Download HIS 422: World History for Teachers

HIS 422: World History for Teachers
Fall 2011—Tuesdays, 5:55-9:45pm
Jonathan Brooke
Lawrence Hall 107
(601)318-6675
[email protected]
Course Overview
This course is designed to introduce students to the methods and strategies (and challenges!) of teaching World
History at the secondary level, by combining the three interrelated themes of theory, pedagogy, and practice.
Topics to be covered include: recent debates about the theory and teaching of World History; curriculum and
standards; instruction and differentiation; unit and lesson planning; strategies for assessment and evaluation;
identification and creation of instructional materials appropriate for use in World History teaching; using primary
and secondary sources; teaching research and writing; and technology in the classroom. A significant feature of
this course is the required field experience practicum (20 hours). During the field experience practicum, students
will observe the teaching and learning process in secondary World History classes during school visits. All HIS
422 students must receive clearance (through the School of Education) before beginning the field experience
practicum.
Course Objectives
-To provide students, through readings, discussions, and observations, with a thorough introduction to the
numerous challenges of teaching World History at the middle and high school level.
-To equip students with the intellectual and practical tools they will need to address these challenges.
-To introduce students to the most recent trends, debates, and thought about World History theory, pedagogy,
curriculum and instruction.
-To give students opportunities to prepare sample course materials and lesson plans, to develop their skills in
doing so, and to see how others might approach similar topics differently.
-To allow students to sharpen their communication skills by presenting their ideas and projects to their peers and
colleagues.
Student Learning Objectives
By the end of this course, students will be able to:
-identify significant figures, themes, and trends in World History theory and pedagogy;
-effectively engage in the ongoing discourse relating to state and national World History curricula and standards;
-evaluate and select appropriate methods of instruction and assessment;
-develop complete units, including instructional materials and assessments, for World History classrooms;
Course Requirements and Evaluation
Students’ grades will be assessed according to the following criteria:
-one complete unit (middle school or high school) (25%)
-one 7-10 page research paper (50%)
-one field-experience portfolio (25%)
[Note: failure to complete the field experience portion or to submit a portfolio will result in failure of the course.]
Required Texts
The following texts are available at the WCU bookstore and online:
-Ross Dunn, The New World History OR
-Patrick Manning, Navigating World History: Historians Create a Global Past
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Course Scope and Sequence
In-class and other readings will be assigned by the instructor
Week 1 (23 Aug.): Introduction—World History as a Discipline—History and Pedagogy (NCSS)
-HW: Write WH biography: 500-750 words
Week 2 (30 Aug.): MS WH Curriculum & Standards—Periodization—Curriculum Mapping & Planning
-HW: Review MS curriculum; Select WH units for planning; [Levesque, ch 2]; Fiddlestix, [planning]
Week 3 (6 Sept.): Developing an approach—Content vs. Skills
-HW: 1-2 page prospectus [500-750 words] on selected WH Unit and research paper
Week 4 (13 Sept.): WH Topics and Debates: “To 1500”
-HW:
Week 5 (20 Sept.): WH Topics and Debates: “Since 1500”
-HW:
Week 6 (27 Sept.): Instruction: Lectures and Activities—Differentiation—“Depth and Complexity”
-HW: Locate 2 lesson plans related to your WH Unit
Week 7 (4 Oct.): Instruction: Research and Writing
-HW: Construct 2 “short answer” writing topics and 2 “paper” topics for your WH Unit
Week 8 (11 Oct.): Instruction: Technology in the WH Classroom
-HW: Locate 1 website and 1 video for your WH Unit
Week 9 (18 Oct.): Assessment: Tests, Projects, Performance Assessment
-HW: Construct 1 brief “test” and 1 “project” for your WH Unit
Week 10 (25 October): Integrating WH research and WH pedagogy
-Final Papers and Portfolios Due!
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***Academic Honesty***
William Carey University seeks to create an environment that encourages continued growth of moral and ethical
values, which include personal honesty and mutual trust. The University places the highest value on academic
integrity and regards any act of plagiarism or academic dishonesty as a serious offense. Academic dishonesty is
considered unethical and in violation of William Carey University’s academic standards and Christian
commitment. If such an incident occurs, students, faculty, and/or staff are obligated to initiate appropriate action.
Depending upon the seriousness of the offense, sanctions could include failure of the assignment, failure of the
course, and could lead to suspension or dismissal from the University. A full explanation of the procedures for
responding to instances of academic dishonesty is contained in the student handbook, The Lance.
***Classroom Demeanor and Conduct***
The professor will protect all students’ educational goals/interests and the learning process. Students must not
disrupt the class or a faculty conference in any manner; in short, disruption of other students’ academic progress will
not be tolerated. Disruption includes any of the following: tardiness for class, leaving class early, taking breaks
during class, conducting private conversations, operating, ringing, or texting of cellular phones/pagers during class,
inappropriate use of computers and other devices during class, intimidating speech to students or faculty, or other
behavior judged by the professor as disruptive to the learning process. The professor reserves the privilege of
excusing disruptive students from class or reducing a student’s final average in the course for any of the reasons
listed above.
Students with Disabilities
Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and who require
special accommodation should contact Ms. Brenda Waldrip at 601-318-6188. Ms. Waldrip’s office is located in
Student Services in Lawrence Hall.
Incompletes
All of the following criteria must be met in order for a student to receive an incomplete:
-class (and university) attendance requirements must have been met;
-80% of the required work for the class must have been done;
-the student must be passing the class at the time the incomplete is granted;
-the student must request the incomplete on the WCU incomplete request form prior to the time at which faculty
must submit grades;
-the student must have provided appropriate documentation regarding the reason for requesting the incomplete (e.
g., accident reports, medical records, etc.)
-the Dean of Arts and Letters must have determined that unavoidable circumstances have prevented the student
from completing the course on schedule.
If any one of the above conditions is not met, a student cannot receive an incomplete for the course.
Disaster Plan Statement
In the event of closure or cancellations due to natural disaster or other emergency causes, general information will
be forwarded to local media, posted on the WCU website http://wmcarey.edu, and sent via automated process to
your WCU student e-mail address. Specific information regarding the continuation of coursework will be posted
on the university’s course management system at https://elearning.wmcarey.edu. For up-to-the-minute alerts
regarding emergency situations, sign up to receive notifications through Sader Watch, the WCU emergency text
message service. Sign up instructions can be found under current students on the WCU homepage.
Tobacco-Free Campus Policy
William Carey University is a tobacco-free campus, and students are respectfully requested to refrain from
smoking or using any tobacco products while on campus.
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HIS 422: World History for Teachers
RESEARCH PAPER INSTRUCTIONS & GUIDELINES
This Trimester you will research and write a “historiographical—pedagogical” study of the topic your Unit and
Lesson Plans are based on. What does “historiographical—pedagogical” mean? It basically means a study of
how that topic has been taught in secondary schools at various points in the past. But to make it interesting, you
will be expected to identify a central “problem” with teaching that topic, and to discuss how others have
addressed it in their teaching (and perhaps in their curricula as well). Your instructions and guidelines are as
follows:
Your paper should:
 be 10-12 pages, exclusive of cover sheet and bibliography
 (have a cover sheet and bibliography)
 follow all guidelines described and explained in the WCU History Department Writing Guide
(attached). (Turabian, 12 point TNR, 1” margins, proper footnotes)
Sources must include at least
 2 appropriate books on the topic (or on teaching it)
 2 secondary-level textbooks (including additional material)
 5 websites or other electronic media (videos, etc)
 5 journal articles from refereed historical/educational journals
Your paper should be arranged into 4 main sections:
I.
Introduce the topic and the central problem
II. Discuss and evaluate how the topic and problem have historically been addressed
(up to, say, the 1990s or 2000s)
III. Discuss and evaluate recent approaches (since the previous cut-off)
IV. Discuss how you would integrate these approaches to the central problem into your
own instruction of the topic in the secondary classroom
Research papers will be due Week 10 (27 October) and must be submitted in hard-copy format. Digital, email,
fax, ditto, or telex copies will not be accepted.
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