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I. Program Affiliation: Elementary, Secondary Education

Course Number and Titles: CI 519 Adventure of the American Mind

Course Description:

This course is designed for in-service and pre-service classroom teachers to effectively and wisely access, integrate, and produce curricula utilizing the Internet and digitized primary source materials from the collections of the Library of Congress. The course will focus on the nature of primary sources and classroom applications for digital technology and will provide hands-on experience using the historical texts, photographs, motion pictures, maps and sound recordings from the Library of Congress American Memory digital collections.

Additionally, teachers will also learn how to disseminate lesson plans integrating technology through mentoring activities in their schools and to assist other teachers in accessing the resources of the National Digital Library and develop materials integrating technology.

Instructors' Information:

Dr. Randall Smith
Department Chair
Curriculum & Instruction
Office Location: Founders Hall 1142
Office Phone: 618/650-3434
E-mail: resmith@siue.edu

Amy Isom
AAM Program Manager
School of Education
Office Location: Alumni Hall 1139
Office Phone: 618/650-3777
E-mail: aisom@siue.edu

Technical Specialist's Information:

Binod Pokhrel
School of Education
Office Location: Alumni Hall 1141
Office Phone: 618/650-3778
E-mail: bpokhre@siue.edu

II. Relationship to Knowledge Base:
This course provides an in-depth study on the research and practice of using primary resources and embedded technology use in relation to content within the classroom. In addition, this course will also model strategies that will promote higher order thinking skills while using primary resources by engaging K-12 students in inquiry based learning activities using (but not limited to) technology, and creating products that will engage the learner.

III. Goals:
The goal of this course is to help in-service and pre-service classroom teachers to effectively and wisely access, use, and produce curricula that utilizes the Internet and digitized primary source materials from the collections of the Library of Congress. Teachers will also learn how to disseminate lesson plans integrating technology through mentoring activities in their schools and to assist other teachers in accessing the resources of the National Digital Library and develop materials integrating technology.

IV. Program Objectives Related to this Course:
Course Objectives and Strategies/ Requirements:

*Objectives reflect the Illinois Professional Teaching Standards.

1. Knowledge of the Library of Congress Digital Resources
a. Search the American Memory Digitized Resource Archives and locate needed archives
b. Develop research skills using desktop, library and Internet tools that are applied to course assignments

2. Knowledge of central concepts and methods of inquiry
a. Evaluate teaching resources and curriculum materials
b. Develop curricula that demonstrates an interconnection between subject areas that will reflect life and career experiences
c. Develop effective questioning techniques
d. Develop multiple representations of concepts that capture key ideas to develop conceptual understanding

3. Effective, efficient and wise use of instructional technology in teaching
a. Develop grade level appropriate curricula through the creation of Lesson Plans
b. Use technology to enhance abilities as curriculum makers and instructional designers
c. Access resources in the digital archives of the Library of Congress while acquiring instructional technology skills that are addressed in the Illinois Content Area Standards- Technology Standards for All Teachers and the National Educational Technology Standards for Teachers

4. Instructional technology skill level development that fosters effective, efficient, and wise use of technology in the classroom

1. Commitment to achievement of all learners
a. Mentor teachers about instructional technology skills
using the Library of Congress Digital Archives (specific to AAM teacher's school).
b. Appreciation for the Library of Congress Digital Resources.

1. Develop curricula integrating technology
a. Integrate the American Memory archives into k-12 lesson plans.
b. Develop technology integrated products to accompany lesson plans.
c. Confidently maneuver through the Internet to find adequate resources for their grade level.
d. Utilize the laptop in an efficient and effective manner as a learning tool in integrating technology into the k-12 classroom.
2. Develop selected instructional technology skills within the Illinois Content Area Standards

Diversity Statement:
This course, which explores all types of Library of Congress- American Memory project content, ensures an informed understanding of a variety of cultures and ethnic groups. The course stresses past and current social issues, and how local events and people are impacted by regional, state, national, and international events. Additionally, students are provided learning opportunities that address the Illinois Content-Area Standards-Technology Standards for All Teachers:

" Standard 3- Application of Technology in Instruction
The competent teacher will apply learning technologies that support instruction in their grade level and subject areas. He or she must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.

Technology Requirements:

This course uses technology as a tool for research, accessing primary digital resources, and developing curriculum for use in teaching and learning activities. The course stresses the effective, efficient, and wise use of technology.

Clinical or Field Experience Component:

Students in this course are practicing teachers and will be developing lesson plans that they will use in their classrooms.

VI. Course Evaluation:

Evaluation Procedures:

Students will be assessed on:
1. Attendance Required for completion of program
2. Active Participation 25%
4. Assignments 25%
5. Final Product 50%
6. Implementation of lessons Required for completion of program

Students are expected to attend every class meeting. One unexcused absence will be allowed, after the allowed absences the student's grade will be lowered one grade level for every class missed.

IMPORTANT: It is the student's responsibility to obtain missed information and material. An appointment should be made with AAM staff before the next class period.

Policies and Procedures:
Meetings with AAM staff are by appointment only. All other policies are those specified by the university.


Current research articles may include but are not limited to the areas of:
¢ Instructional technology
¢ Constructivism
¢ One-computer classroom
¢ Primary sources
¢ Student performance using technology
¢ Technology-based learning environments
¢ Thematic units using technology
¢ Curriculum integration
¢ Integrating educational technology into teaching
¢ Multi-media for learning
¢ Professional development: mentoring
¢ Lesson/Unit plan designs

Additional Course Information:

1. Caveat: The instructors reserve the right to modify the syllabus in response to demonstrated instructional need.

2. Academic Integrity: Work completed by participants is expected to represent their own effort. When information for assignments is gained through research in books, periodicals, technology, and/or other original works, credit must be given to the original author(s) work. The APA manual gives examples of how to acknowledge the work of original authors.

3. Special Needs: Prior to the first day of the course, any participant with a documented special accommodation or disability who needs academic accommodations should contact the instructor and the college or university. All discussions will remain confidential.

Overview of how the course will be conducted:

This course will be conducted through lecture, group discussions, group work, lab work, individual assignment, on-line assignments, participant presentations, and final projects.

Course Outline:

This 3-semester hour course requires 45 hours "seat time". Class meetings will be held weekly. During the course of the semester the following topics will be covered:

¢ Using the Internet
¢ Using the WebCT
¢ American Memory Website
¢ Searching Techniques in American Memory
¢ Learning Page on the American Memory Website
¢ Inquiry Based Learning
¢ Creating Models and Strategies for using primary sources
¢ Learning Skills and Teaching Methods using Technology
o Inspiration (Organizational tool)
o PowerPoint (Presenting tool)
o FrontPage (Web designing)
o Excel (Statistical tool)
Various digital medias (images, sound, and video clips)


Anderson, Whit. That's Not a Drinking Fountain. Retrieved: August 2003, from http://www.ncrtec.org/tl/digi/onecomp/

Barton, Mary Lee M.Ed., Billmeyer, Rachel Ph.D. Teaching Reading in the Content Areas. Aurora, Colorado: McRel, 1998.

Erickson, H. Lynn. Concept-Based Curriculum and Instruction Teaching Beyond the Facts. California: Corwin Press, 1998.

Gregory, Gayle H. and Chapman, Carolyn, Differentiated Instructional Strategies: One Size Doesn't Fit All. Corwin Press, 1st edition, 2002.

Harvey, Stephanie and Goudvis, Anne, Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse Publishers, 2000.

Hatton, Sharon Crawford and Ladd, Pam Leneave. Teaching Idea Development: A Standards-Based Critical-Thinking Approach to Writing. Thousand Oaks, California: Corwin Press, 2002.

Jacobs, Heidi Hayes. Mapping the Big Picture Integrating Curriculum & Assessment K-12. Virginia: Association for Supervision and Curriculum Design (ACSD), 1997.
McGrath, Elisabeth. (Sept./Oct. 2001). Is it unique & compelling? A Test for Internet activities in the classroom. Washington DC: Momentum. Retrieved August 2003, from http://k12science.ati.stevens-tech.edu/papers/McGrathreprint1.pdf
McGraw Hill Companies. Keeping your cutting edge: Methodology and research to take to your classroom. Retrieved August 2003 from http://www.glencoe.com/ps/printerFriendly.php4?articleId=418
Wiggins, Grant and Mc Tighe, Jay. Understanding By Design. Virginia: Association for Supervision and Curriculum Design (ACSD), 1998.

Main Internet Resources:
The Library of Congress http://www.loc.gov
American Memory http://memory.loc.gov
The Learning Page http://memory.loc.gov/ammem/ndlpedu/index.html

Spring 2004 Cohort

*Make sure to read Caveat under Additional Course Information.

Week 1 Introductions
Program Requirements
Course Syllabus & Requirements
Introduction to Library of Congress website
Introduction to American Memory

Assignment: (5 points)
Complete Tool # 7 online, http://www.nextsteps.lth5.k12.il.us/
Visit American Memory website: Be ready to provide feedback with your experience

Week 2 Primary Sources
Why use primary sources?
Primary Source Analysis
Learning Page
Searching American Memory
Viewing American Memory
Saving American Memory Item pages and URL (web address)

Assignment: (10 points)
Locate primary sources that support lessons/activities
Post at least one lesson idea in WebCT Discussions
Research a journal article supporting integration of technology and post in WebCT, read other postings

Week 3 Viewing and Downloading American Memory
Photographs, Documents, and Maps

Assignment: (10 points)
Download primary sources that could be used for lessons/activities
Post remaining lesson ideas in WebCT Discussions

Week 4 Downloading American Memory
Sound and Video

Assignment: (5 points)
Download primary sources that could be used for lessons/activities
Continue to work on lessons

Week 5

American Memory website
Citing Requirements

Assignment: (5 points)
Referring to American Memory primary source items used, check copyright on collections and formal citation of items used thus far (minimum of 3)

Week 6 Inquiry Based Learning
Concept Mapping using Kidspiration/Inspiration

Assignment: (5 points)
Complete concept maps for lessons
Continue to work on your lessons

Week 7 Pulling it all together:
Searching, Downloading, and Saving American Memory items
Local Primary Sources/Local History
Local Digitizing: using scanner and digital cameras

Continue to work on your lessons

Week 8 Lab time: Work on lessons/activities

Continue to work on your lessons

Week 9 No classes- Spring Break

Week 10 Fine tuning your laptop

Assignment: None

Week 11 Basic FrontPage

Assignment: (5 points)
Create/transfer lessons into .html documents

Week 12 Intermediate FrontPage
Uploading webpage using WS_FTP

Assignment: (5 points)
Continue to create/transfer/edit lesson/s, .html documents

Week 13 Basic PowerPoint and Excel
Roxio CD Creator

Transfer lesson files onto CD

Week 14 Presentations

Week 15 Presentations

Week 16 Getting Ready for:
Phase II: Workshop Dates
Phase III: Mentoring
Course Evaluations and Surveys

Week 17 Finals Week

Created by: resmith
Last update: May 22, 2004