeing.
 Read any background or explanatory material associated with the event. Items
such as program notes, lobby displays, exhibit captions, and websites can enhance
your experience and broaden your understanding of the event.
8
Major Assignments
Subject Matter Assignment: Science
(WebCT Assignment #11)
Post PPT presentation on WebCT by noon on 11/14/07
Individually or collaboratively with one or more of your experiment group members
create a PowerPoint (PPT) presentation that serves as the lab report for your energy
experiment. You should plan on making roughly 7 slides. Below you will find
suggestions of what to include on the slides.
The science experiment and the use of PPT to write up your lab report help us meet two
major goals:
1. Increase your familiarity and understanding of the methods of scientific inquiry
by constructing and carrying out an experiment relating to kinetic energy transfer.
2. Help you meet the California State Technology Proficiency requirements by
creating a PPT presentation as your laboratory write-up.
Remember that you are using PPT, a medium that focuses on graphic representation and
artful presentation, so there is an aesthetic dimension to the assignment: your slides
should be easy to “navigate” and their set up should help someone understand what you
did and what you learned. Part of your objective here is to learn to be able to take
advantage of the graphic display that this kind of software provides. No single slide
should have too many words; slides are not like pages in a lab book. They’re more like
posters. If you are not familiar or comfortable with PPT, go to the course website and
click on the PowerPoint resources in the FAQ section.
If you’d like more information on scientific method, experimental errors, recording data,
and how to represent the data on a graph, you might want to look at this site:
http://www.twingroves.district96.k12.il.us/ScienceInternet/Experiment.html
Slide Suggestions:
 Slide 1: Title Slide
Your name(s), your class (section, time, and professor), and a title for the lab writeup.
 Slide 2: Overview
An overview of the experiment, including a description of the purpose of the lab, a
statement of your hypothesis, and any other background information you feel is
appropriate.
 Slide 3 :Methodology 1: Materials
An annotated list of the materials you used in the experiment.
 Slide 4: Methodology 2: Procedure
Describe how the hypothesis you give on slide 2 was tested. This slide could also
answer questions such as the following: What did you set up? What did you do?
Why? This could be a good place to discuss how you manipulated your independent
variable to determine its effect on the dependent one, and how you controlled for
other phenomena.
9
 Slide 5: Results 1: Raw Data Table
Table with your raw data. Any other observations you made could appear here,
including behaviors on the parts of the balls or other materials that you didn’t expect.
 Slide 6: Results 2: Graphic Representation of Results
Line graph for representing your data (the PPT instructions call this graph type a “line
chart”). See the website mentioned above for more information on this type of graph.
Include a brief description of what your graph shows, and how it does so. In this
way, slide 6 will demonstrate how language and graphic representations of
relationships complement each other.
 Slide 7: Summary and Evaluation
Brief summary of what you learned in this exercise. Did it turn out that your results
were consistent with your hypothesis? Have you figured out why or why not? Here
you could mention any of the phenomena that you noticed. Finally, if you discussed
and compared your results with other classmates, this could be the place to discuss
that comparison.
Gateway Class Members
10
Tentative Schedule
* indicates reading in ASAP Course Reader or on Gateway Website
UNIT 1: INTRODUCTION TO THE GATEWAY EXPERIENCE
M, 8/27/07
Introduction to the course
Discuss syllabus
In-class writing
Introduction to California Standards; Standards poll
Watch and discuss Powers of 10; issue of perspective
Discuss reading strategies
W, 8/29/07
Homework due:
1. Read Standards* and Complete Scavenger Hunt on WebCT
2. Read Montaigne*
Discuss Montaigne and Scavenger Hunt
Discussion topics: What does it mean to be an “educated” person? what is the value of a
“liberal” education? why teach? life-long learning strategies; critical thinking
Assign Research Project
Draw topics for Research Project and content standards activities
Assign Subject Matter Assignment: Arts
M, 9/3/07
No class
WebCT Assignment #1: develop some genuine questions you have about the Edelman
reading by noon on 9/4 (about 250 words); respond to at least two colleagues’
questions by noon on 9/5 (each response about one paragraph)
W, 9/5/07
Homework due:
1. Complete Research Exercise A (on Gateway website) and bring artifact to class
2. Read Edelman* and complete WebCT Assignment #1
Discuss Edelman and Research Exercise A
Assign Subject Matter Assignment: Education and discuss rubric
UNIT 2: VISUAL AND PERFORMING ARTS
M, 9/10/07
Homework due:
1. Read Smith* (two pieces)
Introduction to Arts unit and the role of the arts in education
11
Discuss assigned reading
Discuss progress on Subject Matter Assignment: Education
W, 9/12/07
Homework due:
1. Turn in Subject Matter Assignment: Education
Watch and discuss Twilight: Los Angeles
M, 9/17/07
Homework due:
1. Read Eisner*
2. Bring a work of art to class
3. Bring an arts review to class
Discuss reading
Review Subject Matter Assignment: Arts
Museum Walk
Discussion topics: the creation of meaning in art and critical thinking in the arts
W, 9/19/07
Virtual class (no in-person class meeting)
Homework due:
1. Read K-6 Content Standards for Art, Music, Dance, and Theater*
2. Arts group complete Arts Content Standards Exploration Activity (on Gateway
Website)--do not send me an email, but post assignment (point 6) as WebCT
Assignment #2 by noon on 9/19
WebCT Assignment #3: Post a one paragraph explanation of what specific question you
plan to investigate in your research project, what research you plan to do, and
why, by 2:30 p.m. on 9/19; respond to at least three classmates’ posts by 11:59
p.m. on 9/19 (each response should be at least a paragraph long)
UNIT 3: LANGUAGE ARTS
M, 9/24/07
Virtual Class (no in-person class meeting)
Complete Research Exercise B (on Gateway website). Do not bring your quiz to class-have your results emailed to me by 4 p.m. on 9/24
WebCT Assignment #4: Post a one paragraph discussion of why you think students
should study the arts by 2:30 p.m. on 9/24; respond to at least two classmates’
discussions by 11:59 p.m. on 9/24 (each response should be at least a paragraph
long)
W, 9/26/07
Virtual Class (no in-person class meeting)
12
Complete Research Exercise C (on Gateway website). Do not bring the Web Page
Evaluation Form to class--save and post as WebCT Assignment #5 by 4 p.m. on
9/26
Work on homework for 10/1
Extra credit assignment: attend Liberal Studies Conference and post a 250 word response
to the conference on WebCT by noon on 10/1 (WebCT Assignment #6)
LIBERAL STUDIES CONFERENCE ON 9/29, 8:30 a.m.-12:30 p.m.
M, 10/1/07
Homework due:
1. Read The Giver
Introduction to language arts unit
Discussion topics: why literature? the creation of meaning in literature; language and
literacy development; how language works
Discuss The Giver
Discuss Research Exercises B and C
Assign Subject Matter Assignment: Language Arts
WebCT Assignment #7 (Subject Matter Assignment: Language Arts) due at noon on
10/2 and 10/3
W, 10/3/07
Homework due:
1. Read poetry selections by Mora and Rich*
2. Subject Matter Assignment: Language Arts due
Discuss poetry
Discuss Subject Matter Assignment: Language Arts
M, 10/8/07
Homework due:
1. Read Peter’s Chair
2. Read K-6 Content Standards for Language Arts*
3. Language Arts group bring your typed response to Language Arts Contents
Standards Exploration Activity (on Gateway website) to class
Discuss reading and homework assignments
Punctuation exercise
W, 10/10/07
Virtual class (no in-person class meeting)
WebCT Assignment #8: Post tentative thesis for your Research Project by 2:30 p.m. on
10/10; respond to at least three classmates’ tentative theses by 11:59 p.m. on
10/10 (each response should be at least a paragraph long)
Read Fillmore and Snow*
Work on homework for 10/15
13
UNIT 4: MATHEMATICS
M, 10/15/07
Homework due:
1. Complete Research Exercise D (on Gateway website) and bring your selfassessment sheet and one result page to class (stapled together)
2. Bring mid-semester evaluation of course
3. Read prompt for annotated bibliography on Gateway website
Introduction to Mathematics unit
Discussion topics: math in everyday life, math anxiety, “profound understanding”
Math diagnostic
Discuss Research Exercise D
Discuss annotated bibliography
W, 10/17/07
Homework due:
1. Read Ma
Discuss Ma scenarios
Discuss annotated bibliography
Discuss mid-semester evaluations
M, 10/22/07
Homework due:
1. Bring 3 typed copies of a draft of your annotated bibliography to class
2. Read K-6 Content Standards for Mathematics*
3. Math group complete Math Content Standards Exploration Activity (on Gateway
website) and bring your typed response to class
Discuss Scieska and Smith
Discuss reading and Content Standards Exploration Activity
Work on group presentations of Ma scenarios
In-class workshops on annotated bibliographies
W, 10/24/07
Homework due:
1. Post your revised annotated bibliography on WebCT (WebCT Assignment #9) by
noon on 10/24
Group presentations of Ma scenarios
Introduction to Science unit
Discussion questions: the scientific method; creativity and problem solving; how do we
know what we know?
14
UNIT 5: SCIENCE
M, 10/29/07
Virtual class (no in-person class meeting)
Homework due:
1. Read K-6 Content Standards for Science*
2. Science group complete Science Content Standards Exploration Activity (on
Gateway website) and post your typed response to the questions on WebCT by 3
p.m. on 10/29 (WebCT Assignment #10)
Work on Subject Matter Assignment: Arts
Read prompt for Research Project outline on Gateway website
W, 10/31/07
Homework due:
1. Post Subject Matter Assignment: Arts on WebCT (WebCT Assignment #11) by
noon on 10/31
Discuss Subject Matter Assignment: Arts
Discuss Science Content Standards and Exploration Activity
In-class science experiments
Assign Subject Matter Assignment: Science
Discuss Research Project outline
M, 11/5/07
Homework due:
1. Read articles on Pluto*
Discuss readings and prepare for debate
PowerPoint review
W, 11/7/07
Homework due:
1. Prepare for Pluto debate
Pluto debate
Debate debriefing
UNIT 6: SOCIAL SCIENCES
M, 11/12/07
No class
W, 11/14/07
Homework due:
1. Post Subject Matter Assignment: Science on WebCT by noon on 11/14 (WebCT
Assignment #12)
2. Read Lerner*
15
3. Bring your Jamestown Activities and Map Activities Packets*
Discuss Subject Matter Assignment: Science
Introductions to Social Sciences unit
Discussion topics: points of view; why history matters; interpretation; Montaigne, Lerner,
and The Giver
Discuss excerpts from textbooks
Watch and discuss excerpt from The West Wing
Assign map activity
M, 11/19/07
Homework due:
1. Read K-6 Content Standards for Social Sciences*
2. Social Science group complete Social Science Content Standards Exploration
Activity (on Gateway website) and bring your “inquiry page” to class
3. Read Sheler and Scham articles*
Discuss Social Science Content Standards Exploration Activity
Jamestown discussion
Meet with map activity group members
W, 11/21/07
Virtual class (no in-person class meeting)
Work on homework for 11/26/07
M, 11/26/07
Homework due:
1. Prepare collaborative map presentations
2. Bring a recent popular text (newspaper article, video of TV news excerpt, etc.)
about Jamestown to class
Map presentations
Discuss Jamestown texts
UNIT 7: PHYSICAL EDUCATION & HEALTH
W, 11/28/07
Homework due:
1. Read K-6 Content Standards for Physical Education*
2. Read two PE case studies*
3. Health group complete Health Content Standards Exploration Activity (on
Gateway website; see also “Food Pyramid” link under “Readings”) and post your
answers to the worksheet questions (all options) on WebCT (WebCT Assignment
#13) by noon on 11/28
Introduction to Physical Education and Health unit
Discuss case studies
Discuss food pyramid
Discuss research project outline
16
M, 12/3/07
Homework due:
1. Complete Research Exercise E (on Gateway website) and bring printout to class
2. Bring a typed draft of your Research Project: Outline to class
Apply Research Exercise E to outline drafts
Discussion topics: the “new” PE; the relationship between physical well-being and
learning; competition, marginalization, and discrimination
W, 12/5/07
Homework due:
1. Post your Research Project: Outline on WebCT (WebCT Assignment #14) by
noon on 12/5
Discuss research projects
Pathogen Attack game and discussion
UNIT 8: SYNTHESIS/RUPTURE
M, 12/10/07
Course evaluations
Review of course
Discussion questions: knowledge, interpretation, and meaning across the disciplines;
applying critical thinking and creativity to problem-solving; what does it mean to
be an “educated” person?; life-long learning strategies
Assign final reflective essay
Party?
M, 12/17/07, 3 p.m.-5 p.m.
Final reflective essay