Secondary Social Studies
CLUSTER OPPORTUNITY (2%)
Teachers participating in the Secondary Social Studies cluster will receive the skills and knowledge necessary to improve reading and writing in content areas, integrate primary sources into the social studies classroom and use technology to support research and presentation.
Teachers will take three (3) online courses developed by EDC (Education Resource Center): (1) Improving Reading and Writing in the Content Areas; (2) Integrating Primary Sources into the Social Studies Classroom; and (3) Using Technology to Support Research and Presentation. Each course takes place entirely online over a seven-week period (an orientation week followed by six weeks of content) with the participant spending approximately five hours per week completing assignments.
The culminating activities will be the implementation of the three lessons developed within the 3 courses. The implementation of the lessons from Integrating Primary Sources into the Social Studies Classroom, Using Technology to Support Research and Presentation includes having access to technology for students. The development of the lessons will include examination of student needs; strategies to improve reading and writing in the content areas; integration of primary Web-based sources into the classroom; and utilization of technology to support research and presentation at the middle and high school level.
Syllabi of Online Courses
The Syllabi of Online Courses for the Secondary Social Studies cluster is a document that contains an overview of each of the three online courses in the cluster and a complete syllabus for each course.
Tangible Products / Evidence of Work
- The participant will successfully complete the EDC online course Improving Reading and Writing in the Content Areas.
- Final Project: Participants will use the Content Area Lesson Plan Template to create a lesson plan based on the strategies and concepts they have explored throughout the workshop.
- The participant will successfully complete the EDC online course Integrating Primary Sources into the Social Studies Classroom.
- Final Project: Participants will develop a lesson plan that integrates Web-based technology.
- The participant will successfully complete the EDC online course Using Technology to Support Research and Presentation.
- Final Project: Participants will develop a research plan that has strategies for integrating technology into each phase of the research process using the Technology-Enhanced Research Project Planning Template.
- The participant will use tools, resources and strategies regarding strategies to improve reading and writing in the content areas; integration of primary Web-based sources into the social studies classroom; and utilization of technology to support research and presentation at the middle and high school level to implement their three final projects as three separate lessons in the classroom. The participant will collect student artifacts to reflect the level of success in implementing the three lessons.
- Tangible Product: Student artifacts showing successful implementation of all three lessons using tools and strategies to improve reading and writing in content areas, integrate primary sources into the social studies classroom and utilize technology to support research and presentation.
- The participant will critique each lesson, write a reflection on each lesson including appropriate changes, and make appropriate changes to the lesson in preparation for the next implementation.
- Tangible Product: Written critique/reflection for each lesson in word processor format.
- The participant will write an evaluation and reflection of the cluster.
- Tangible Product: Written evaluation/reflection in word processor format.
- The participant will submit a portfolio containing all tangible products outlined in this section and detailed in the Portfolio Summative Evaluation Rubric.
Generic Schedule of Activities (Refer to Specific Cohort for Exact Dates)
Activity One * (2 hours)
"Beginning of Cluster" Meeting - Setting the Stage for Online Courses
Activity Two ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Improving Reading and Writing in the Content Areas
Activity Three ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Integrating Primary Sources into the Social Studies Classroom
Activity Four ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Using Technology to Support Research and Presentation
Activity Five (15 hours)
Implement, Reflect Upon, and Revise the Lessons Developed in the 3 Online Courses
Activity Six (2 hours)
Reflection of Cluster
Activity Seven * (2 hours)
"End of Cluster" Meeting - Share Your Success in your Professional Learning Community
* - Activity One and Activity Seven are face-to-face meetings from 5:00PM - 8:00PM at the Collette Education Resource Center in Dover.
** - The online courses have one week of orientation followed by six weeks of content.
Schedule of Activities per Cohort
Portfolio Preparation
The portfolio is the way for you to show the eLearning Delaware Leadership Team that you have successfully completed, implemented and reflected upon your eLearning Delaware cluster experience. In other words, the portfolio is just our way of seeing your work throughout the entire cluster and a way for you to pull all of your work together for completeness of effort.
A three-ring notebook should be used to assemble the portfolio. Please put your name, school, and cluster title on the front cover of the three-ring notebook. The easiest way to do this is to use a notebook with a clear pocket on the front so you can slide a sheet of paper with the required info on it into the pocket. If you don't have a pocket, you can write on the notebook with a marker but please use a light colored notebook with a dark marker. (Black marker on black notebook is difficult to read!)
Organization of the Portfolio
Portfolio Cover Page followed by the following sections separated by tabs:
Tab 1 (Rubric Section 1): Course One (Improving Reading and Writing in the Content Areas) Certificate and Final Project,
Tab 2 (Rubric Section 2): Course Two (Integrating Primary Sources into the Social Studies Classroom) Certificate and Final Project,
Tab 3 (Rubric Section 3): Course Three (Using Technology to Support Research and Presentation) Certificate and Final Project,
Tab 4 (Rubric Section 4): Student Artifacts for Course One with Descriptive Paragraph for Each Artifact
Tab 5 (Rubric Section 5): Reflection for Course One Lesson Implementation,
Tab 6 (Rubric Section 6): Student Artifacts for Course Two with Descriptive Paragraph for Each Artifact
Tab 7 (Rubric Section 7): Reflection for Course Two Lesson Implementation,
Tab 8 (Rubric Section 8): Student Artifacts for Course Three with Descriptive Paragraph for Each Artifact
Tab 9 (Rubric Section 9): Reflection for Course Three Lesson Implementation,
Tab 10 (Rubric Section 10): Reflection for the Entire Cluster Experience, and
Tab 11 (Rubric Section 11): Certificates for Face-to-Face Meetings.
The order and numbering given above follows the order and numbering of the evaluation rubric. Note: there are minimum requirements for each section of the rubric.
Summary of Documents Needed for Inclusion in the Portfolio
Portfolio Cover Page
Support Document - For Reference Only
Portfolio Clarifying Document with Evaluation Rubric - Do NOT include in portfolio
For more information on the portfolio, read the narrative on the evaluation of the portfolio.
Additional Information
If you would like additional information on the Technology Implementation in the Classroom cluster offered through eLearning Delaware, please send an e-mail to elearning@dcet.k12.de.us
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