About TPE 1:
TPE 1 is divided into two categories intended to take into account the differentiated teaching assignments of multiple subject and single subject teachers. Multiple subject credential holders work in self-contained classrooms and are responsible for instruction in several subject areas; single subject teachers work in departmentalized settings and have more specialized assignments. These categories are Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments (1-A), and Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments (1-B).
Teaching History-Social Science in a Single subject Assignment
Candidates for a Single Subject Teaching Credential in History-Social Science demonstrate the ability to teach the state-adopted academic content standards for students in history-social science (Grades 7-12). They enable students to learn and use analytic thinking skills in history and social science while attaining the state-adopted academic content standards for students. They use timelines and maps to reinforce students’ sense of temporal and spatial scale. Candidates teach students how social science concepts and themes provide insights into historical periods and cultures. They help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects, and student research activities.
Additionally, History-Social Science Single Subject Candidates connect essential facts and information to broad themes, concepts and principles, and they relate history-social science content to current or future issues. They teach students how cultural perspectives inform and influence understandings of history. They select and use age-appropriate primary and secondary documents and artifacts to help students understand a historical period, event, region or culture. Candidates ask questions and structure academic instruction to help students recognize prejudices and stereotypes. They create classroom environments that support the discussion of sensitive issues (e.g., social, cultural, religious, race, and gender issues), and encourage students to reflect on and share their insights and values. They design activities to counter illustrate multiple viewpoints on issues. Candidates monitor the progress of students as they work to understand, debate, and critically analyze social science issues, data, and research conclusions from multiple perspectives.
ARTIFACT #1: USING INTERACTIVE NOTEBOOKS TO TEACH ABOUT THE FRENCH REVOLUTION.
To make history more understandable, I have implemented the use of an Interactive Student Notebook or ISN. The ISN is designed to maximize right-brain and left-brain thinking students. The setup of the ISN varies from teacher to teacher but generally the right hand side of the notebook is the information/input side where students copy notes from Power Point lectures, answer reading study questions (RSQ's), complete graphic organizers, vocabulary work, and handouts. Right-hand sided things are the "meat" of the content standards and things that are testable on quizzes, tests, and useful for completing projects. The left hand side generally is for students to "interact" and process the right-side information in creative and artistic ways. For example, students might take Power Point notes on the American or French Revolution and then use that information to create an illustrated timeline of key events. Thus, students aren't mindlessly taking notes, but processing, summarizing, and "interacting" with them in some sort of creative fashion. Most teachers have an elaborate even, odd page arrangement where the right side activities are even and left side are odd pages but I use a simple sequential format so that students can easily follow along without having to ask, "is this an even numbered page or odd?" This makes it easier for myself as well. Since implementing the ISN, I have found that students benefit from it because it suits different learning styles; especially auditory and visual. It can benefit tactile learners when they are able to "act out" various lessons or content material. ISN's are also beneficial when students can work in cooperative teams or groups.
Below is a sample lesson that I did earlier this year in high school world history for the French Revolution. The lesson plan (artifact #1) is followed by a variety of ISN activities (artifact 2) that demonstrate student understanding and the types of activities (both right and left-side).
Title: The French Revolution and Age of Napoleon
California State History-Social Studies Standards Addressed in this Lesson:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
- 10.2.2 List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
- 10.2.4 Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
Goals:
The goal of this lesson is to describe the radical phase of the French Revolution, its consequences and how it led to the rise of Napoleon Bonaparte.
Objectives (Students will be able to):
The goal of this lesson is to describe the radical phase of the French Revolution, its consequences and how it led to the rise of Napoleon Bonaparte.
Objectives (Students will be able to):
- Create a timeline listing the major events that occurred during the Radical Phase of the French Revolution.
- Summarize the major events of Napoleon's rise and fall from power; describe his legacy on France.
Supplied needed:
- Student's ISN's.
- Projector
- Colored pencils
- Teacher created PowerPoint: 4 Phases of the French Revolution
ELL Adaptation: pre-teach vocabulary using PowerPoint with words and corresponding pictures. Students will write the new words in their ISN's and later create a KIM chart (Key word, information, memory cue).
Procedures:
Introduction:
Anticipation guide: students will work with a partner to complete an anticipation guide with 8 questions. Discuss answers with students.
Activities:
Introduction:
Anticipation guide: students will work with a partner to complete an anticipation guide with 8 questions. Discuss answers with students.
Activities:
- Teacher directed instruction using PowerPoint to explain the key persons, events, and consequences of the radical phase of the French Revolution as well as who Napoleon was. Students will take notes in their ISN's
- Working with a partner, students will use their notes, book, and internet to create an illustrated timeline with major events of the radical phase. Timeline is on the left-hand side of ISN.
- Students will answer reading study questions (RSQ's) about Napoleon in pairs.
- Working individually, students will use their notes, book, and internet to create an acrostic poem with Napoleon's name. The acrostic poem should have key facts about Napoleon's rise and fall to power and his impact on France's society and government. Timeline is on the left-hand side.
- After completing the acrostic, students will compare poems with 1 other student and merge poems to create a master acrostic.
Reflective Assessment & Evaluation
- Assess student work using ISN rubric for completeness, content accuracy, creativity, organization, and neatness.
Homework: Have students write a 1 paragraph summary explaining which event, the radical phase or age of Napoleon, most positively affected France with 3 specific examples.
Closure: Have students share summaries the next day with the class.
ARTIFACT #2: STUDENT WORK SAMPLESThe pictures below demonstrate student learning and examples from the above lesson plan. The rubric of how I grade these activities and the notebook are also posted. Drawings will vary on quality depending on the student but I tell them that the drawings should be something that make sense when combined with the timeline and anyone should be able to pick up the notebook and understand what is being communicated. Drawings are also expected to be colorful and neat. The timeline contains material from their books and the drawings are an interpretation or representation communicating their understanding of the material. Also, the drawings help students recall information as visual learners. I have taught World History for 3 years and this is the first year I've used the ISN. I have seen a significant improvement in student interest and understanding of content knowledge as demonstrated by daily work, quizzes, tests, and various projects.
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| Radical Phase Timeline #1 |
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Radical Phase Timeline #2
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| Age of Napoleon RSQ's #1 |
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| Age of Napoleon RSQ's #2 |
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| Napoleon Acrostic |
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| ISN Rubric Pg. 1 |
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| ISN Rubric Pg. 2 |
ARTIFACT #3 SUPPORTING LITERATURE REVIEW
The above link will take you to the article, “Integrating Interactive Notebooks,” by Waldman and
Crippen (2009). In it, the authors explain the nuts and bolts of interactive notebooks.
There are four main topics addressed: the notebook's design,
effectiveness, proper implementation, and assessment of notebooks. For any teacher looking to know more about ISNs, how they work, and more importantly, why they work, this is a great place to start.
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