San Diego State University: San Diego Partnership – MS Credential Block
Teaching and Learning in the Content Area: Social Studies (TE 910B)
Fall Semester 2014
Course Information:
TE 910B
Wednesdays 2:30-5:15
(Unless otherwise noted)
Location: Carver Elementary School
3251 Juanita Street, San Diego 92105
Room 19B
Instructor Information:
Dr. Virginia Loh-Hagan
Email: virginialoh@cs.com
Office Hours: By appt only
*Professional emails only!
Course Instructor:
Dr. Virginia Loh-Hagan is a Research Fellow for the University of Pittsburgh's Institute
for Learning where she is the Lead for online learning, develops CCSSaligned curriculum units, provides professional development to school districts, and
researches best practices in education. Prior to joining IFL, she was a K-8 teacher,
community college reading instructor, and program chair for an online university. She
teaches graduate classes in the teacher education programs at the University of
Pittsburgh, San Diego State University, and University of San Diego. She has a wide
range of experience in the public school, e-Learning, and higher education/teacher
preparation settings. She has a B.A. in English and a Masters in Elementary Education
(K-8) and Special Education, specializing in Learning Disabilities (K-12), from the
University of Virginia. Upon graduation, she received the "Outstanding Woman Scholar
in Education" award. She earned her Doctorate in Education with an emphasis in
Literacy from SDSU-USD in May 2008; her dissertation—for which she received a ChLA
Beiter Graduate Student Research Grant award from the Children’s Literature
Association and for which she has published peer-reviewed articles and conducted
presentations—was a qualitative study on the cultural authenticity of Asian-American
children's literature. She is also a multi-published author; she has a mid-grade chapter
book with Candlewick Press, a historical fiction picture book with Sleeping Bear Press,
and several academic publications about children and young adult literature with
Guilford Press, Pearson Education, and various professional journals. She
presents/keynotes at professional conferences, consults, and conducts author visits at
schools. She has served on the Literature List Update Committee for the California
Department of Education and is serving on various book award committees (NAPPA,
Eureka, APALA). She is the Cover Editor for The California Reader, the peer-reviewed
journal for the California Reading Association. She is also an alumna of the San Diego
Area Writing Project. She is actively involved with the community serving on several
local boards and has a mayoral-appointed position as a Library Board of Trustee
member. She currently lives in North County San Diego with her low-maintenance
husband and high-maintenance dog. Learn more about her at: www.virginialoh.com
Course Overview and Description:
The Social Studies methods course TE 910B is designed to establish the
interrelationship between knowledge of history and the social sciences and educational
1
theories in order to transform knowledge into meaningful learning experiences for
students. In this course, candidates examine research-based approaches to teaching
social studies, including traditional history, social science, and thematic or conceptdriven instruction. They also examine standards, curricula, instruction, assessments,
and issues specific to social studies. Candidates will complete a variety of products,
which will be evaluated based on candidates’ demonstrated understandings of effective
social studies instruction as well as their ability to explore controversial topics, civic
discourse, and civic participation.
Course Objectives:
 Students will examine the history, nature, and models of social studies
instruction.
 Students will explore and discuss real-world connections and applications for
social studies to determine meaningful learning activities for students.
 Students will demonstrate an understanding of the standards, expectations, and
accountability for teaching social studies in California.
 Students will develop a definition of social studies.
 Students will practice effective teaching strategies for maximizing student
achievement in social studies.
 Students will explore resources available to support social studies instruction.
 Students will develop an instructional unit that addresses the needs of today’s
diverse and challenging students and communities.
Statement on Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the
purpose of improving one’s grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to
examinations. However, it is the intent of this definition that the term ‘cheating’ not be
limited to examination situations only, but that it include any and all actions by a student
that are intended to gain an unearned academic advantage by fraudulent or deceptive
means. Plagiarism is a specific form of cheating which consists of the misuse of the
published and/or unpublished works of others by misrepresenting the material (i.e., their
intellectual property) so used as one’s own work. Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the University. For more information on the University’s policy regarding
cheating and plagiarism, refer to the Schedule of Courses (‘Legal Notices on Cheating
and Plagiarism’) or the University Catalog (‘Policies and Regulations’).
Students with Disabilities:
In accordance with the Americans with Disabilities Act (ADA), the University is
committed to providing reasonable academic accommodation to students with
disabilities. The Student Disability Services Office provides university academic support
services and specialized assistance to students with disabilities. Individuals with
physical, perceptual, or learning disabilities as addressed by the Americans with
Disabilities Act should contact Student Disability Services for information regarding
accommodations. Please notify your instructor so that reasonable efforts can be made
to accommodate you. If you expect accommodation through the Act, contact the
Student Disability Services Office (http://www.sa.sdsu.edu/dss/dss_home.html) at (619)
594-6473.
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Religious Observances:
In accordance with University Policy on Absence for Religious Observances: By the end
of the second week of classes, students should notify the instructors of affected courses
of planned absences for religious observances. Instructors shall reasonably
accommodate students who notify them in advance of planned absences for religious
observances. Please notify the instructor in a timely manner and a reasonable
accommodation will be reached.
Required Texts:
 Common Core State Standards – English Language Arts
Standards>History/Social Studies
o Introduction: http://www.corestandards.org/ELA-Literacy/RH/introduction/
o Grades K-5: (Know the grade-level CCSS for Reading Informational
Texts): http://www.corestandards.org/ELA-Literacy/RI/K/
o Grades 6-8: http://www.corestandards.org/ELA-Literacy/RH/6-8/
o Grades 9-10: http://www.corestandards.org/ELA-Literacy/RH/9-10/
o Grades 11-12: http://www.corestandards.org/ELA-Literacy/RH/11-12/
 Common Core State Standards – English Language Arts>Anchor Standards:
http://www.corestandards.org/ELA-Literacy/CCRA/R/
 California History-Social Science Framework, California Department of Education
(2009): http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
 National Council for Social Studies – National Curriculum Standards for Social
Studies: http://www.socialstudies.org/standards/curriculum
 Professional Articles (TBD)
 Historical fiction and nonfiction children’s books (TBD)
Expectations About Readings:
All assigned readings should be read PRIOR to the scheduled dates of class coverage (unless
otherwise indicated) in order to provide background information vital to informed discussions.
It is expected that information from assigned readings will be integrated into course
assignments; as such, cite readings.
Expectations About Attendance and Participation:
Attendance and participation in all scheduled classes is required. If an emergency
should arise, it is the responsibility of the student to contact the instructor in a timely
manner. In such cases, students are responsible for making up their work and
obtaining class notes, etc. Students who miss class/classes, have excessive
tardies/early departures, and/or do not participate fully during class risk not passing this
course. Points will be deducted from a student’s final grade for excessive tardies,
excessive early departures, unexcused/multiple absences, and/or lack of participation in
class activities and assignments. Your grade will be lowered for every missed class.
(See Professionalism for more information). It is very important that you make every
effort to attend each and every class, on time and prepared (Presence is more than just
being present). You are expected to participate in a thoughtful manner in all in-class
activities and assignments. To earn full credit for this course, you are expected to be
prepared each day having carefully completed all readings and commitments, including
written assignments and various commitments to each other for group tasks. Early in
the semester, exchange phone numbers and email addresses with several classmates
so you can get notes and assignments if you must miss a class. It is not the professor’s
responsibility to review missed material.
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General Expectations:
 The professor is not in the business of negotiating grades. If students are
unhappy with their scores, they may choose to re-do the assignment, following
the given feedback. (A re-do does not mean an automatic grade increase; a redo is not simply changing around a couple of words.) These assignments must
be re-done and re-submitted with the original assignment one week after they
were returned. The point values of the original paper and the revision will be
averaged for a final grade on the assignment. (Please note: I value good
writing and have high expectations. Students will be required to redo work I
consider to be inferior if you want a grade. My time is valuable as well.)
 It is very important that students keep up with the assignments. Late
assignments will be lowered one grade for each day they are late. If students fail
to meet their obligations to a group, they will not have an opportunity to make this
up. For the most part, assignments cannot be made up.
 The SDSU plagiarism policy will be strictly enforced. Copying text from a website
constitutes plagiarism. If students do this, they will receive an F on the
assignment in addition to other measures as deemed appropriate by SDSU.
 Students must conduct themselves professionally at all times. Cell phones
should be turned off during class. Students should not be texting, internetsearching, reading, prepping, having side conversations, passing notes,
sleeping, etc. (This is rude.) Students will also write professional emails with
proper titles, deference, etc. Responsible use of technology!!!
 The syllabus/schedule is subject to change as needed.
 Students are expected to complete ALL assignments if you would like to earn a
passing grade of B-. (As a general policy, I do not give Incomplete grades.)
 Dispositions and attitudes go a long way. Be mindful of your reputation as a
student.
Class Norms:
We created these norms on August 20th. We will hold each other professionally
accountable and amend them as necessary.
 Be bold in sharing supported opinions.
 Create and build a positive environment.
 Be open and listen; no judgments.
 Come prepared.
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Grading Policy:
All assignments/deliverables:
1. Must be typed in 12-point font;
2. Must be error-free in regard to conventions and spelling;
3. Must include evidence of having read assigned texts;
4. Must be turned in on the established due date.
The purpose of the assignments is to develop and demonstrate competencies expected of a
teacher/researcher. Please note: Lower than a B- means the course will not count in the
credential program and will need to be repeated.
You must complete ALL assignments on time and attend ALL classes in order to
earn the opportunity for an A/A+/A-. You must complete ALL assignments in
order to receive a passing grade.
Grade
A
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B
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C
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D and F
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Criteria
Earns 90-100 points for course assignments and completes C/NC
tasks.
Completes all class assignments in their entirety.
Actively participates in class discussions and assignments (onsite
and online).
Reads all required readings and is prepared to discuss.
Demonstrates strong evidence of having read texts and is
responsive to colleagues.
Attends ALL online and onsite classes on time. No tardies or
leaving class early.
Is respectful when colleagues (including professor) is talking
and/or presenting.
Earns 80-100 points for course assignments and completes C/NC
tasks.
Participates in class discussions and assignments.
Reads all required readings and is prepared to discuss.
Is respectful when colleagues (including professor) is talking
and/or presenting.
Earns 70-79 points for course assignments.
Minimally participates in class discussions and assignments.
Sometimes reads required readings and is not fully prepared to
discuss.
Misses more than one class and/or has excessive tardies.
Is respectful when colleagues (including professor) is talking
and/or presenting.
Earns 1-69 points for course assignments.
Does not participate.
Does not read and is not prepared.
Misses two or more classes and/or has excessive tardies.
Is disrespectful when colleagues (including professor) is talking
and/or presenting.
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*Note: Up to 25 points may be deducted from a student’s final grade for excessive
tardies, excessive early departures, unexcused/multiple absences, and/or lack of
participation in class activities and assignments.
Course Assignments - Overview:
All assignments are due on the dates given, especially when you are held accountable
to a group. A late submission will be docked points. For your final assignments, if you
want your work back, then you must provide a SASE; I will keep it until January 1, 2015
before recycling. Please note that ‘A’ grades mean outstanding work. If you ever have
questions about the assessment/grade of a particular assignment, please see me.
Professionalism & Participation (includes
various class assignments)
CAT
Group Project – Social Studies Texts
Social Studies Paper
Social Studies Community Resource
Best Practice – Notable Trade Book for
Young People
TOTAL
20
30
10
15
15
10
100
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Professionalism and Participation. The professionalism grade will be based
upon onsite and online class attendance, participation, preparation, and
completion of in-class and credit/noncredit assignments; this grade will also
reflect your attitudes and dispositions. Active attendance/participation is
required. Frequent tardiness and absences will not be tolerated. Please inform
professor of extenuating circumstances BEFORE missing class (Professor
reserves the right to define excused absences.) It is the student’s responsibility
to make sure that your presence is accounted for. Failure to do so is in indication
of absence. Students must also adhere to professional standards of behavior in
class, in email and face-to-face communications, etc. It is imperative that
students maintain an open-mind and a positive attitude. Respectful, honest
dialogues and questions are expected. ALL students are expected to have done
the reading so you are responsible for going deeper into the content. You may
be given quizzes on the reading material.
o Reading in your profession for an hour a day for seven years will make
you an expert on the subject. To that end, I encourage you to tweet
regularly on #VLH2014 any thing that you have learned that will improve
your teaching practice.

Content Area Task (CAT): You will be required to create a standards-based 2-5
lesson unit plan that will be evaluated by the criteria in the CAT rubric (included).
In addition, you will write a commentary explaining your thinking behind the plans
and providing relevant evidence for the subject-specific planning rubrics. This
commentary should also include attention to the language demands of tasks and
plans to support language development. Assignments and scores must be
submitted in Taskstream. (See instructions and taskstream for more details.)
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Group Project – Social Studies Texts unit: In small groups (3-4), you will
design a project-based unit for two complex social studies texts (information,
primary and secondary sources, historical documents, etc.) (Share in Blackboard
so everyone has access to your unit as a resource.) As a group, you will present
your work to the entire class. More specifically, you will do the following:
o Choose your team members – no more than 4 people in a team.
o Choose a social studies topic to study.
o Choose two complex texts on this topic. Provide text complexity analysis
for both texts.
o Design a CCSS- and NCSS- aligned Scaffolded Reading Experience
lesson plan for both texts. (See document.)
o Design a project-based activity that requires students to work across both
texts. Do the activity so that you have a product to share.
o Present your product to the whole class. Your presentation should be
about 5-8 minutes. Your presentation must include the following:
 Topic of study
 Texts and level of complexity
 Show your product and explain how it represents the students’
thinking.
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Social Studies Paper: As a class, we will be learn about a topic which we will
select as a whole group (San Diego History) and go deep. Each student will
derive a historical interpretation based on facts and write a historical
paper/argument (aligned to CCSS). Be prepared to participate in an inquirybased discussion around this topic. (See instructions for more details.)
o How has San Diego’s immigration history affected its politics and culture?

Best Practice: You can choose to work with a partner or individually. You will
present a research-based and CCSS- and NCSS- aligned best practice
highlighting a trade book relevant to K-6 social studies and published post-2010:
o Select a book and get it approved by Dr. Loh- Hagan. (You can check out
the NCSS “Notable Trade Books for Young People” list. Consider
historical fiction or nonfiction titles.)
o Read the book.
o Research effective strategies teaching comprehension.
o Choose one strategy and apply it to your book.
o Create a poster in which you show the research behind your strategy and
how you applied it to your book.
Course Schedule:
Session
August 20
8:30-2:45
Guiding Questions, Topics, Readings, and Activities
(Have the texts read before class.)
What does it mean to be a community of learners?
 Introductions
 Syllabus
 Norms
 Kornell, N. (2013). “Everybody is Stupid Except for You”:
http://www.psychologytoday.com/blog/everybody-is-stupidexcept-you/201305/close-laptop-in-class
Assignments
Due
-Student
Inventory (inclass)
7
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
August 27
2:30-5:15
Schuman, R. (2014). “In defense of laptops in the classroom”:
http://www.slate.com/articles/life/education/2014/06/in_defense_o
f_laptops_in_the_college_classroom.html
Where I’m From”
What is social studies?
 Anticipatory Guide
 Definitions
 Topic for Social Studies Paper
What is social studies? (Part 2)
 Class Definition
 NCSS, “What is Social Studies?”:
http://www.learner.org/workshops/socialstudies/pdf/session8/8.W
hatIsSocialStudies.pdf
 TEDxMuskegon, James Kendra (2013), “Content-Free Social
Studies Classroom”:
https://www.youtube.com/watch?v=yrYGFdzQSmg
-“Where I’m
From” paper
-Start thinking
about San
Diego History
paper
What are your ideologies (social and political) and why do they
matter?
 “Where I’m From”
 Global Village
 Nordgren (2002): “Globalization and Education: What Students
Will Need to Know and be able to do in the Global Village”
Sept 3
2:30-5:15
What are some problems of practice in teaching social studies?
 Wills and Mehan (1996) “Recognizing Diversity within a Common
Historical Narrative: The Challenge to Teaching History and
Social Studies”
 Fitzhugh, W. (2006). “Where’s the Content?”
 Leu, D.J. et.al. (2013) “The New Literacies of Online Research
and Comprehension: Assessing and Preparing Students for the
21st Century with Common Core State Standards”:
http://massreading.org/wpcontent/uploads/2014/03/16_496_CH16_IRA_Neuman-clean.pdf
Why study social studies?
 Annenberg Learner, “Teaching Social Studies”:
http://learner.org/workshops/socialstudies/session1/index.html
(Complete entire module; read texts and watch videos.)
What are the standards guiding the teaching of social studies?
(How do we know what to teach?)
 Common Core State Standards – English Language Arts
Standards>History/Social Studies
o Introduction: http://www.corestandards.org/ELALiteracy/RH/introduction/
o Grades K-5: (Know the grade-level CCSS for Reading
Informational Texts): http://www.corestandards.org/ELALiteracy/RI/K/
o Grades 6-8: http://www.corestandards.org/ELA8
Sept 10
2:30-5:15
Literacy/RH/6-8/
 California History-Social Science Framework, California
Department of Education (2009) – Read “Introduction”:
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
 Martin, D. (2011) “Trickle or Tsunami? Getting Involved with the
CCSS”: http://teachinghistory.org/nhec-blog/25306
 Hill, M. “Social Studies and CCSS”:
http://www.ccss.org/Social_Studies_and_Common_Core
 National Council for Social Studies – National Curriculum
Standards for Social Studies – Read “Executive Summary” and
“Introduction” and “Thematic Strands”:
http://www.socialstudies.org/standards/curriculum
 Annenberg Learner, “Applying Themes and Disciplines”:
http://learner.org/workshops/socialstudies/session4/explore.html
(Complete entire module; read texts and watch videos.)
What are some learning theories or models for social studies?
 Read one of the lessons on this webpage:
http://achievethecore.org/page/737/history-social-studies-lessons
 David, J.L. (2008). “What Research Says about Project-Based
Learning”:
http://www.ascd.org/publications/educational_leadership/feb08/vo
l65/num05/Project-Based_Learning.aspx
 Seefeldt, C. (2010), “Social Studies Today”:
http://www.education.com/reference/article/social-studies-today/
 Gibson, S. & McKay, R. “What Constructivist Theory and Brain
Research May Offer Social Studies”:
http://www2.education.ualberta.ca/css/Css_35_4/ARconstructioni
st_theory.htm
 Critical pedagogy
What does it mean to be an effective social studies teacher?
 Best Practice Demonstration - SRE
 Annenberg Learner, “Teaching for Understanding”:
http://learner.org/workshops/socialstudies/session2/index.html
(Complete entire module; read texts and watch videos.)
 Loh-Hagan, V. & Bickel, D. (2014), “Text-Based Questioning to
Support Student Attainment of CCSS.”
What does it mean to read and write like a historian? (Choose at
least one of these sites to read.)
 Donald, B. (2012), “Stanford researchers bring life to high school
history classes with a curriculum built around historical
documents”:
http://news.stanford.edu/news/2012/march/rethinking-historyeducation-030512.html
 Donaghy, L. “Writing like a historian: Developing students’ writing
skills”: http://www.theguardian.com/teacher-network/teacherblog/2013/may/06/historian-developing-students-writing-schools
 Doyne, S. (2013). “Thinking Like a Historian About Current
Events”: http://learning.blogs.nytimes.com/2013/08/26/reader9
Sept 17
2:30-5:15
Sept 24
2:30-5:15
(ONLINE)
Oct 1
2:30-5:15
idea-thinking-like-a-historian-about-current-world-events/
How do we engage students in social studies?
 Inquiry-Based Discussion (Social Studies Paper)
 ODE, “The Evidence Base for Social Studies: Inquiry-Based
Learning”:
http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/inquiry_ba
sed_learning_what_we_know.asp
 Annenberg Learner, “Engaging Students in Active Learning”:
http://learner.org/workshops/socialstudies/session6/explore.html
(Complete entire module; read texts and watch videos.)
 Rosenshine, B. (2012). “Principles of Instruction: Researchbased Strategies that all Teacher should Know.”;
https://www.aft.org/pdfs/americaneducator/spring2012/Rosenshin
e.pdf
 Studying with Lenses
Social Studies
Paper Due
Optional readings:
 Teaching Channel, “Inquiry-Based Teaching: The Inquiry
Approach”: https://www.teachingchannel.org/videos/reasons-forinquiry-based-teaching
 Center for Inspired Teaching, “Inquiry-Based Teaching”:
http://www.inspiredteaching.org/wp-content/uploads/impactresearch-briefs-inquiry-based-teaching.pdf
 “Writing Inquiry-Based Social Studies Lessons”
http://www.southtechnical.org/emints/viele/agendas/emints_11/ye
ar_two/20d-socialstudies.pdf
 “Strategies for Reading Comprehension”:
http://www.readingquest.org/strat/
 “Strategies for Teaching Social Studies”:
http://www.udel.edu/dssep/strategies.htm
How do we measure student learning in social studies?
 Formative and Summative Assessments
 Annenberg Learner, “Assessing Students’ Learning”:
http://learner.org/workshops/socialstudies/session7/index.html
(Complete entire module; read texts and watch videos.)
 “NCSS Performance Based Assessment Clearinghouse”:
http://www.socialstudies.org/resources/assessment/about
 “Creative Assessment Strategies for Social Studies”:
http://classroom-assessment-theory-intopractice.wikispaces.com/Creative+Assessment+Strategies+for+S
ocial+Studies
CAT Prep – Lesson Planning (learning segments)
What texts do we teach in social studies?
 Annenberg Learner, “Using Resources”:
http://learner.org/workshops/socialstudies/session5/index.html
socia (Complete entire module; read texts and watch videos.)
 Ogle, D., et al (2007), “Reading Social Studies Texts”:
http://www.ascd.org/publications/books/106010/chapters/Reading
-Social-Studies-Texts.aspx
10
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
Aronson, M. et al (2013), “Deconstructing Nonfiction”:
http://www.slj.com/2013/01/standards/commoncore/deconstructing-nonfiction-on-common-core/#_
Scholastic “What’s the Difference Between Informational Text
and Nonfiction”:
http://teacher.scholastic.com/products/scholasticprofessional/auth
ors/pdfs/duke_sample_pages.pdf primary a
Roberts, S.L. (2014) “Effectively Using Social Studies Textbooks
in Historical Inquiry”: http://www.socstrpr.org/wpcontent/uploads/2014/04/MS-06541-Roberts.pdf
Loh-Hagan, V. (2014) “Historical Fiction Meets Common Core”:
http://learnerlog.org/socialstudies/historical-fiction-meetscommon-core/
“The Mystery of History: Original Sources”:
http://www.scholastic.com/teachers/lesson-plan/mystery-historyoriginal-sources
How do we measure text complexity?
 Text Complexity Toolkit: http://achievethecore.org/page/642/textcomplexity-collection
Oct 8
2:30-5:15
CAT Prep – Lesson Planning (instructional plan)
How do we teach complex texts?
 TED Talk (2008), Siegfried Woldhek, “The search for the true
face of Leonardo”:
http://www.ted.com/talks/siegfried_woldhek_shows_how_he_foun
d_the_true_face_of_leonardo
 “Close Reading, Grade 6 Social Studies”:
https://www.youtube.com/watch?v=nX3kNk3NrJo
 “Close Reading in History/Social Science”:
http://www.myboe.org/portal/default/Content/Viewer/Content;jses
sionid=46TLWTEHxUMzUb0QS2HPCA**?action=2&scId=50865
6&sciId=16009 (Complete entire unit: 2.1-2.11)
What is interdisciplinary learning?
 Find and read two texts about “interdisciplinary learning.”
Oct. 15
2:30-5:15
(ONLINE)
Oct. 22
CAT Prep – Lesson Planning (assessment plan)
What does teaching for social justice mean?
 Annenberg Learner, “Exploring Unity and Diversity”:
http://learner.org/workshops/socialstudies/session3/explore.html
(Complete entire module; read texts and watch videos.)
 Agarwal, R. (2011). “Negotiating Visions of Teaching: Teaching
Social Studies for Social Justice”: http://www.socstrpr.org/wpcontent/uploads/2011/12/ms-06339_Agarwal-4.pdf
 Loh, V. (2006), “Quantity and Quality: The Need for Culturally
Authentic Trade Books in Asian American Young Adult Literature”
CAT Prep – Planning Commentary
What does teaching social studies texts look like?
Group Project
11
8:3010:00
(Work on
Group
Projects)
10:002:45
(Class)
Oct. 29
2:30-5:15
Nov. 5
2:30-5:15
Nov 12
2:30-5:15

Group project presentations
What are some best practices to teach social studies-themed
tradebooks?
 Best Practice presentations
Due
Best Practice
Due
How do we teach controversial topics?
 Review at least one of these resources:
http://www.ascd.org/publications/newsletters/educationupdate/feb14/vol56/num02/Resources-for-Teaching£Controversial£-Topics-in-Social-Studies.aspx
 Annenberg Learner, “Dealing with Controversial Issues”:
http://learner.org/libraries/socialstudies/issues/issues/index.html
(complete entire module)
 “Discussing Controversial Public Issues in the Classroom”:
http://teachinghistory.org/issues-and-research/researchbrief/25748
 “Religion in History and Social Studies”:
http://www.historians.org/publications-anddirectories/perspectives-on-history/may-2010/controversy-in-theclassroom/religion-in-history-and-social-studies
CAT Prep – Planning Commentary (Feedback)
What does it mean to be literate in social studies?
 Annenberg Learner, “Making Connections”:
http://learner.org/workshops/socialstudies/session8/index.html
(Complete the entire module; read texts and videos.)
 “The less Americans know about Ukraine’s location, the more
they want U.S. to intervene”:
http://www.washingtonpost.com/blogs/monkeycage/wp/2014/04/07/the-less-americans-know-about-ukraineslocation-the-more-they-want-u-s-to-intervene/
 “What is financial literacy?”: http://www.pbs.org/your-life-yourmoney/more/what_is_financial_literacy.php
 “The Connection between Literacy and History”:
http://teachinghistory.org/nhec-blog/25172
 Bolduc,B. (2011) “Don’t Know Much about History”:
http://online.wsj.com/news/articles/SB1000142405270230443230
4576369421525987128
CAT Prep - Reflection
Field Trip – Community Resource
What community resources are available to a social studies
teacher?
 Social Studies Community Resource presentations
 Guest Speaker
 Read at least one resource from this webpage:
http://njaes.rutgers.edu/learnbydoing/weblinks.html
Social Studies
Community
Resource Due
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Reflection – What have we learned this semester? What are some
solutions to problems of practice of teaching social studies?
Examples of philosophies of teaching social studies:
 http://susannahahlhorn.weebly.com/philosophy-of-teachingsocial-studies.html
 http://www.northallegheny.org/domain/299
Nov 17
Dec 10
CAT Due
Scoring of
CAT Due
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RUBRIC FOR PRESENTATIONS
Criteria
Time
Delivery
Employment of
Technology and
Best Practices
Important versus
Interesting
Task Alignment
Description
Did the presenter(s) stay within the time limit?
Did the presenter(s) use time wisely?
Did the presenter(s) show evidence of practicing for time?
Were the presenter(s) engaging?
Did the presenter(s) appear to be competent in his/her/their
knowledge?
Did the presenter(s) have props, visuals, etc. that enhanced the
presentation?
Did the presenter(s) use a form or forms of technology/media?
Did the presenter(s) employ best practices and/or strategies?
Did the presenter(s) focus on the important information?
Did the presenter(s) focus more on class discussion/engagement
rather than summary?
Did the presenter(s) complete the task in its entirety?
Did the presenter(s) follow the instructions?
Did the presenter(s) include an international/global/multicultural
component or connection?
Part of being a good presenter is being a good audience member. You will be docked
points on your presentation for being rude (i.e. passing notes, sleeping, reading,
working, having irrelevant side conversations, not participating, etc.)
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SOCIAL STUDIES CAT
Task 1: Planning Instruction & Assessment
*You will submit your CAT via taskstream.
Requirements:
 Create a learning segment of 2-5 lessons that align with the focus specified in the
content-specific rubrics, using facts, concepts, and interpretations to make and explain
judgments about a significant historical event or social science phenomenon.
 Create an instruction and assessment plan for the learning segment and write lesson
plans according to guidelines provided by your methods instructor.
o You may want to create your lesson plans in the Lesson Builder, using the format
designated by your program.
 Write a commentary that explains the thinking behind the plans and provides relevant
evidence for the subject-specific planning rubrics. The commentary should also include
attention to language demands of tasks and plans to support language development.
These are the questions you must address:
o What is the central focus of the learning segment? Apart from being present in
the school curriculum, student academic content standards, or ELD standards,
why is the content of the learning segment important for your particular students
to learn? (TPE 1)
o How do key learning tasks in your plans build on each other to support students’
use of facts, concepts, and interpretations to make and explain judgments about
a significant historical event or social science phenomenon, and to develop
related academic language? Describe specific strategies that you will use to build
student learning across the learning segment and attend to different learners’
needs (e.g., English learners, GATE students, students with IEPs). Reference
the instructional materials you have included, as needed. (TPEs 1, 4, 9)
o What language demands of the learning and assessment tasks are likely to be
challenging for your students at different levels of language development?
Explain how specific features of the learning and assessment tasks in your plan
support students in meeting these language demands, building on what your
students are currently able to do with language. Be sure to set these support
plans in the context of your long term goals for your students’ development of
academic language. (TPE 7)
o How do your choices of instructional strategies, materials, and the sequence of
learning tasks reflect your students’ backgrounds, interests, and needs? Be
specific about how your knowledge of your students informed the lesson plans,
such as the choice of text or materials used in lessons, how groups were formed
or structured, using student learning or experiences (in or out of school) as a
resource, or structuring new or deeper learning to take advantage of specific
student strengths. (TPEs 4,6,7,8,9)
o Explain how the collection of assessments from your plan allows you to evaluate
your students’ learning of specific student standards/objectives. (TPEs 2, 3)
Note:
Language demands can be related to vocabulary, features of text types such as chronological
accounts or historical interpretation, or other language demands such as understanding oral
presentations or participating in role-plays.
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Scaffolded Reading Experience
Lesson Template
FOCUS/OPTIONS
PHASE
Planning:
Students -Describe grade level,
LESSON
class/subject, demographics,
etc.
Reading -List texts and complexity
Selection/ levels. (Use text complexity
analysis worksheet.)
Text
Purposes of -List Standards (CCSS and
Reading NCSS)
-List Content and Language
Objectives
Implementation:
Pre-Reading -Connecting to students’ lives
-Motivating
-Activating background
knowledge
-Building text-specific
knowledge
-Prequestioning, prediction
and direction-setting
During-Reading -Independent reading
-Read-alouds
-Guided reading
-Modifying the text
-Note-taking/Annotating
Post-Reading/ -Synthesizing and organizing
Assessment -Questioning
-Discussing and reflecting
-Writing
-Dramatizing
-Artistic and nonverbal
activities
-Application and outreach
activities
-Evaluating
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Social Studies Paper
Description of Task: As a class, we will be learn about a topic which we will select as a
whole group (San Diego History) and go deep. Each student will derive a historical
interpretation based on facts and write a historical paper/argument (aligned to CCSS).
Be prepared to participate in an inquiry-based discussion around this topic. (See
instructions for more details.)
Instructions for Paper: Write a 4-6 page (12 font, APA) argument demonstrating your
writing proficiency and your critical thinking skills. Your paper must align to CCSS
standards for Grade 6:
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
 Introduce claim(s) and organize the reasons and evidence clearly.
 Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
 Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from the argument
presented.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-LITERACY.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
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