Course Description: This course is designed primarily to help you decide whether or not you really want to become a history teacher and, in so doing, embark upon a journey of lifelong learning. In so doing, we will work together to create a collegial community of pre-teachers who will discuss the responsibilities that history teachers must assume when entering the profession and who will create a portfolio of lesson plans based upon thematic teaching and thematic learning. Please note that I retain the right to make changes in the syllabus as the course progresses.

Course Goals: My goals for teaching history 420 are to help you explore historical content from the perspective of an educator, to examine and learn good teaching practices, and to enter into a dialog and to engage in debate about how to teach historical content.

Course Themes: Four broad themes about history and historical methodology will be interwoven throughout this semester:

• History is a dialog, not a monologue.
• History is a debate, not a lecture.
• Compromise shaped and continues to shape both historical dialog and debate.
• Our job as educators is to nurture the dialog and encourage our students to join in and add to the debate.

Required Reading.  It is essential that  you complete the required reading before coming to class.You are required to read the following:

• American Bar Association, Constitutional Study Guide. NY: Holt, Rinehart & Winston, 2006.
• California History Standards at http://score.rims.k12.ca.us/standards/
• Patillo Beals, Melba, Warriors Don't Cry.  NY: Washington Square Press, Reprint Edition, 1995. 
• Percoco, James, A Passion for the Past: Creative Teaching of U.S. History. Portsmouth, NH: Heinemann, 1998. 
• A book of your choice on Afghanistan.

Grades and Course Assigments

It is possible to accumulate 310 points for this semester's class. Points and grades will be earned as follows:

• 310-280 points = A
• 279-250 points = B
• 249-220 points = C
• 219-150 points = D
• 149 and below points = F

The following assignments will be completed throughout the semester: themes for teaching, lesson plans, and academic journals.  Please note: You will only get credit for all of the following assignments IF you attend the entire class on the day the assignments are due. For a checklist of all course requirements and due dates for the semester, click here.

1. Themes/Questions for teaching (30 points).
• Step #1 (15 points): On Thursday, September 3rd, you will turn in five overall course themes or questions that you think  you might use when teaching an 11th grade U.S. history course.  These will be broad, overall course themes/questions that relate to many different topics - not specific themes/questions that relate to specific topics. As you create these themes/questions, you must consult the 11th grade standards as well as remember that you will be asked to relate one or more of these themes/questions to of the assignments that you complete for this course.  In addition to listing the themes/questions, you must also provide 1-3 sentences for each theme/question that explain why you think the theme/question is important for inclusion in a year-long history course.  You must also be prepared to discuss and defend (dialog and debate) your themes/questions with your colleagues at the beginning of class on Thursday, September 3rd.
• Step #2: Throughout the course, you will need to think about how to revise the original five themes as well as add at least five more to your list. This will be a process of continue change and revision.
• Step #3 (15 points): On Thursday, December 17th, you will bring your final ten themes/questions that you have been working on throughout the semester. Each must be supported by 1-3 sentences that explain why you think the theme/question is important for inclusion in your 11th grade history class. You must be prepared to discuss and defend (dialog and debate) your themes with your colleagues during this class meeting.

2. Lesson Plans (100 total points).  You will be required to create two, 2-3 day lesson plans (50 points for each). You will complete two drafts of each lesson before turning in the final draft. The topics and schedule is as follows:

• The first lesson will address the Constitution (50 points) . This 2-3 day lesson plan must focus on any constitutional debate within the U.S. Supreme Court that occurred during the 19th, 20th, or 21st centuries.  Your first draft (15 points) is due on Thursday, October 8th; your second draft (15 points) is due on Tuesday, October 13th, and your final lesson plan (20 points) on Thursday, October 22nd. Your typewritten, grammatically correct lesson plan must be original (you cannot plagiarize any lesson plan), must follow the lesson plan template discussed in class, and must contain the following:
  • description of the case and the primary arguments from both sides;
  • reference to the articles and sections of the constitution under debate;
  • statement of the standard(s) the lesson will meet - 8th grade (any case in the 19th century, 11th grade (any case in the 20th century), or 12th grade (any 19th or 20th century case);
  • incorporation of at least one of your course themes/questions in the introduction to your lesson plan, within the content of the lesson plan, as well as within its conclusion;
  • inclusion of a teaching method that  involves students in the dialog about the debate, a primary source document that the students read that provides information about the case, and a full bibliography of your sources. (Click here for the MLA required bibliographic reference format.)

On the day you submit your first draft, October 1st, you must be prepared to discuss your lesson plan in a small group and to engage in a discussion about its strengths and where it needs improvement. Based upon this discussion, you will make revisions to your lesson plan and submit a second draft on October 6th. These will be returned to you with comments by October 13th and based upon these comments, you will make revisions to your lesson and submit a final copy on October 15th.

• The second lesson will address a contemporary civil rights issue (50 points). This 2-3 day lesson plan must focus on any late 20th or early 21st century current civil rights issue that has engaged citizens in a debate. Your first draft (15 points) is due on Tuesday, November 3; your second draft (15 points) is due on Tuesday, November 10, and your final lesson plan (20 points) on Tuesday, December 1. Your typewritten, grammatically correct lesson plan must be original (you cannot plagiarize any lesson plan), must follow the lesson plan template discussed in class, and must contain the following:
  • description of the issue and the debate(s) surrounding it;
  • statement of the 11th or 12th grade standard(s) the lesson will meet;
  • inclusion of at least one  primary document, a map of some sort, and a complete bibliography of sources used (click here for the MLA required bibliographic reference format);
  • incorporation of at least one of your course themes/questions in the introduction to your lesson plan, within the content of the lesson plan, as well as within its conclusion;
  • inclusion of at least two different teaching methods: lecture/discussion, debate, group work, guest speakers, power point presentation, etc.

On the day you submit your first draft, November 3rd, you must be prepared to discuss your lesson plan in a small group and to engage in a discussion about its strengths and where it needs improvement. Based upon this discussion, you will make revisions to your lesson plan and submit a second draft on November 10th. These will be returned to you with comments by November 17th and based upon these comments, you will make revisions to your lesson and submit a final copy on December 1st.

PLEASE REMEMBER - keep all these lesson plans with my comments on them for inclusion in your final portfolio for the History Department.

3. Academic Journals (120 total points ). You must keep an academic journal for all of your required reading.

• Five journal entries deal with the required readings: A Passion for the Past (30 points) , Constitutional Study Guide (10 points for three entries = 30 points) , Warriors Don't Cry. (30 points).
• Two journal entries will be free writes about the book you choose to read on Afghanistan. (15 points each for two entries = 30 points). While these journals are largely free writes, there are two required journal questions that must be answered. (See the Course Outline below for October 27th to see the two questions that must be addressed.)

All required journal questions for the readings and the required dates for submission are listed below in the course outline. Journals must be typewritten and will only be accepted on the required date of submission.

4. Heart of the Journal Reflection (20 points). On the final day of class, December 17th, you must submit a 2-3 page typewritten essay entitled, "Heart of the Journal. " To prepare for this essay, review all the assignments you have completed for this class and then address the following:

• While reading through all your journals for the semester, what sorts of topics, reflections, ideas, questions were most common?
• What required readings did you find most useful for this class and why? Which were least useful and why?
• How would you evaluate the way in which we learned to write lesson plans? What was particularly useful? What was not useful? What do you feel you still need to learn about writing lesson plans?
• Do you still want to teach history? Why or why not?
• What changes would you make to the History 420 class - in terms of class content and assignments? Please explain your answer.

5. Note Taking on the Afghanistan History discussion (40 points). During Unit IV, you will take "Squeeze" notes on the content.

******* COURSE OUTLINE *******

Introduction: Setting the Stage for Historical Debate and Good Teaching Practices.

August 25th and 27th - History Wars: The debate about what and how we teach.

September 1st, 3rd, 8th, 10th, and 15th - Teaching Thematically: Good historical content, good history teachers, and good lessons.

9/3 - Themes/Questions for Teaching assignment due (15 points) .

9/8 - Required Reading: A Passion for the Past by James Percoco. Required Journal #1 response for A Passion for the Past (30 points):

• In your opinion, what specific characteristics and teaching methods make Percoco a good history teacher?
• Describe at least one teaching method in which you believe Percoco effectively used both dialog and debate in his classroom. Why do you think it was particularly effective?
• Describe at least one historical topic that you believe Percoco taught especially well. Why do you think the teaching of this content was especially effective?
• Explain how certain parts of the book illustrate at least two of the overall course themes you have selected for to use this semester.
• After reading this book, create at least one possible new theme you might use in a U.S. history course.
• What are the primary strengths of this book in terms of preparing you to teach history? Weaknesses?

9/10 - Discussion - National Health Care: Framing the Debate, Anticipating the Compromise. On 9/9 watch or listen to President Obama's address to the American People on his plan for National Health Care. Come to class on 9/10 prepared to discuss the debate and what compromise you think may come from the debate.

9/15 - Discussion: Designing Lesson Plans

Unit I: Thinking Geopolitically: A Geopolitical Introduction to Afghanistan, Pakistan, and the Central Asian Republics

September 17 - A Geopolitical Introduction to Afghanistan, Pakistan, and the Central Asian Republics

Unit II: Teaching the Constitution through Dialog and Debate

September 22nd and 24th - Examining the role of freedom and equality in the nation's founding

Required Reading for 9/22: Bring a copy of The Declaration of Independence (an unabridged copy which you must read) and the Constitution Study Guide (Please read pp. 1-21. Bring both the complete Declaration and the Constitution Study Guide to class on 9/17. Required Journal #2 response for 9/24 (10 points):

• When teaching the Declaration of Independence, would you be more likely to use the ABA's excerpt on pp. 20-21 of the Constitution Study Guide, or the unabridged version? Why?
• How do the Founders define freedom and equality in the Declaration - or do they?
• What is tyranny? Do you think the colonists were justified in calling the King a tyrant? Why or why not?
• Using what the authors call five "constitutional principles" embedded in the Declaration (Constitutional Study Guide, pp. 17-18), locate and write down the exact wording in the Declaration to support each principle.

September 29th and October 1st - Understanding the constitutional foundations of government through debate and compromise

Required Reading for 9/29: Constitutional Study Guide, pp. 22-45. Required Journal #3 response (10 points):

• What do you think students should know about the Articles of Confederation?  How would this particular knowledge strengthen the dialog and debate about the creation of the Constitution?
• As you understand it, what role did compromise (the consequence of dialog and debate) have to do with the creation of the Constitution?
• What do you think are the two most interesting and teachable topics about the creation of the Constitution?  Explain your answer.
• What do you think your students should know about the electoral college?  Why?

Required Reading for 10/1: Constitutional Study Guide, pp. 43-63 and pp. 71-90. Required Journal #4 response (10 points):

• In your opinion, was the Bill of Rights more a reflection of the fear many founders had about the powers of a new federal government than a desire to protect our liberties? Explain your answer.
• What do you think are the “bottom line” issues you want  your students to  understand about the Bill of Rights and the 13th,14th, and 15th Amendments?
• In your opinion, why is the 14th Amendment so important for Americans to understand? Did it actually compel the states to honor the constitutional rights of all Americans? Explain.
• Please create one new overall course theme for your history class that stems from your new understanding of the Constitution and the Bill of Rights.

October 6th - 8th - Completing our discussion of the Constitution

October 13th - First draft Lesson Plan due. (15 points) Come to class prepared to discuss your lesson plan in small collegial groups. You will have about 15 minutes to share your lesson plan by explaining your U.S. Supreme Court case, why you selected it, the hook into the lesson, how your lesson contributes to the dialog and debate about the Constitution, the themes/questions highlighted in your lesson, and the teaching methods you plan to use in your lesson.

October 15th - Second draft Lesson Plan due. (15 points)

Unit III: Teaching about Racism and Equality through Dialog and Debate

October 20th and 22nd - From Slavery to Freedom, 1619 to 1865

October 22nd- Final draft of Constitution lesson plan due at the beginning of class (20 points)

October 27th and 29th - The Pervasive Influence of Racism, 1865 to 1954

November 3rd, 5th, and 12th - The Struggle for Equality, 1954 to Today

November 3rd - First Journal on Afghanistan Book of Choice due at the beginning of class (15 points). Free write. While this journal is a free write - it must address two questions: (1) What teachable debate about historical and contemporary issues related to Afghanistan emerged as you read this book? (2) What sort of dialog about this debate might you use while teaching a World History class?

November 5th - Required Reading: Warriors Don't Cry by Melba Patillo Beals. Required Journal #5 response (30 points):

• What are the primary debates raised throughout the book?  What role does compromise play in these debates?
• What did this book add to your understanding of the Civil Rights Movement?
• How does this story illustrate the historic struggle between federal versus states rights?
• Is there any issue  in your life that would fight as courageously as Melba and her friends?  Explain.
• Do you think the Civil Rights Movement is over?  Explain.  Do you think Melba would think the Movement is over?
• What are the primary strengths of this book in terms of preparing you to about the Civil Rights Movement? Weaknesses?

November 10th - First draft of Civil Rights Lesson Plan due (15 points) . Come to class prepared to discuss your lesson plan in small collegial groups. You will have about 15 minutes to share your lesson plan by explaining your civil rights issue, why you selected it, the hook into the lesson, how your lesson contributes to the dialog and debate about civil rights, the themes/questions highlighted in your lesson, and the teaching methods you plan to use in your lesson.

November 12th - Revised, second draft of Civil Rights lesson plan due at the beginning of class (15 points).

Unit IV: Teaching History through Case Studies: The History of Afghanistan and its Relationship with the United States

November 17th - Collegial Book discussion on Afghanistan, a KWL exercise, and Note Taking.

November 17th - Final Journal on Afghanistan Book of Choice due at the beginning of class (15 points).

NOVEMBER 19TH FURLOUGH DAY - NO CLASS

December 1st, 3rd, and 8th - The History of Afghanistan

12/1 - Final draft of Civil Rights lesson plan due at the beginning of class.

DECEMBER 10TH FURLOUGH DAY - NO CLASS

December 17th (8-9:50am) - What have we learned? Please come to class with your "Heart of the Journal" paper ready and be prepared to discuss what worked and what didn't throughout the semester.

12/17 - Final and revised themes/questions (15 points) , "Heart of the Journal"(20 points) , and notes on Afghanistan History (40 points) due.

*********************************************************************
This course meets the five major skills that the History Department believes historians need and that history majors should develop as they progress through the major: writing, research, critical thinking, historiography and methodology, and oral presentation.

• Writing. Each assignment requires the use of writing skills. The journal entries on the required course reading and the two lesson plans requires multiple types of academic writing.
• Research. The two lesson plans require extensive research involving both primary and secondary sources, the application of such research to a middle or high school history course, and a chronological understanding of the chosen topic.
• Critical thinking. You will be asked to use critical thinking when completing every course requirement, as well as during the Socratic discussions that take place during every class period.
• Historiography and methodology. You will gain a better understanding of what historians actually do by learning in our first unit of study how historians agree and disagree about causes and consequences of historical topics. You will also discuss various teaching methodologies that will help students understand the relevance of history to their lives, as well as how interesting and exciting history can be.
• Oral presentation. You will be required to give an oral presentation of both of your lesson plan to a group of your peers.

Please note the following information about HSU policies:

• Academic Honesty. Students are expected to maintain high standards of academic honesty and integrity. For HSU's definitions of academic honesty and cheating, as well as the consequences of and appeal process for being accused of cheating, see http://studentaffairs.humboldt.edu/judicial/academic_honesty.php
• Add/Drop policy: Students are responsible for knowing the University policy, procedures, and schedule for dropping or adding classes found at http://www.humboldt.edu/~reg/regulations/schedadjust.html
• Emergency evacuation: The evacuation plan for the classroom, which is posted on the orange signs, can be accessed at http://studentaffairs.humboldt.edu/emergencyops/campus_emergency_preparedness.php
• During an emergency, information can be found campus conditions at: 826-INFO or online at http://www.humboldt.edu/~humboldt/emergency.
• Attendance and disruptive behavior: Students are responsible for knowing policy regarding attendance and disruptive behavior found at http://studentaffairs.humboldt.edu/judicial/attendance_behavior.php