NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
After determining your assignment choices, select books from Bibliography for Assignments #3 and #4. You may select alternate books with instructor’s prior approval.
None. All reading is online.
• After determining your assignment choices, select books from the lists in Assignments 3 and 4. You may select alternate books with instructor’s prior approval. • Price of texts varies. Some texts can be found on books.google.com or Amazon.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Motivation
Assignment #2: COURSE FORUM
Assignment #3: Non-Fiction Options
Recommended for teachers of grades 1-6.
Assignment #4: Fictional Studies
Referring back to your list of eight (8) films, you will now view the four (4) remaining films on your list. In a 2-page review indicate which films you viewed and narrate a couple of vignettes that inspired you as a teacher. Describe in general terms how you plan to use any of the new material in your teaching. Indicate grade level and content area/ theme. Post this review to the online response box and indicate the films you viewed.
Assignment #6: COURSE FORUM
Describe in general terms how you plan to use any of the films you have viewed in your teaching. Give emphasis to as many different points of view in regard to this time frame (i.e. Northern officer, Southern officer, children, women, African Americans, farmers, businessmen, politicians, etc). Indicate your grade level and the course or theme you are teaching.
Review the pages below on effective ways for asking questions and make a list of “rich” (i.e. engaging) questions you would pose to your students given the films you would choose to show. Post your 1-2 page paper in the online response box. Feel free to respond to any other postings from educators who are also taking this course.
Assignment #7: COURSE FORUM
For this assignment you will be examining a number of websites that offer interactive material, video lectures, video demonstrations, and sample lesson plans that you can use in your teaching situation.
Spend some time reading and exploring all of the websites. These websites are found in the bibliography section of this document.
Select five (5) of the websites and in 3-4 pages post a review, to the online box provided, which details the following:
How information on the websites could be accessed directly by students to supplement a lesson on this subject.
How teachers could use the websites to obtain additional material not on the videos.
Specific elements which you found helpful and interesting.
Your overall impression of the websites.
Feel free to respond to any other postings from educators who are also taking this course.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
B. LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor community-based learning) or with students in another teacher’s summer classroom in session.
1) In Assignments #2 through #7 you have examined a variety of resources on the Civil War. From this material develop a unit of 4-6 lessons you can implement with your students. Incorporate as many points of view from this time period as possible in order to give your students a complete perspective of this topic. Your unit should contain the three resources you examined earlier in this course—non-fiction text, fictional book, and web resources.
Your unit should include:
· Description of lessons
· Expected student outcomes
· Sequence of activities
· Method of assessment
· Follow-up learning
Describe any suggested texts or other reading students will do. You may also replace the above outline with your school or district’s own lesson plan format, if there is one, or with the HOL Lesson Plan that is provided. You may include slide shows, art, music, period costumes, etc.
Execute 1 lesson you created for this assignment and provide a 1-2 page summary of your own post-lesson thoughts on both your presentation and student performance, posting in the online response box
Using the Heritage Institute lesson template or one from your district, create a lesson reflecting what you learned in this course, or modify an existing lesson to incorporate a climate change perspective and facts. Then either:
(1) Implement your lesson with students in your classroom. (If you are not teaching or it is summer, find youth in your community or another classroom to work with.) Submit your lesson along with a 2-page description of what worked well and what could be improved. Include samples of exemplary student work (via video, photos, scans of essays etc) and include any rubric used for assessment purposes. Once your lesson is done, upload it into The Heritage Institute lesson library following the correct methods to properly classify it. Review THI's lesson plan template.
(2) Submit your unit lesson AND include as well a 500+ word article about any aspect that you’ve learned about in this course, sharing any anecdotes from your teaching or personal life that relate to the subject. This could be an opinion piece, a call-to-action, a personal story or combination of all of these. Substantiate your narrative with facts, figures or mention of relevant persons. The Heritage Institute will request your permission to publish on our blog what we consider outstanding articles.
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A) In each of the resources you have studied for this course, both the North and South points of view on this time period have been represented. For this assignment, and using the information that you have reviewed, discuss in a 4-6 page paper how you would best present the perspectives of both sides of the Civil War to your students via your specific lessons. Include activities that you might use to communicate each point of view and describe how you would allow your students to draw their own conclusions about independence. Post this lesson plan in the online box provided.
Option B) Another assignment of your own choice with the instructor’s prior approval. Examples might be: slide show from the classroom resource web sites, lesson in which the class will be baking food from this time period, developing a fictional play on an important topic from this period, etc.
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Eric Low, M.A. has been a teacher and coach in the state of Washington since 1992. He has lived, taught, and studied in Southwest Washington since 1995. Eric has a Master’s degree in history from Eastern Washington University with an emphasis in America’s West and has been an active researcher of Washington State history for 20+ years. Eric currently teaches history at Winlock High School and serves as a Lead Teacher for ESD 112s “Constitutional Connections” American History grant, a 3 year program that has worked to utilize and develop Social Studies Common Core and CBAs in the classroom.
CIVIL WAR: Film, Literature & Classroom Resources