1. Social Studies & Civics
TE402- week 11
March 31, 2011

2. Microteaching
Liz, Kim, and Janae

3. 10 min BREAK 

4. Agenda Microteaching Feedback forms For next time
Instructional Strategies
Civics Discussion
Becca- MSU intern
9:10-10:20 Microteaching
10:20-10:30 Feedback forms
Break until 10:45
10:45-11 For next time
Instructional Strategies
11-11:30 Civics Discussion
11:40? – 12pm Becca- MSU intern

5. For Next Time – April 7th Read- Brophy and Alleman, Chapter 6
Joint Committee on Geographic Education (coursepack)
Muir and Frazee (coursepack)
Coordinate with Microteaching Group
Jessica, Kara, and Autumn: Literature
Focus on The Field: Sharnae, Janae, and Mike
Group3 – April 7th: Literature-based Instruction - Geography
Jessica Watson
Kara Erickson
Autumn Sellers

6. Overview April 7th - geography April 14th - controversial issues
April 21st - stealing north- history/civics
Turn in Lesson Plan
April 28th - classroom management
Final exam period- tba
Turn in Microteaching week after present

7. Powerful/memorable activity Explanation of what you learnedK
1st
2nd
3rd
4th
5th
6th
7th
8th
Journal from memory
On other side write down why important for you to know this- how inform your teaching
What is your ideal classroom
see p. 191

8. Curricula see p.193
Curriculum development should be driven by major long-term goals and not content coverage lists.
Content should be organized into networks structured around important ideas, and these ideas should be taught for understanding and for application to life outside of school.
Content provides cognitive base for activities.
Activities are not self-justifying ends in themselves but instead are means for helping students to accomplish major curricular goals.
The knowledge and skills components of curriculum should be integrated in ways that are consistent with the previous assumptions.
Different types of activities serve different functions, and these functions evolve as unites develop.
Key to effectiveness of an activity is its cogitative engagement potential– the degree to which it gets students actively thinking about and applying content, preferably with conscious awareness of their goals and control of their strategies.
Success of an activity is producing thoughtful student engagement with important ideas depends not only on the activity itself but also on the teacher structuring and teacher-student discourse that occur before, during and after the time period in which students respond to the activity's demands (3 ideas).

9. talk about the instructional strategy(s) the teacher uses
Watch video together-
I will set up on 3 computers
talk about the instructional strategy(s) the teacher uses
identify what instructional strategy was employed
break it down- what did they do in class? How was the strategy realized? See p
critique- what would you keep same or do differently?
explanation to large group

10. topics:
Automobile industry in Michigan (why it’s here)
Slavery (in US history as well as context in the world)
History of US constitution
Supply and demand (concept)
Geography of United States of America (general)
In 5 groups of 5
brainstorm all the ways to teach the topic using the instructional strategies laid out in textbook- brophy and alleman chapter 9 and 10.

11. What is the topic for your field based lesson?
Write down ways (maybe 5) to teach the topic using the instructional strategies from your text?

12. Teaching civics and government
Examples of what you remember learning in elementary school and what you’ve seen in your field placements?

13. http://www.icivics.org/ p. 162
brainstorm how you would design a lesson in which students learned about how they, as future citizens, could make change in their community (not just participating in a community service project, but learning about what services the government is supposed to provide and what services individuals are supposed to take care of themselves).

14. How a Bill Becomes a Law http://www.youtube.com/watch?v=mEJL2Uuv-oQ
watch and analyze the famous Schoolhouse Rock Video about how a bill becomes a law;

15. How Laws are Made - how a bill becomes a law (from http://clerkkids

27. Inquiry around presidential elections
website has data related to voting patterns in the 19th and 20th centuries
Question: since the mid 20th century, which state tends to predict the national election (there's an old slogan, "as goes Maine, so goes the nation" although i actually think Ohio is a more frequent predictor)?
electoral vs. popular vote

28. Guest Speaker-
Becca Perry - MSU Intern