Beruflich Dokumente
Kultur Dokumente
Course Information
ED 5345 Chess II - Institutional & Cultural Contexts of Chess
Course texts are on reserve at the UTD McDermott library. Required and suggested
course texts are available for sale at the UTD bookstore, Off Campus books, and through
online book retailers. Exception: Tim Redman’s book may only be available from:
Off Campus Books
561 W. Campbell Road, #201
Richardson, TX 75080
972-907-8398
fax 972-907-0311
Redman, T. (Ed.). (2006). Chess and education: Selected essays from the Koltanowski
conference. Dallas, TX: Chess Program. ISBN10: 0-9786742-0-0, ISBN13: 978-0-
9786742-0-5
Root, A. W. (2009). Read, write, checkmate: Enrich literacy with chess activities.
Westport, CT: Teacher Ideas Press. ISBN-10: 1591587549.
Root, A. W. (2010). People, place, checkmates: Teaching social studies with chess. Santa
Barbara, CA: Libraries Unlimited. ISBN-10: 1591587549.
Students receive a First Lessons in Chess© CD, available free from UTD
Interdisciplinary Studies, Debbie Buckner <dbuckner@utdallas.edu> or (972) 883-2057.
Root, A. W. (2006). Children and chess: A guide for educators. Westport, CT: Teacher
Ideas Press. ISBN: 1591583586.
Although Web sites and computer software display two-dimensional chess sets
and boards, I recommend that each Chess Online student acquire a chess board with
algebraic notation on its borders and a chess set. You can find such chess boards and sets
at www.uschess.org or www.amchesseq.com.
Technical Requirements
ED 5345 will be offered through eLearning. For information about eLearning, please go
to http://www.utdallas.edu/oee/distance/index.html
Unit One:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Students will acquire the course texts and CD. Students will read chapters 2 and 3 of
Root (2009) and compare how chess is taught in that book to how it is taught in chapters
on the same topic on the CD. From his or her UTD email, the student will email the
instructor a three paragraph response. (50 points)
II. Students will select an institution about which to write a Paper #1 (program proposal)
to improve, or develop, a chess program there, and, from their UTD email account, email
their choice to the UTD instructor. The instructor will email back and forth with the
student until a clear agreement is reached. (20 points)
III. Students post a self-introduction on the Discussion Board, in Discussion A. The self-
introduction will tell the student’s chess level, major in college (or degree earned), job,
and other general introductory information. (30 points)
IV. Students know all the rules of chess. Read Root (2010, chapter 5) to review the rules
of chess. (0 points)
Unit Two:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Play at least 5 moves of chess with a classmate. The instructor will assign you a
classmate to play with. You will need to finish the game by Unit Six, to post about it
again in Unit Six. For Unit Two, you will post the notation and annotations of the first
five moves of the game in Discussion B. Read Chapter 4 of Root (2009) for how to notate
and annotate a chess game. (50 points)
II. Post on Discussion C the one best chess book, Web site, or piece of chess software for
your proposed chess program. Tell why this one curriculum item is best for your
institution (remind us of the name of the school, grade levels OR the name of the center,
ages taught, etc.). Your Paper #1, which is a chess program proposal, is based on this
Unit Three:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board D: Identify the characteristics of successful chess lessons according
to MacEnulty. Tell which characteristics you plan to implement in your proposed chess
program, and describe how you would ensure their implementation. (50 points)
II. To be successful on Discussion D, students read and quote from Redman (2006):
David MacEnulty essays “Tips and Tricks for Teaching Total Beginners,” and
“Developing a Successful Chess Program in the Elementary School.” (0 points)
III. For Discussion E, tell how your instructor, Dr. Alexey Root, improved her Chess
Program at Strickland Middle School in 2007-2008. (15 points)
IV. For Discussion F, share what ideas from the assigned readings (Unit Three, Part V)
you will borrow for your Paper #1. (35 points)
V. Students read and quote from Chapter 1, Chapter 5, Chapter 6, and Appendixes A and
B of Root (2009) to successfully answer Discussions E and F. (0 points)
Unit Four:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board G. What are the mental processes associated with chess? Which
processes are most in need of development among your community’s members? (50
points)
II. To be successful on Discussion G, students read and quote from Redman (2006): Bart
essays, “How children solve simple endgame problems” and “What is known about what
occurs in the brain.” (0 points)
III. Discussion Board H: What negative outcomes are associated with chess, and how can
those be avoided? Are there particular negative outcomes that members of your
community might be susceptible to? (50 points)
IV. To be successful on Discussion H, students read and quote from Redman (2006):
Problems section which includes Root, “Crying” and Kiewra & Igo, “Distractions.”
V. ED 5345 students read the first half of Birth of the Chess Queen by Yalom (2004). (0
points)
Unit Five:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board I: What stories from the history of chess will resonate most with your
proposed chess program population? Summarize the history contained in the readings
you picked, and then explain why those historical lessons will be meaningful in your
proposed Paper #1 chess program. (100 points; this means an extra long and detailed
answer.)
II. To succeed on Discussion Board I, all students in ED 4359 and ED 5345 choose and
then read three lessons from Root (2010): one lesson from chapter 2, one lesson from
Unit Six:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board J: Play, notate, and analyze the remaining moves of your chess game
with your classmate opponent, which you first posted about during Unit Two. (50 points)
II. Discussion Board K: Summarize and analyze your choice of one of the following
author’s essays from Redman (2006): Redman, Kopec, Bayley, Moreno, Potts, Kiewra
(“Developing Masters” essay), Samer, or Gobet & Jansen. Show how the essay applies to
your institution. (50 points)
III. ED 5345 students only: Paper #2 is due.
Unit Seven:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board L: Which chess in education research study do you think would be
most persuasive to leaders of your target institution? Describe the methods, results, and
implications for members of your institution of the study that you selected. To be
successful on Discussion Board L, read in Redman (2006) all of the following: Eberhard,
Gobet & Campitelli, Benson, and Ferguson. (50 points)
II. Discussion Board M: Give one example of chess as metaphor, art, sport, science,
history, or symbol that you plan to use in Paper #1. To be successful on Discussion M,
choose one lesson plan from Root (2010) to discuss. (50 points)
Unit Eight:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Paper #1 is due for all students. (450 points toward Paper #1 grade)
II. Discussion N: Funding opportunities. All students search online and find funding
source(s) for their proposed program. Post the granting institution, description of grant,
and the link. ED 4359 students describe one opportunity. ED 5345 students summarize
three opportunities. (50 points)
III. Email me what you liked about the course, what you didn’t like, and your suggestions
for future versions of this course. (50 points)
Grading Policy
2) Does your Paper #1 use the readings from this course (Root (2010) and essays from
Redman’s book mostly, and also resources that students investigated in Discussions such
as books and software for learning chess) to support its points? *****Citing course texts
to support your Paper #1’s arguments will earn 30% of your Paper #1 final draft
grade*****
Paper #2 (for students taking ED 5345 only, 500 points) requires graduate students to
consider the role of chess in history and culture with respect to women. After giving a
historical overview of women in chess (when has participation been greatest, and why),
students consider contemporary US culture and write a considered opinion about whether
it is possible, desirable, and/or necessary to increase female participation in chess. If
possible, how that end might be accomplished. If not possible, justify the value of chess
as a cultural activity. I will weight my grading of Paper #2 at 50% for your historical
overview of women in chess (which must be based on Yalom, 2004), 30% for correct
APA citation, and 20% for your opinions about women, chess, and present-day society.
To complete this second paper, due at the end of Unit Six, graduate students read
and cite Marilyn Yalom’s Birth of the Chess Queen: A History. There is more advice for
how to complete this paper in Unit Four and Unit Five.
You will email these papers to me in Word format as an attachment. If you don’t
have Word, you can paste your paper in the body of your email. There should NOT be
graphics or illustrations with Paper #1 and #2. Please refer to the Course Calendar for due
dates.
Technical Support
If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.