Teaching American History Seminar
Study in the 18th Century
U.S. Constitution-From Colonies to a Nation
Summer Seminar 2004 - July 12th to the 16th
Timeframe of the Seminar from July 2004 to April 2005
Responsibilities include:
Attendance at two meetings on campus,
Observation of an Approved Master Teacher in both Fall and Spring
Semesters
Course Description
This seminar focuses on the U.S. Constitution and the background issues
that helped shape the document and the founding of the United States.
Teacher-participants will examine primary and secondary documents in
concert with one another and under the guidance of a legal scholar, high
school, middle school and elementary school teacher and public historian.
This seminar will also involve a field trip to an historic site.
The teacher-participant will participate in the summer seminar and three
meetings in the fall and spring and submit an in-depth lesson plan on an
aspect of this time period suitable for other teachers to use as a model
and provide useful resources such as annotated book lists. The lesson plan
and book lists become part of the Teaching American History Seminar and
will be posted on its Website to help teachers in southwestern Vermont. 3
credits will be issued for the course in two modules (1 credit for the
summer and 2 credits for completion of fall and spring requirements).
Goals for the Seminar
- Enlarge and enhance teachers' background and
understanding of American history, especially the 18th century
colonial and revolutionary period.
- Improve teacher practice and student success in the
teaching of American history in participating schools.
- Update and revise American history curriculum in the
participating schools.
- Develop a recommended collection of American history
primary and secondary resources.
Texts and Readings for the Project
The following books will be supplied to participants in the seminar and
will be used for background and the project:
National Standards for History, Revised Edition, 1996 (NH160)
Vermont Educational Standards
Perspectives on Teaching Innovations: Teaching to Think Historically by
Susan
Gillespie. (Washington, DC: American Historical Association, 1999)
Great Issues in American History, 1765-1865 by Richard Hofstadter, Ed.
(NY:
Random House, 1969) Paper
The New Nation, 1789-1850 by Joy Hakim. (New York: Oxford Press)
Additional material recommended by speakers and Advisory Board. Check the
Website (www.castleton.edu/tah)
for this information.
Course Projects, Objectives and Grading
This seminar is designed to help you integrate the knowledge and skills
that you have so that they may be used to enhance your overall courses.
While each person will complete the same basic assignments, you have
freedom and flexibility in adapting the assignments to fit your individual
and classroom needs.
- When you receive the materials for the class be sure
to familiarize yourself with them. Complete assigned readings that the
teacher-facilitator indicates and be present and participate in all
meetings of the summer seminar. As soon as you receive the materials
begin work on the project and reading list. You will be responsible
for participating in small group discussions on the focused topic. (20
points for summer seminar participation).
- In the first of the fall meetings you must bring a
reading list of content books useful for teacher or pupil. (Note:
pre-professional teachers may be joining us at these meetings
throughout the year). (20 points).
- In the second of the fall meetings you must observe a
master teacher at your respective grade level.
In the third of the fall meetings bring and discuss a book list on
professional development and teaching strategies that you have
discovered by your observation of a Master Teacher. (20 points).
In the first of the spring meetings bring a content reading list that
will be useful for a teacher or pupil. (20 points).
- In the second of the spring meetings observe a master
teacher at your respective grade level.
In the third of the spring meetings bring and discuss a book on
professional development or teaching strategies, that you have
discovered by your observation of a Master Teacher and submit your
project for the TAH Website. (Note: Credit will be given to you and to
your school for your project). (20 points).
Academic Honesty Policy
As a community of scholars, the administration, faculty, students and your
colleagues expect all to maintain the highest integrity in scholarly work.
All projects must be the work of the individual or group assigned. Any
work that is not original must be properly credited or it is plagiarized.
Any violation of academic honesty will be considered cheating and will be
dealt with accordingly by the grader. The Castleton policy can be found on
page 12 of the Castleton College Handbook, which is also accessible on
line at:
http://www.castleton.edu/campus/StudentHandbook/pages6to43.pdf
For other information about the Teaching American History Project, please
check our Website (www.castleton.edu/tah).
Grading Policy
Grades are indicated by letters with a designated "quality
point" value assigned to each as follows:
A+ = 4.0
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7
D+ = 1.3
D = 1.0
D- = 0.7
F = 0.0
Additional grading information can be found beginning on page 22 of the
"Castleton College Handbook & Calendar, 2003-2004", also
accessible online at:
http://www.castleton.edu/campus/StudentHandbook/pages6to43.pdf
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