Day 1: Introductions, Primary and Secondary Sources
Time
Activity
Description
Materials
9:00-9:45
JR
Introductions
Instructor and participants will each share a brief “intellectual history” answering some of the following questions:
1) What did you study in school?
2) What have you done since school?
3) Do you consider yourself a historian? If not, have you studied related disciplines?
4) Why do you want to teach history and social studies?
5) What do you think are the aims of excellent history/social studies instruction?
None necessary
9:45-10:45
JR
Course overview and conceptual framework
Lecture covering the following topics (students to take notes):
1) Syllabus review
2) Assignment overview
3) 21st century skills
4) 4 dimensions of history use: historians, history users, personal meaning makers, and history knowers
Syllabus copies, projector, computer,
Course overview .ppt

10:45-11:00
BREAK


11:10-11:50
JR
Introduction to Early American History Instruction
Review of HofHI Essential Questions.
History of schooling in Boston
History of history instruction in Boston
Master narrative of the history of history instruction
Intro to Early American History Instruction .ppt





11:50-12:20
JR
Meta-Pedagogical Review (MPR): Lectures and Note-taking
Questions for discussion:
What were the main points of the lecture?
What parts of the lecture design supported your learning effectively? What parts were ineffective?
Why do we lecture? When is lecture appropriate?
How much work were students doing? How much work was the teacher doing?
How did you take notes? Where did you learn your note-taking strategies?
Note-taking examples:
Cornell Notes
Graphic organizers
Mind-maps, etc.



Notetaking links

Lunch Break
Read introduction and chapter 4

1:20-2:15
EK
Reading secondary sources
Discussion of reading strategies:
What do you do when you read?
What kinds of notes do you take?
What is the purpose of your reading?
When you get stuck reading, how do you get help?
What kinds of resources are out there to learn about teaching reading?
Copies of Chapter 1 and Chapter 9 from Guardians of Tradition.

View copies of other reading books (Mosaic, I Read it)
EK
Review reading notes
Discussion questions:
1) What is Elson’s argument? What evidence does she bring to bear to support that argument?
2) What did you do to take notes about your reading? Why did you choose that strategy?
3) What kinds of scaffolds could you provide to help students take notes?

2:15-2:45
JR
Think-alouds
Modeling, Guided Practice, Individual Practice
Think aloud slides

Copies of 1845 and 1849 reports


NEEDED
2:45-3:15
JR
Reading Primary Sources
Get the SPACSS on Primary Sources
Questions:
1) What are primary sources?
2) How do historians approach them?
3) How can we guide students towards those historical thinking skills?
4) What common obstacles are there in using primary sources?
Copies of SPACSS document.

TAB LED TO TUES
Jigsaw
20min- read
10min- discuss
30 min- teach/discuss
Origins of the world? Important event
Copies of Whelpley, Goodrich, and Tytler textbook intros…



3:25-
3:55
JR
Wrap-up
Exit ticket- Get online and organized for tomorrow
ALL STUDENTS MUST CREATE A GOOGLE ACCOUNT FOR TOMORROW
Bring a laptop if you have one
Email me your request for field trip lesson
Work on your lesson, read the additional secondary and primary sources about history of history instruction