Zotero Readings Analysis
Your task this semester is to submit at least ONE (1) reading analysis per week. We have eight weeks of readings, but you can take one (1) week off without penalty. In short, you have at least seven (7) total submissions. To complete your weekly readings analysis, you will leave a “Note” for the reading in the HIS 5450 Zotero Group library. You choose the seven weeks to complete this assignment, which means you also choose the two weeks to take off. Regardless, you must come to class prepared each week to discuss ALL the readings – the choice is only about which reading you will focus on for the Zotero note assignment.
You will write two book reviews this semester, one for Latino Americans and the other for Teaching World History as a Mystery. Format and assignment directions and rubric coming soon.
Product of Learning
The product of learning is designed for students to implement best practices in research, history teaching, and historical thinking skills-inquiry in a series of curricular materials aimed at a particular audience (i.e. high school social studies, community college history courses, public museum series of workshops, a survey course at a four-year institution, etc.). Participants will establish clear learning objectives and then determine appropriate pedagogical and technological approaches.
A complete product of learning will include (but not limited to) the following: a complete unit of study plan, lesson plans with descriptive cover sheets for each lesson in your unit (aim for 4-6 lesson plans), research sources for both content and pedagogy—cited in Chicago MoS—with links to primary sources & products created by the instructor to use as models for students.
Participants will present their work in a conference-style panel presentation (with Q&A) for an audience of ASU History Dept. faculty, current and/or retired 9-12 social studies educators, and specialists in Social Studies Education. These audience members will provide feedback for final submissions, which will be posted on each participant’s online digital portfolio website.
This course uses contract grading. There are no points or letter grades during the semester, but I will need to enter a final letter grade at the end of the semester per university guidelines.
A contract grading system does not mean there are no expectations, nor does it mean there is no feedback. In fact, the opposite is true. Throughout the semester I will offer helpful feedback and hold a high standard for each assignment. We will meet for one-on-one meetings as well. Before any meeting, you will be expected to submit a reflective feedback form to jumpstart our conversation. At the end of the semester, we will have a final meeting to discuss your grade. Before we meet, you should bring a separate final grade analysis with justification for each assignment; I will share my own analysis as well. Our discussion will provide context for the final grade.
Why Contract Grading?
Too often, students work for “points” that impact their GPA. Naturally, the grade – not the learning – becomes the focus. Contract grading redirects your focus so that learning is intrinsic and flows out of your learning journey. Another reason to use contract grading is that this is a graduate-level course where most participants are developing a new set of skills and practices. Thus, even “final products” are works in progress. A final assessment should reflect how you met both the learning objectives and the journey itself.
- Passing (“C”) – Attend class regularly (no more than 2 absences for the semester); submit your Final Reflection form, and complete at least 3/4 of assigned work (i.e. five readings notes and most – but not all – of your curriculum work). In terms of participation in class discussions, you offer some input but the quality of your participation suggests minimal-to-moderate effort outside of class.
- “B” Quality Work – Attend class regularly (not missing more than 2 classes in a semester); submit your Final Reflection form (with honest and reflective comments throughout); complete all assigned work in a timely manner, with sincere effort, and attention to detail [work shows you read texts closely and kept up with journal entries]. In terms of participating in class discussions, you are fully present and engaged in-class readings and discussions but the level of engagement is a bit uneven.
- “A” Quality Work – Do all of what is required for a “B” but also show excellence in your work. That means putting extra effort by stretching yourself intellectually: strong critical thinking (including the ability to understand and respond to other views, especially those contrary to your own); evidence of regular research and deep analysis of the readings; curricular work that marries content research, best practices in history/social studies education, and technology-globalization. Curricular ideas are uniquely your own (not simply borrowed and applied from the readings or class discussions), maybe even with some informed risk-taking. In terms of participating in class discussions, you are fully present and engaged in-class readings and discussions and engagement is consistently strong.
If at any time you’d like to discuss how your academic work is measuring up to these standards, stop by my office or schedule an appointment. I’m always glad to talk with you. Our periodic one-on-one meetings will also provide opportunities to discuss your learning and growth.
Distribution (Quality / Posted Grade)
“A” Quality: (Exceptional) A or A-
“B” Quality: B+ or B or B-
“C” Quality: C+ or C or C- *
“F” Quality: 69 or below *
* can initiate conversations concerning probationary status with graduate director