U.S. History: A Regional Approach(September 2012 – May 2013)
Schedule of Activities and Assignment Due Dates (as of September 2012)
SEPTEMBER 2012______
Monday, September 24: Orientation (3:30-5:30 p.m.)
George Mason University, Loudoun Campus
*Formal introduction of project participants and staff
*Overview of project requirements and website
*Teachers complete first blog post assignment and evaluation materials
Associated Blog Post Assignment: About Me (due by the end of orientation)
As your first assignment, and as practice on the course blog, please create a new post to introduce yourself to the rest of the cohort. Include anything you would like to share with the group: teaching experience, background, education, and/or interests. You may also attach pictures to the post. When editing and publishing the post, be sure to click on the category labeled “About Me.”
OCTOBER 2012______
Monday, October 1:Blog Post Due Date
Blog Post Assignment: Comments on Readings
After reviewing the four professional articles provided to you at orientation, please select two of those articles and comment on them. What do you think of the ideas, methods, and/or resources discussed in each article? To what extent do you already use these ideas, methods, and resources in your instruction and/or how might you incorporate them into your instruction? What questions and challenges do these articles raise?
Readings (distributed on September 24):
*Daniel C. King, “Drummer Boys: Creating Historical Fiction and Studying Historical Documents,” Middle Level Learning 35 (2009): M10-M15.
*Karla V. Kingsley and Jonathan Brinkerhoff, “Web 2.0 Tools for Authentic Instruction, Learning, and Assessment,” Social Studies and the Young Learner 23 (2011): 9- 12.
*Lee Ann Potter, Elizabeth K. Eder, and Michael Hussey, “Letter from Thomas Moran to Ferdinand Hayden and Paintings by Thomas Moran,” Social Education 76 (3) (2012): 117-122.
*Veronica M. Zagora, “An Approach to Integrating Writing Skills into the Social Studies Classroom,” Social Education 75 (1) (2011): 17-21.
Tuesday, October 9: Blog Post Due Date
Blog Post Assignment: Using Primary Sources
Reflecting on your own classroom practice, please answer the following:
*New to TAH: Do you use primary sources in your classroom? If so, how and to what extent do you use them? What has been the biggest challenge for you in using primary sources in your teaching? Is it that you can’t find them easily, can’t find the time to identify and use them, or you use them but are not sure how to make them teachable?
or
*Experienced TAH: If you are a returning participant, what has been one of the most successful social studies lessons that you have used involving primary sources? Describe the lesson in some detail and explain how it helped to enhance student understanding of the lesson content.
Thursday, October 11: Workshop #1 - The Northeast**
George Mason University, Loudoun Campus
8:15-8:30Breakfast & Welcome
8:30-10:30Historical Thinking Skills
10:30-12:00Essential Question #1: What environmental and cultural conditions in the Northeast fostered its emergence as the nation’s first industrial region and a focus for immigration and reform?
12:00-12:45Lunch
12:45-1:30Primary Source Activity (PSA): Factory Workers
1:30-2:45Continue Essential Question #1
2:45-3:00Introduction to Workshop (Group) Primary Source Activities
3:00-3:45PSA Planning Time
3:45-4:00Conclusions and Evaluations
Reading (distributed on September 24):
*Background Information for the Northeast and Southeast Workshops
**Note that the daily agenda for each workshop is subject to change; the agenda will be updated and presented at the start of each workshop day.
Tuesday, October 16: Blog Post Due Date
Blog Post Assignment: Comments
Comment on TWO blog posts from the October 9 assignment on “Using Primary Sources.”
Thursday, October 18: Workshop #2 - The Southeast
George Mason University, Loudoun Campus
8:15-8:30Arrival/Breakfast
8:30-9:30Complete Essential Question #1 (Northeast) and
Introduction to Essential Question #2: How did environment and culture shape a distinct regional identity and socio-economic system in the Southeast in the years before the Civil War?
9:30-10:15PSA: Uncle Tom’s Cabin and Differing Views on Slavery
10:15-12:00Continue Essential Question #2
12:00-12:45Lunch
12:45-1:30Continue Essential Question #2
1:30-2:00Website Evaluation
2:00-3:00PSA Lesson Planning Time
3:00-3:45Workshop (Group) PSA Presentations (see below)
3:45-4:00Conclusions and Evaluations
Assignment Due:
*Workshop PSA #1 (completed and presented on October 18)
--includes an interdisciplinary element
--will be taught in your classroom by December 21, linked to next blog post assignment due by Thursday, January 3
Reading (distributed on September 24):
*Background Information for the Northeast and Southeast Workshops
Saturday, October 27: Monticello Site Visit
Meet at the front entrance of the LCPS Administration Building in Ashburn
7:15Check-in at the Admin Building
7:30-9:45Travel to Monticello (Charlottesville, Virginia)
10:00-10:30Welcome & Introduction to Monticello (Visitor Center classroom)
10:30-11:00To Try All Things Gallery Highlights
11:00-11:15Break
11:15-11:30Shuttle up the Mountain
11:40-12:30Private House Tour
12:30-1:00Exploration of House Dependencies, Jefferson’s Vegetable Garden, and
Mulberry Row
1:00-1:15Walk or take shuttle down the Mountain
1:15-2:00Lunch and a Virtual Tour of Monticello’s Digital Resources
2:00-2:30Classroom Connections/Wrap-up Discussion
2:30-3:00Visit Gift Shop and Departure
3:00-5:15Return Trip to Ashburn and Evaluations
DECEMBER 2012______
Friday, December 7: Case Study Due Date (see sample version in binder)
Friday, December 21: Teach Workshop PSA #1 in your classroom by this date
JANUARY 2013______
Thursday, January 3: Blog Post Due Date
Blog Post Due Date: Reflection on Workshop PSA #1
After you have had the opportunity to teach your first workshop (group) Primary Source Activity in your own classroom, reflect on how it went. What worked? What did not work as well? How did you assess your students’ understanding of the content? How effective was the lesson in helping to promote understanding of social studies content and skills? How effective was it as an interdisciplinary lesson? How would you change the lesson to make it even more effective?
Monday, January 7: Website Evaluation Assignment due by 10 a.m.
See assignment instructions provided on October 18
Tuesday, January 8: Workshop #3 - The Midwest
George Mason University, Loudoun Campus
8:15-8:30Arrival/Breakfast
8:30-9:15Share Case Studies and Website Evaluations
9:15-11:15Essential Question #3: What factors in the eastern United States contributed to the settlement of the Midwest and its emergence as the nation’s breadbasket by 1900?
11:15-12:00PSA: The Homestead Act
12:00-12:45Lunch
12:45-2:15Continue Essential Question #3
2:15-3:45PSA Lesson Planning Time
3:45-4:00Conclusions and Evaluations
Assignment Due:
*Be prepared to briefly discuss your case study and assigned website
Reading (distributed on October 18):
*Background Information for the Midwest and Native Americans Workshops
Wednesday, January 9: Blog Post Due Date
Blog Post Assignment: Comments
Comment on TWO blog posts from the January 3 assignment on “Reflection on Workshop PSA #1”. Please make sure to comment on two other group PSAs, not your own group PSA!
Thursday, January 10: Workshop #4–Native Americans
George Mason University, Loudoun Campus
8:15-8:30Arrival/Breakfast
8:30-11:45Essential Question #4: How were Native Americans affected by American settlement of the West?
11:45-12:30Lunch
12:30-3:00Meet with Specialists for Interdisciplinary Lesson Planning
3:00-3:45Workshop (Group) PSA Presentations (see below)
3:45-4:00Conclusions and Evaluations
Assignment Due:
*Native American Challenges Activity (will be assigned by October 18)
*Workshop PSA #2(completed and presented on January 10)
--includes an interdisciplinary element
--will be taught in your classroom by March 1, linked to next blog post assignment due by Thursday, March 7
Readings (distributed on October 18):
*Background Information for the Midwest and Native Americans Workshops
*Reading for Native American Challenges
***Some dates for March and April need to be confirmed and are subject to change. We should have a set schedule for the spring by our January 10 workshop date. An updated schedule will be provided to you at that time.***
FEBRUARY 2013______
Friday, February 15: Professional Presentation Plan due by this date
Please e-mail your completed professional presentation plan to Kevin () by this date. See the plan template provided in your binder.
MARCH 2013______
Friday, March 1: Teach Workshop PSA #2in your classroom by this date
Thursday, March 7: Blog Post Due Date
Blog Post Due Date: Reflection on Workshop PSA #2
After you have had the opportunity to teach your second workshop (group) Primary Source Activity in your own classroom, reflect on how it went. What worked? What did not work as well? How did you assess your students’ understanding of the content? How effective was the lesson in helping to promote understanding of social studies content and skills? How effective was it as an interdisciplinary lesson? How would you change the lesson to make it even more effective?
Friday, March 8: Final Due Date for Individual Primary Source Activity (PSA)
Please e-mail your completed PSA to Kevin () at least one week prior to the scheduled classroom observation (PSA must be observed no later than March 15).
Tuesday, March 12 (date to be confirmed): Workshop #5 – The Pacific West
George Mason University, Loudoun Campus
8:15-8:30Arrival/Breakfast
8:30-9:15PSA: The California Gold Rush
9:15-12:00Essential Question #5: What factors paved the way for settlement of the Pacific West and how did people get there?
12:00-12:45Lunch
12:45-1:45Continue Essential Question #5
1:45-3:45PSA Lesson Planning Time
3:45-4:00Conclusions and Evaluations
Assignment Due:
*Westward Expansion Activity (will be assigned by January 10)
Readings (distributed on January 10):
*Background Information for the Pacific West and Northern Virginia Workshops
*Reading for Westward Expansion Activity
Thursday, March 14 (date to be confirmed): Workshop #6 – Northern Virginia
George Mason University, Loudoun Campus
8:15-8:30Arrival/Breakfast
8:30-9:15PSA: Exploring Demographic Changes
9:15-12:00Essential Question #6: How and why has the regional identity of northern Virginia changed over time and how do those changes reflect broader national trends?
12:00-12:45Lunch
12:45-1:30Continue Essential Question #6
1:30-2:45PSA Lesson Planning Time
2:45-3:15Workshop (Group) PSA Presentations
3:15-4:00Post-Content Assessment and Evaluations
Assignment Due:
*Northern Virginia Activity (will be assigned by January 10)
*Workshop PSA #3(completed and presented on March 14)
--includes an interdisciplinary element
--will be taught in your classroom by the end of the school year
--could be used for your informal observation in the spring
Readings (distributed on January 10):
*Background Information for the Pacific West and Northern Virginia Workshops
*Reading for Northern Virginia Activity
Friday, March 15: Final Due Date for Individual PSA Observation
Friday, March 22: Blog Post Due Date
Blog Post Due Date: Reflections on Workshops
Now that the workshops are over, what have you taken away from the experience? What have you already changed in your classroom practice as a result and what will you change in the future? What have you realized about primary source documents? What was your favorite topic, activity, or memory from the workshops?
APRIL 2013______
Friday, April 19: Due Date for Confirmation of Professional Presentation
Please provide a completed confirmation form (see sample in your binder) from an administrator at your school verifying your professional presentation to colleagues on what you have learned from your participation in the Teaching American History program.
Thursday, April 25 (date to be confirmed): Final Workshop and Graduation!
George Mason University, Loudoun Campus
*Final Surveys, Evaluations, and Blog Post
*Conclusions and Graduation
Associated Blog Post Assignment: Professional Presentation Reflection (completed in workshop)
Now that you have had a chance to present to your school colleagues on what you have learned in the Teaching American History program, please reflect on how the presentation went. Describe what you talked about and colleague reactions. Were there any questions or concerns expressed that stood out to you? To what extent do you think your colleagues will use TAH methods in their classrooms? How will you seek to encourage them to do so in the future?
MAY 2013______
Friday, May 17: Due Date for Informal Observation
Please schedule a “drop-in” time with Kevin prior to this date so that he can informally observe your class by this date. The observed activity could be your third workshop PSA or another activity that uses primary sources and historical thinking skills. Please provide a copy of your PSA description (see workshop PSA format) on the day of the observation.