HIED 3010 Final Exam Instructions
Using the headings and guidelines below, you are to create a Weebly page that presents how you would teach a certain piece of social studies content (Civics and Economics, World History, or US History) using one or more of the content literacy strategies (you may not use APPARTS) that you have learned this semester. Your audience is other teacher education candidates and teachers in the field. You will: develop the content central focus; introduce the content literacy strategy that you would use to teach that content; identify a text (could be a document, a piece of fiction, or a visual, etc.) and describe how and why that text could and should be used to teach the content; provide an example (or even a sample lesson with activities) of how you would use that particular strategy to teach the content using that particular text; and then summarize how your lesson idea has made the history/literacy connection
Central Focus
In this section you will want to describe the content central focus for this teaching exercise. A central focus supports students in learning and using facts, concepts, and interpretations or analyses to
build arguments about historical events, a topic/theme or social studies
phenomenon. A central focus is often worded as a combination of learning objectives (NC Essential Standards), essential questions, and a focal understanding (argument about the content) that come together to paint a clear picture of the direction the content will be taking in the learning segment. An example of a central focus would be:
"The central focus of this learning segment will be the importance of due process of law in the judicial system as a way to assure that the rights of all are protected. This learning segment will center on the essential question, 'How has our government assured that the rights of all individuals are protected in the judicial process through the idea of due process of law?' This essential question is taken directly from NC Essential Standard CE.C&G.3.7 which states 'Summarize the importance of the right to due process of law for individuals accused of crimes' and leads to the focal understanding of the learning segment which is that the US Judicial system has increasingly enacted measures to assure that the rights of accused persons are protected. This central focus will allow students to explore the importance of the Bill of Rights in the judicial process as well as analyze the key Supreme Court cases Miranda v. Arizona and Gideon v. Wainwright. Major content points that will need to be explored in this learning segment include: habeas corpus, presumption of innocence, impartial tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double jeopardy, right of appeal. The students will, at the end of the learning segment, present an argument as to whether the federal government has or has not gone too far in protecting the rights of accused persons."
"The central focus of this learning segment will be the importance of due process of law in the judicial system as a way to assure that the rights of all are protected. This learning segment will center on the essential question, 'How has our government assured that the rights of all individuals are protected in the judicial process through the idea of due process of law?' This essential question is taken directly from NC Essential Standard CE.C&G.3.7 which states 'Summarize the importance of the right to due process of law for individuals accused of crimes' and leads to the focal understanding of the learning segment which is that the US Judicial system has increasingly enacted measures to assure that the rights of accused persons are protected. This central focus will allow students to explore the importance of the Bill of Rights in the judicial process as well as analyze the key Supreme Court cases Miranda v. Arizona and Gideon v. Wainwright. Major content points that will need to be explored in this learning segment include: habeas corpus, presumption of innocence, impartial tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double jeopardy, right of appeal. The students will, at the end of the learning segment, present an argument as to whether the federal government has or has not gone too far in protecting the rights of accused persons."
Literacy strategy
In this segment of your webpage you will describe the literacy strategy that you will use to teach this content. You need to:
1. Describe the strategy's overall design and how it might be useful for social studies/history teachers
2. Briefly cite/summarize the theory/research around this literacy strategy (who designed/created the strategy and how useful have others found it to be
3. List the benefits and drawbacks of using the strategy in a social studies classroom
4. Describe any basic procedures necessary in utilizing this strategy
5. Briefly explain why you have chosen this strategy from among the many you could choose
If you want an example of what this might look like, see the historical narrative module in our HIED literacy modules we did earlier this term.
1. Describe the strategy's overall design and how it might be useful for social studies/history teachers
2. Briefly cite/summarize the theory/research around this literacy strategy (who designed/created the strategy and how useful have others found it to be
3. List the benefits and drawbacks of using the strategy in a social studies classroom
4. Describe any basic procedures necessary in utilizing this strategy
5. Briefly explain why you have chosen this strategy from among the many you could choose
If you want an example of what this might look like, see the historical narrative module in our HIED literacy modules we did earlier this term.
Social Studies/History text
Now that you have described your strategy, share a text that could be used to teach the content using the strategy you presented. Remember that there are many different types/genres of text in social studies/history. You could use a document, a secondary source, an image or a piece of art, a chart or info graphic, or even a piece of fiction or a poem. Just be sure that the text you choose (a) is directly related to and extends the content you are teaching and (b) can be analyzed or interpreted using the strategy you have chosen. Briefly describe the text providing a 2-3 sentence summary and an explanation of why you chose that text (for content and skill development purposes). Then, provide a link to the text you are using, using a button like the one below.
Instructional procedure
At this point you will describe how you would put all of this together and teach this content using this strategy. You will want to discuss the connection between the content, your text, and the strategy, and how all of that will help you achieve/arrive at/accomplish your central focus. You may decide that rather than narrate this, you would like to provide a lesson plan (using our HIED format). If so, feel free to add the lesson plan as a link below (use a button like the one above linked to your document). If you do provide a link to a lesson plan, please be sure to provide a brief overview (description) of your lesson on your webpage in this area.
How has this lesson made the history literacy connection?
Finally, you need to "defend" your module. Provide for us a rationale for why this method you have presented is an effective way to teach social studies/history. How have you used content literacy to effectively present a piece of social studies content? What have students gotten out of the instructional experience you have designed that they would not have gotten if they had merely been presented with a body of content? Why is it important for social studies/history teachers to use literacy to teach social studies?