Digital destinations in history syllabus working

New York City Department of EducationOffice of Educational Technology

Madeline Taub-Chan, Community Superintendent CSD 24 (Acting)

Jeannette Reed, Community Superintendent, CSD 28Winnie Bracco, Technology Innovation Manager

http://www.oitqueens.com

http://oitqblogs.com

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http://oitqblogs.com/

http://www.oitqueens.com/

ACKNOWLEDGMENTS

Office of Educational Technology - Queens Team

Winnie Bracco, Technology Innovation Manager

Phyllis Berkowitz, Instructional Technology Specialist

Wayne Demacque, Supervising Instructional Technology Technician

Kelly Gallagher, Instructional Technology Specialist

Richard Gross, Instructional Technology Specialist

Kin Fung Leung, Supervising Instructional Technology Technician

Frances Newsom-Lang, Instructional Technology Specialist

Frances O’Neill, Instructional Technology Specialist

Ellen Phillips, Instructional Technology Specialist

Kathleen Roberts, Instructional Technology Specialist

Robert Sweeney, Instructional Technology Specialist

Michael Swirsky, Instructional Technology Specialist

This syllabus was created by the OET Queens Team under the direction of Winnie Bracco, Technology Innovation Manager, and made possible by Title IID funds.

Contact Information

Winnie Bracco – [email protected]

Frances O’Neill – [email protected]

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mailto:[email protected]


Table of Contents

Topic Page

I. Course Syllabus, Description, Field Experiences

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II. Course Goals and Focus 6

III. Course Texts 6

IV. Course Requirements 6

V. Attendance Policies 7

VI. Session Description, Objectives and Expectations

7-12

VII. Standards Addressed 13

VIII. New York City Social Studies Units and Essential questions: Grades 3-8

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IX. Global History and Geography 17

Digital Destinations In History S Y L L A B U S

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Winnie Bracco Office of Educational TechnologyTechnology Innovation Manager [email protected] Instructional Technology Specialists:

Frances O’NeillFrances Newsom-Lang

[email protected]@schools.nyc.gov

Public Schools (Dist 24) IS 5, PS 12, PS 14, PS 19, IS 61, IS 73, IS 77, IS 89, PS 91, IS 93, IS 125, PS 153, Grover Cleveland High School, Newtown High School, Queens Vocational High School

Public Schools (Dist 28) PS 30, PS 54, IS 72, IS 144, IS 157, IS 217, Queens Academy High School, Forest Hills High School, Jamaica High School

Non-Public Schools St. Raphael School, Resurrection Ascension School, Sacred Heart School, Razi School, St. John Lutheran School, Redeemer Lutheran School, Martin Luther High School, Bnos Malka Academy, Bais Yaakov Academy, Tiferes Torah Institute, Macon Academy, Our Lady of Mercy School, Al-Manoor School, Al-Iman School, Shaaraei Zion Ohel Bracha School, Our Lady of Sorrows School, St. Adalbert School, Yesheiva Tifereth Moshe School, Yeshivat Our Haim School, and St Nicholas of Tolentine School.

All workshops will be held at 82-01 Rockaway Boulevard Room 201 B or C unless otherwise noted. It is your responsibility to find out the locations of the workshops!

Participation Option A – Saturday Face to Face SessionsWorkshop Date Hours Protraxx CodesOrientation Meeting 9/21 or 9/22 PM 4 PM to 6 PMPBL Training (4 days total)

*8/31 , *9/1 or 9/28 , 9/29, 11/2, and 11/3

8:00- 3:00 8/31, 9/1Elementary 051-10-035-629Middle School 051-10-035-632High School: 051-10-035-633

Online Environments 11/6 8:00- 3:00Google Tools 12/11 8:00- 3:00Google Tools Day 2 1/8 8:00- 3:00Podcasting 2/12 8:00- 3:00Graphic Novels 3/26 8:00- 3:00Mini Share Out 5/14 8:00- 3:00Share Fair 6/04 or 6/11 8:00- 3:00

Location: 45-18 Court Square, Room 252, Long Island City, NY Time: 9 am – 3 pm PBL Training 2 days are mandatory for per session

Participation Option B – Online Sessions + 3 Face to Face WorkshopsWorkshop Date Hours Protraxx CodesOrientation Meeting 9/21 or 9/22 4 PM to 6 PMPBL Training (4 days total)

*8/31 ,* 9/1 or 9/21 , 9/22, 11/2, and 11/3

8:00- 3:00 8/31, 9/1Elementary 051-10-

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035-629Middle School 051-10-035-632High School: 051-10-035-633

Mini Share Out 5/14Share Fair 5/14

Location: 45-18 Court Square, Room 252, Long Island City, NY Time: 9 am – 3 pm PBL Training 2 days are mandatory for per session

COURSE DESCRIPTIONThe Title IID “Digital Destinations in History” (DDIH) grant is an intensive professional development program that focuses on improving student achievement in ELA by integrating technology into the Social Studies curriculum. DDIH serves the goals of the Enhancing Education Through Technology theme, "Technology Infusion into Instruction through Professional Development", by empowering educators to engage students in interdisciplinary projects that develop writing, critical thinking and problem-solving skills and to train teachers to use technology as both an instructional tool for the Social Studies curriculum and to reinforce fundamental ELA skills. FIELD EXPERIENCE Each participant is required to (1) create products that are specifically designed to meet the diverse needs of students in their classrooms, (2) use those products with their students, (3) assess student understanding of content, (4) record evidence of student learning through photographs and video, (5) bring that evidence back to the learning community, (6) share both the evidence and their experience with the colleagues in the course, (7) reflect and record their findings in a blog, (8) turnkey their skills with teachers in their school communities. PREREQUISITEParticipants from specific grant schools must be selected by their principals to attend this course. CONCEPTUAL FRAMEWORK Diversity: The Office of Educational Technology (Queens) OETQ is dedicated to reaching a diversity of learners through a wide variety of delivery methods, offering modality options and expanding access by reducing geographic and time barriers. By using a wide variety of content material, formats, and instructional strategies, participants learn to create and customize instructional experiences to meet the specific needs of their students. Technology: Technology provides one of the most efficient means of engaging students, empowering teachers and providing content in the 21st century. Field Relations: The OETQ Instructional Technology Specialists are highly qualified New York City public school K-12 teachers that can bring practical classroom management techniques, instructional technology methodologies and curriculum integration to make a difference in our classrooms. COURSE GOALS This course explores the use of technology to enhance English Language Arts instruction in Social Studies. The program aims to train teachers to use technology as both an instructional tool for the Social Studies curriculum and as a way to reinforce ELA skills. COURSE FOCUSThe content and activities of this course provide the learner with the opportunity:

* Develop an appreciation for technology as a tool to teach and learn.* Develop an understanding of and a commitment to serving diverse populations

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* Develop an understanding of the power of technology to differentiate instruction through students' learning modalities.* Develop an image of oneself as a learner, teacher and leader.

COURSE TEXTS THAT WILL BE SUPPLIED AND DISCUSSEDSession Title Author Pub. Date. Project Based Learning

PBL Starter Kit Buck Institute for Education

2009

Blogging Web Literacy for Educators Alan November 2008Blogging "Raising a Digital Child - A Digital Citizenship

Handbook for Parents" Mike Ribble 2009

Podcasting "Student-Powered Podcasting - Teaching for 21st Century Literacy"

Christopher Shamburg

2009

Graphic Novels "Writing Your Own Graphic Novel" Natalie Rosinsky 2010

JOURNAL ARTICLES THAT WILL BE SUPPLIED AND DISCUSSEDSESSION: Graphic Novels

“Using Student-Generated Comic Books in the Classroom"

T. Morrison, G. Bryan and George W. Chilcoat, Journal of Adolescent & Adult Literacy 45:8, May 2002

"Graphic Novel Vocabulary" Verizon Foundation, readwritethink.org

COURSE REQUIREMENTS1 Participants must be active SS/ELA classroom teachers or Collaborative Team Teaching

teachers in grant-specific public and non-public schools.2 Participants must have principal approval to attend this course as a representative of the grant

school.3 Participants must attend sessions and complete all projects by the end of the course.

4 Participants must turnkey their training to their school community and inquiry team upon request.

5 If possible, participants should bring a school laptop to each session. Specific software will be provided.

CLASS ATTENDANCE and POLICIESThis course is cumulative, building on each skill as its foundation is created. Therefore, 100% attendance is mandatory.

1. KEYSTONE ASSIGNMENTS Each student will develop the following specific products

Project Based Learning- BIE Buck Institute for Education Online Web Environments Blogging Google Tools Podcasting Graphic Novels

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ACADEMIC INTEGRITY AND PLAGIARISM Students are responsible for the honest completion and representation of their work, for appropriate citations of sources, and respect for others’ academic endeavors.

SESSION DESCRIPTION, OBJECTIVES AND EXPECTATIONSSessions Topics Participants Will: Expectations

Session 1Project Based

LearningBIE

Project Based Learning in the Classroom- Mandatory (4 workshops) What is Project

Based What is the

Driving Question

Learning Why How

Be able to create Project Based Learning Projects for the classroom using relevant curriculum while integrating technology.

Be able to use the New York Social Studies Scope and Sequence to develop driving questions.

To understand the purpose of PBL.

To understand the process involved in creating relevant PBL’s for your classroom.

Follow-Up to Today's Session

Use the New York Social Studies Scope and Sequence to establish a driving question for planning the Project Based Learning project.

Preparation for the Next SessionThink about the driving question and what you want the students to accomplish.

Session 2Orientation Meeting

Face to Face Meeting- Mandatory

Meet Office of Educational Technology Staff

Grant Goals Responsibilities Required Dates “I have Read it

Statement”

Meet your school’s Instructional Specialist.

Understand the Goals of the Grant.

Understand what your responsibilities as a participant of the Digital Destinations in History Grant.

Follow-Up on Today's Session

Meet and take note of your Instructional Specialist. Start thinking of ways your Instructional Specialist may be of assistance with integrating technology.

Preparation for the Next Session

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Web presences Grant

Evaluators Mandatory

Surveys for Participants, Students, Workshops

Receive dates for Face to Face Meetings and workshops.

Sign the “I have Read It Statement.

Become familiar with the different websites used by the Grant.

Meet Grant Evaluators and understand their purpose.

Understand the required completion of participant and student surveys.

Make an appointment with your specific Instructional Specialist. Take contact information.

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Session 3Using Blogs to Enhance Social

Studies Instruction

Blogs Defined Creating Blog

Posts with Images, Videos, etc.

Aris Connect

Be able to create your own blog that you will be able to use tomorrow with your students with relevant Social Studies curriculum.

Be comfortable posting a comment to a colleague’s blog.

Be able to post an assignment to your blog, add an image, embed a link and a video, and moderate students' comments on your blog.

Explore ARIS Connect and participate in an online community.


Create a blog post assignment for your students based on relevant Social Studies curriculum. Students will write their responses to the assignment on the blog to be shared out at the beginning of the next session.

. Preparation for the Next

SessionDetermine what historical topic you will be teaching between now and our next session, which will be used in a google map. Build upon your driving question created during the Project Based Learning workshops.

Session 4Online Environments

Online Environments

NYPL- New York Public Library

Yolink Thinkfinity

Receive a New York Public Library Card (different than a borough library card)

Be able to use all resources on the New York Public Library site ( Gale resources, etc.)

Be comfortable with Yolink.


Find resources on the sites to use in your Google Map. .


Using the NYS Social Studies Scope and Sequence build upon your driving question created during the Project Based Learning workshops and look for resources on the sites

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Be comfortable with using Thinkfinity.

introduced at this session.

Session 5Google Tools to Enhance Social

Studies InstructionDay One

Google Tools Using NYS

Social Studies Scope and Sequence to focus driving question.

Sample Google Map

Google Search Tools

Building a Google Map

Adding Hyperlinks

Adding Images

Changing Placemarks

Adding Animated Gifs

Embedding Video

Adding Collaborators

Be able to use the NYS Social Studies Scope and Sequence to focus driving question. This driving question will focus on an event in history, with locations.

Be able to use Google Tools to find research to be added to your Google Map. Using Google Search, Timeline, Wonder Wheel, etc.

Be able to build a Google Map with hyperlinks, images, place marks, and different locations.

Be able to add OET Queens as a collaborator as well as students.

Be able to search User Created Maps on related topics.

Follow-Up on Today’s Session

Finish working on your Google map. Apply what you've learned by teaching your students about Google tools. Comment on your experience working with your students to the blog. Preparation for the Next SessionThink of documents you would add to your Google Map.

Session 6Using Google Tools to

Enhance Social Studies Instruction

Day Two

Google Tools Google

Documents Google

Spreadsheets Google

Presentations Google Forms Uploading and

Creating a Google Document

Hyper-linking Documents to a

Be able to upload and create a Google document, spreadsheet, and form.

Be able to hyperlink to the participant Google Map.

Use the NYS Social Studies Scope and Sequence to create curriculum relevant Google Documents to


Finish working on your Google map. Apply what you've learned to add relevant Google documents. Comment on your experience working with your students to the blog.


Determine what historical topic you will be teaching

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Google Map add to participant Google Maps.

between now and our next session.

Have your students create a historical creative writing piece.

Session 7Using Podcasting to

Enhance Social Studies Instruction

Introduction to Podcasting

Creating a script group

Adding music Using the NYS

Social Studies Scope and Sequence to identify a topic

Finalizing your storyboard

Be able to define podcasts.

Be able to plan for a podcasting project with students.

Use the NYS Scope and Sequence to create assignments for students with relevant curriculum.

Use student writing to create a storyboard to create podcasts.


Apply what you learned today by teaching your students how to create a podcast.

Embed samples of student-created podcasts on the course Google Map.

Preparation for the Next SessionHave your students create a historical creative writing piece about the event or time period. They can choose to write a first person or third person narrative. The first person narrative can consist of taking on the role of someone during that time period (like a memoir or journal entry). The third person narrative might be about reporting on a historical event.

Session 8Using Graphic Novels

to Enhance Social Studies Instruction

Definition of Graphic Novel

What is the story behind the image?

Turning your students’ writing into a Graphic Novel

Gathering Images

Using Comic

Understand the purpose of Graphic Novels.

Be able to tell a story using images.

Be able to use student writing to create a Graphic Novel.

Be able to use


Finish your graphic novel. Have your students create their own graphic novels.


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Life software to create a Graphic Novel

different resources to find images.

Be able to use Comic Life software to create a Graphic Novel

Start collecting student projects. Next session will be a Mini Share Out. You will present your student work at a gallery walk.

Session 9Mini Share Out

Sharing Student Projects with other Participants

Be able to discuss projects and technology tools integrated into projects. Be able to share the process with the other participants.


Think of the other projects that were presented. Which ones would you like to use in your classroom. Comment to the blog.


Start thinking about which students you will bring to the

next session which is the Share Fair. The Share Fair

will be a “project” fair where the students can discuss their

project and celebrate participating in the Title II D,

Digital Destinations in History Grant program.

Session 10Share Fair

Sharing student projects with other teachers, students, and parents

Be able to discuss projects and listen to students discuss the process involved in participating in their projects.

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STANDARDS ADDRESSED NYS English Language Arts StandardsNYS ELA

Standard 1 Information and Understanding, Informational Text, Organizing Data, Conducting Research, Speaking and Writing Persuasive Commentary

NYS ELA

Standard 2 Literary Response and Interpretation, Recognize the Impact of Rhythm and Rhyme in Poems

NYS ELA

Standard 3 Critical Analysis and Evaluation, Persuasive Writing and Speaking

NYS ELA

Standard 4 Social Interaction, share reading experience and provide feedback by asking questions

NYS Social Studies Standards NYS SS Standard 1 History of the US and NY – use a variety of intellectual skills to demonstrate

understanding of major ideas, eras, themes, development and turning points in the history of the United States and New York.

NYS SS Standard 2 World History – use a variety of intellectual skills to demonstrate understanding of major ideas, eras, themes, development and turning points in world history and examine the board sweep of history from a variety of perspectives.

NYS SS Standard 3 Geography – use a variety of intellectual skills to demonstrate understanding to include distribution of people, places and environments over the Earth’s surface.

NYS SS Standard 5 Civics – use a variety of intellectual skills to demonstrate understanding of governments, US systems and other nations, the US Constitution and basic civic values of American constitutional democracy and the roles, rights and responsibilities of citizenship.

Professional Teaching Standards (PTS)

1 Creating and maintaining effective environments for student learning.2 Engaging and supporting all students in learning.3 Developing as a professional educator.

Other Standards Addressed MSIT 2 Use an understanding of learners and learning and apply instructional design model in a

curriculum development project.AECT 2 Candidates demonstrate the knowledge, skills, and dispositions to develop instructional

materials and experiences using print, audiovisual, computer-based, and integrated technologies

AECT 5 Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

TS 01 Use computer-based productivity tools to develop instructional materials that integrate technology to meet the target needs of all students.

TS 02 Apply principles of instructional system design to create instructional materials that integrate technology to meet the target needs of diverse student populations.

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New York City Social Studies Scope and SequenceGrades 3-8 and Global History and Geography

New York City Social Studies Scope and SequenceGrade Month(s) Unit Essential Question

3September – October

Introduction to World Geography and World Communities

What are the important features of communities throughout the world?

3 November - June

Case Studies of a Community in Africa, Asia, South America, The Caribbean, Middle East, Europe, Southeast Asia, or Australia

How do culture, history, geography, people, and government shape the development of a community?

Grade Month(s) Unit Essential Question

4September – Mid-October

Native Americans: First Inhabitants of New York State

How did Native Americans influence the development of New York?

4Mid-October – November Three Worlds Meet

How did three diverse cultures interact and affect each other?

4December – January

Colonial and Revolutionary Periods

How did the American Revolution affect lives in New York?

4February – Mid-March The New Nation What does it mean to be free?

4 Mid-March – April Growth and Expansion

What was the effect of industrial growth and increased immigration on New York?

4 May – JuneLocal and State Government

What is the relationship between governments and individuals?

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6 September – October Geography and Early Peoples of the Eastern Hemisphere

How did geography influence the development of the Eastern Hemisphere?

6 November – December Middle East How do geography, economics, people, and key events connect to shape a continent?

6 January – February Africa How do geography, economics, people, and key events connect to shape a continent?

6 March - April Asia How do geography, economics, people, and key events connect to shape a continent?

6 May – June Europe How do geography, economics, people, and key events connect to shape a region?

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5 September – October Geography and Early Peoples of the Western Hemisphere

How did geography influence the development of the Western Hemisphere?

5 November The United States How do geography, economics, people, and key events connect to shape a nation?

5 December – Mid-February

Latin America How do geography, economics, people, and key events connect to shape a region?

5 Mid-February – April Canada How do geography, economics, people, and key events connect to shape a nation?

5 May – June Western Hemisphere Today

How do nations meet the challenges of modern living?


8 September – October An Industrial Society

How did industrialization and immigration change the face of American life?

8 NovemberThe Progressive Movement

How do people effect change and reform?

8 December – JanuaryThe United States as an Expansionist Nation

How does a nation balance its own needs with the needs of the world?

8 January – Mid-FebruaryThe United States Between Wars

How does a nation respond to economic changes?

8 Mid-February – March

The United States Assumes Worldwide Responsibilities

How do competing views of power and morality lead to global conflict?

8 April – June From World War II to the Present: The Changing

How has America reacted to the

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7 SeptemberEarly Encounters: Native Americans and Explorers

What was the impact of European exploration on the Americas’ land and people?

7 October – November

Colonial America and The American Revolution

How did the development of the colonies lead to rebellion?

7 December – January A New Nation

How did the new nation respond to independence?

7 February – March A Nation Grows

What were the causes and effects of national growth?

7 April – JuneCivil War and Reconstruction

How do issues of power, wealth and morality influence war?

Nature of the American People

challenges of the modern world?

Global History and Geography

Unit Essential Questions

Unit 1: Ancient World: Civilizations and Religions (4000 BC – 500 AD)

Early Peoples

Neolithic Revolution and early river civilizations.

Classical civilizations

The rise and fall of great empires

The emergence and spread of belief systems.

How do the movements of people and ideas (cultural diffusion) affect world history?

How does technological change affect people, places and regions?

What defines a turning point?

To what extent is life a constant struggle between continuity and change?

Why do civilizations rise and fall?

After it falls, what impact does a civilization have on history?

How do physical and human geography affect people, places and regions?

Are conflicts between nations and/or people inevitable?

Do belief systems unite or divide people?

How do movements of people and ideas affect people, places and regions?

Unit 2: Expanding Zones of Exchange and Encounter (500 – 1200)

Gupta Empire (320-550 AD)

Tang and Song Dynasty (618-1126 AD)

Byzantine Empire (330-1453 AD)

Early Russia

Why do civilization rise and fall?




What impact do regional and global trade networks have on world cultures?

To what extent is life a struggle between continuity and change?

How do movements of people and ideas affect people,

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The spread of Islam to Europe, Asia and AfricaMedieval Europe (500-1400)

Crusade

places and regions?

How are the concepts of time and place vital to the understanding of history?

How are economic systems structured to meet the needs and wants of different societies?

What assumptions do different groups hold about power, authority, governance and law?

How does the individual influence world events?


Unit 3: Global Interactions (1200 – 1650)

Early Japanese history and feudalism.

The rise and fall of the Mongols and their impact on Eurasia.

Global trade and interactions.

Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires

Social, economic, and political impacts of the plague on Eurasia and Africa.

Renaissance and Counter Reformation.

The rise and impact of European nation-states/decline of feudalism.


How do movements of people and ideas affect people, places and regions?








To what extent do the concepts of justice and human rights differ across time and place?





Unit 4: The First Global Age How do physical and human geography affect people,

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(1450-1770)

The Ming Dynasty (1368-1644)

The impact of the Ottoman Empire on the Middle East and Europe

Spain and Portugal on the eve of the encounter

The rise of Mesoamerican empires: Aztecs and Incan empires before 1500

The encounter between Europeans and the peoples of Africa, the Americas, and Asia.

Political Ideologies: global absolutism

The response to absolutism: The rise of parliamentary democracy in England

places and regions?












Unit 5: An Age of Revolution (1750-1914)

The Scientific Revolution

The Enlightenment in Europe

Political revolutions

The reaction against revolutionary ideas

Latin America: The failure of democracy and the search for stability

Global nationalism

Economic and social revolutions

Imperialism





Does on-going scholarship change our worldview?





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Unit 6: A Half Century of Crisis and Achievement (100- 1945)

World War I

Revolution and change in Russia – causes and impacts

Between the wars

World War II – causes and impact










Unit 7: the 20th Century Since 1945

Cold War balance of power

Role of the United Nations

Economic issues in the Cold War and Post –Cold War era

Chinese Communist Revolution

Collapse of European imperialism

Conflicts and change in the Middle East

Collapse of communism and the breakup of the Soviet Union








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Political and economic change in Latin America








Unit 8: Global Connections and Interactions

Social and political patterns and change

Economic issues

The environment and sustainability

Science and technology







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Digital destinations in history syllabus working

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