Session 08 Packing away geo ed history ed

Session 08+ - Packing away geo ed, history ed - Hello to civics ed - Organizing for upcoming weeks Dr. Hammond Elementary Social Studies Fall, 2018

Housekeeping • Curriculum maps back; looking ahead to next steps. (For units: Cite both PDE _and_ content area assoc. standards – e. g. , C 3 Framework – also, neat stuff with field trips!) • (What do I need to address on instructional objectives? Assessment? ) • Microteaching schedule, expectations

Upcoming instructional planning assignments Instructional unit overview • (What will your unit look like? What content, methods, assessments? ) • (What will your learners look like? Identify learners with special needs, think of how you might accommodate them) • (…start gathering materials) • (…make sure you can work the Lehigh lesson plan format) Instructional unit • Overview, including alignment map • 5+ lesson plans, complete with supporting materials (e. g. , handouts, formative assessments, learning materials (within reason) • Summative assessment • Adapted materials/assessments for learners with special needs • Reflection!

Conceptual framing while we pivot to civics ed Geo. Ed • Content? Hist. ed • Content? • Methods? • Rationale? Civic ed (all that, plus special sauce. Civics is special. Trust me. )

To get to know civics ed, let’s do a couple of civics activities Activity #1: Branches of government…two different ways Activity #2: Community resources, community needs…two different ways

To get to know civics ed, let’s do a couple of civics activities Typical ‘community helpers’ lessons ‘Community needs / Community resources’ sequence • Identifying community needs • Community of the school (augmented reality activity) • Community of our neighborhood (Google Earth) • Community of your home (homework)

So what is civics ed? • What to teach • How to teach it • Why to teach it • …and I promised you it’s special. Is it? ?

Another look at civics content, as presented by the USCIS…

100 possible questions, you will be asked up to 10…

Question type = “Guess what I’m thinking”?

Civics is special because…. • …it’s high-stakes! At least for some people (Written in October, 2016: High-stakes for all people, depending on what happens Nov 8? )

Civics is special because…. • …it’s high-stakes! At least for some people (or everyone) • …it’s applied! (depending on how you think of it)

Consider things you might see in an elementary setting…

Does a good citizen… • • • Wash his/her hands? Share his/her snack? Listen when others are speaking? …? …? …?

Civics is special because…. • …it’s high-stakes! At least for some people (or everyone) • …it’s applied! (may require creative interpretation) • … … but how to do authentic civics in a kid-accessible way? ? Reflect realities (complexity, stakes) of civic life Speak to touchstones of kids’ lives & their experiences in school / community / family

To go beyond “good citizen” / “bad citizen”… cooperate Options for civic decision-making • • Compel: “I force you to accept my decision” = authoritarian Cooperate: “We jointly decide to do this” = democracy? Compete: “I can ignore anyone else’s decision; let’s see whose idea wins in the end” = libertarian? anarchist? BLEND (constitutional monarchy, representative democracy, federalism, etc. ) compete compel

To go beyond “good citizen” / “bad citizen”… cooperate Example: Who will be our next chief executive? • “My first-born son! Today he’s the prince; someday he will be king!” • “We will hold an election, following agreed-upon rules” • “I don’t care; I am a sovereign citizen. Everyone listen to me!” • “We have elections to see who wins each state, then each state is worth x number of electors…” compete compel

To go beyond “good citizen” / “bad citizen”… cooperate Options for civic decision-making • • Compel: “I force you to accept my decision” = authoritarian Cooperate: “We jointly decide to do this” = democracy? Compete: “I can ignore anyone else’s decision; let’s see whose idea wins in the end” = libertarian? BLEND (constitutional monarchy, representative democracy, federalism, etc. ) compete compel

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kidaccessible way

What’s so special about civics? • “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. ” (NCSS)

What’s so special about civics? • “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. ” (NCSS)

Citizenship is special Consider social studies as jello… History Geography Civics (Economics) Image: “Re 3 d jelly dessert” by flickr user net_efekt (http: //www. flickr. com/photos/wheatfields/3077273018/in/set-72157594375119706/)

…but not all disciplines are equal History Geography Civics (Economics) Image: “Re 3 d jelly dessert” by flickr user net_efekt (http: //www. flickr. com/photos/wheatfields/3077273018/in/set-72157594375119706/)

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kidaccessible way • It is the Prime Directive of social studies

Domains of knowledge Cognitive Behavioral Affective • Create, evaluate, analyze • Select • Display • Copy • Organize / Synthesize • Apply • Comply • Value • Explain • Identify, define

In civics… R. Freeman Butts • Civic knowledge • Civic skills • Civic dispositions { Walter Parker “Civic dispositions” = being • • • Civil Responsible Lawful Courageous Fair Honest (in other words: AFFECTIVE objectives!!!)

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kidaccessible way • It is the Prime Directive of social studies • It explicitly addresses all three learning domains (cog. , behav. , aff. )

Student vs. citizen: Connections & tensions Student behaviors Citizen behaviors • Know and follow classroom rules • Listen to others • Follow instructions • Raise hand wait to be called upon • Be honest • Try your best • Keep your hands to yourself • Make sure your area is tidy when you are done • When you’re not sure, ask! • Vote • Be informed: Know how government works, follow political news, • Deliberate issues with fellow citizens • Speak out in public about issues • Serve in public office • Participate in community improvement efforts • Obey the law • …Break the law? Question authority?

What’s so special about civics? • Idiotic in its origin is not what it means to us today…. It is an ancient Greek term…which means private, separate, self-centered-selfish. This conception of idiocy achieves its force when contrasted with polites (political) or public. …'If a man's conduct and discourse ceased to be politic it became idiotic--selfcentered, unregardful of his neighbour's need, …and without consequence therefore in his neighbour's eyes' (Parker, 2003, pp. 2 -3)

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kidaccessible way • It is the Prime Directive of social studies • It explicitly addresses all three learning domains (cog. , behav. , aff. ) • It has a built-in paradox

The three-ring circus again

Civics education should focus on behaving like a good citizen: Loyalty, obedience, and pro-social habits (or Traditionalist character education, violence prevention, etc. ) Disciplinarian Civics education is an introduction to political science: Know the formal and informal structures of government, know its history and actions, consider the role of political parties, etc. Students can rehearse these behaviors by engaging in mock elections, visiting government offices, etc. Students can act as miniature political scientists by polling, analyzing political speech, etc. Two guiding principles are 1. Mindfulness (recognizing that every decision has a civic component) 2. Commitment to social justice Two tactics to enact these principles are • PRACTICE self-government • QUESTION the existing status quo Community – Oriented

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kid-accessible way • It is the Prime Directive of social studies • It explicitly addresses all three learning domains • It has a built-in paradox • The three-ring circus has not just divergent AIMS and METHODS but divergent CONTENT

Civics & the other SS disciplines • What’s the point of history ed? • What’s the point of geography ed? • What’s the point of economics ed? • What is civics without history? • What is civics without geography? • What is civics without economics?

Civics is special because…. • It’s high-stakes! At least for some people (or everyone) • It’s applied! (may require creative interpretation) • It’s hard to do in an authentic + kid-accessible way • It is the Prime Directive of social studies • It explicitly addresses all three learning domains • It has a built-in paradox • The three-ring circus has not just divergent AIMS and METHODS but divergent CONTENT • It’s the key to good work in the other content areas…and it needs to integrate the other content areas

Civics is special because…. • • It’s high-stakes! At least for some people (or everyone) It’s applied! (may require creative interpretation) It’s hard to do in an authentic + kid-accessible way It is the Prime Directive of social studies It explicitly addresses all three learning domains It has a built-in paradox The three-ring circus has not just divergent AIMS and METHODS but divergent CONTENT • It’s the key to good work in the other content areas…and it needs to integrate the other content areas • Clearly, I am torn as to what it should look like at the elementary level

Exploring civics ed • Tonight: Exploring three buckets of materials (see wiki for links) • Center for Civics Ed • i. Civics • Other, “official” sources (including, yes, that Schoolhouse Rock video) • For next week: Reading textbook, standards for civics • PDE • C 3 Framework • (CCE)

For next session (Mon, 29 Oct) Reading • Maxim, Ch. 9 • Westheimer & Kahne, 2004 • Standards (linked in Course. Site) • PDE • C 3 framework Assignments • (If you haven’t already: Complete and turn in your unit overview) • For those microteaching: Prepare for your lesson