Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
CIEP 540
Course Objectives
Students will be able to:
Explain, analyze and evaluate the major tenets, premises, and assumptions of
important curricular and instructional theories in American educational history.
Describe and explain significant historical events, developments, and trends in the
field of curriculum and instruction in American educational history.
Percent
93%
90%
Points
130-140
126-129
B+
B
B-
87%
83%
80%
122-125
116-121
112-115
C+
C
C-
77%
73%
70%
109-111
102-108
98-101
D+
D
D-
67%
63%
60%
94-97
88-93
84-87
0-83
F
Attendance:
CIEP 540
Assignments:
Participation (20 points) - Students are expected to attend all class sessions. In the event
that you cannot attend a session, please notify me in advance if possible. Students are
expected to read and discuss assigned readings, as well as participate in all class activities.
In addition students will have the opportunity to lead a class discussion. Students will be
assigned an evening where they will facilitate or co-facilitate the discussion of an assigned
reading. As you facilitate, you will need to pose questions, promote dialogue, and offer
your analysis of the reading.
Research Journal (40 points, 4 entries x 10 points each) Students will compose weekly
research journal entries, submitted roughly weekly and posted to LiveText, bringing
together ideas from the readings, class discussions, and own research. Entries are
assessed for completeness and seriousness with an emphasis on synthesizing concepts to
inform the final research paper.
Final Paper (60 points) Students will complete an article-length paper, 15-20 pages
excluding endnotes. This paper is to be original historical research. It must use primary
and secondary sources and include documentary analysis.
Final Paper Presentation (20 points) - Students make a short presentation of their research
paper to the class as if presenting at an academic conference.
Required Texts:
Storey, W.K. (2013). Writing history: A guide for students, 4th ed. Oxford, UK: Oxford
University Press. (Available at bookstore.)
Other required readings will be posted to the course Sakai site.
Course Websites
Sakai https://sakai.luc.edu/portal/site/CIEP_540_001_2727_1144
CIEP 540
CIEP 540
Sakai and LiveText will be used as communication and learning tools. Students will use
these and other technological tools for research and presentation purposes.
CIEP 540
Course Calendar
Date
July 1
July 3
Topic
Introduction
to seminar;
History vs.
Memory
What makes
history a
scholarly
discipline?
Doing
History
Readings Discussed
View before class Lawrence Cremin Popular Education
& Its Discontents. http://video.pbs.org/video/1512020573/
Yoon K. Pak, Preface and Introduction in Wherever I Go,
I Will Always Be a Loyal American, p. ix xiv & 1 8
Richard White, Introduction in Remembering Ahanagran,
p. 3 6
Gary McCulloch, Introduction and Paper Tigers in
Documentary Research in Education, History and the Social
Sciences, p. 1 28
Ellen Somekawa & Elizabeth A. Smith. "Theorizing the
Writing of History or, 'I Can't Think Why It Should Be So
Dull, for a Great Deal of It Must Be Invention'." Journal of
Social History 22, no. 1 (1988): 149 61.
Assignments
Identify archive visit
date in class; What
are your goals in
taking this seminar?
Annotated list of
potential
archival/source sites
(physical & digital) in
class
Research Journal #1
to Sakai on Monday
July 7
Digital
Collections
for
Historical
Research
Presentation
by Tracy
Ruppman
July 10 Placeholder
for visit to
archive
July 15 What is
Curriculum
History?
Building
from
primary
sources
Research Journal #1
to Sakai on Friday
July 11
CIEP 540
Research Journal #2
to Sakai on Friday
July 18
July 24 The
Depression
Research Journal #1
to Sakai on Friday
July 25
Bring Draft of Paper
to class for peer
reviews & feedback
Final Papers to Sakai
CIEP 540
Presentation