Spring 1999

ELED 6301 - Elementary Social Studies
 

Instructor:   Dr. Cameron White
   FH 230  743-8678  cswhite@uh.edu
 
Office Hours:  T  & W   4 - 5 pm, Th & F  9:30 - 11:30
 
   Other times by appointment.

Text: Course packet (available at UH copy center); Meeting the Standards  & Expectations for Excellence  are highly recommended texts.  One 3.5" disk is recommended for the course (for saving E-Mail, Internet and other class projects). Other readings as assigned.

Class Meetings:  Tues. 8:30 ­ 11:30 and Tues. 5 ­ 8
 
Course Description:
 
 The instructor practices constructivism indicating that students should be responsible for constructing their own learning; therefore, the course has four major components, modeling and application by the instructor and students, reflecting, learning through student-centered active involvement, and developing a community of learners. The intent is to facilitate the integration of constructivist ideas in your teaching. The course is designed to prepare the elementary teacher to develop an understanding and appreciation of social studies, develop an understanding of the need for alternative and non-traditional approaches to teaching social studies, develop practical applications, and integrate social studies into elementary teaching. Since the course is taught on-site, the focus is practical application into the classroom. The course focuses on the Texas Teacher Proficiencies including learner-centered approaches to: knowledge, instruction, equity, communication, and professional development. The course is designed to address many of the professional development competencies of the EXCET. The course topics include:

 
   Social Studies Foundations
   Social Studies Curriculum
   Social Studies Instruction
   Lesson Design and Planning
   Assessment of Student Learning
   Effective Teaching and Strategies
   Reading and Writing in Social Studies
   Multicultural Issues
   Technology in Social Studies
   Social Studies Themes
   The Social Studies Professional
   Social Studies Classroom Observations and Teaching
 
 

Course Objectives:
 
 1. To describe the foundations and status of social studies.

 2. To describe and analyze the social studies curriculum.

 3. To develop principles of effective teaching and adapt to social studies instruction.

 4. To develop child-centered, creative, active learning, and challenging social studies    strategies.

 5. To provide methods for curriculum integration.

 6. To describe and analyze methods of evaluation and assessment.

 7. To develop social studies planning skills.

 8. To explore expanding and non-traditional social studies ideas.

 9. To provide an opportunity for students to gain experience in real      classrooms.

 10. To describe and understand the state-mandated competencies for entry level elementary   social studies teachers.

 11. To describe and understand the state-mandated social studies       competencies for elementary grades.
 

Course Requirements:

  Text/Packet Readings - as assigned
 
  Outside Readings - as assigned

 General Description of Items 1- 9

 Items 1-9 include the development of social studies projects focusing on general social studies activities, literature, technology, problem solving/simulations, learning centers, cooperative learning, and an integrated project. These activities are designed to be developed for an integrated unit/project and can therefore have integrated topics or themes. They are general instructional strategies that could be incorporated into any unit to allow for active student involvement and variety. It is fine if they also meet requirements in other methods courses. A goal is for you to share/teach your literature, popular culture/choice, technology, learning center, cooperative learning, and theme projects in small groups  or in a teaching situation on the date it is due. You will be placed in small groups to share/teach the choice, literature, inquiry/simulation, learning center, and cooperative learning activities during class. Criteria and assessment will be negotiated in class.

1. Educational Technology Evaluation & Application
  Individually or in pairs, students will evaluate one social studies software application and design application ideas for elementary social studies. Students will be given the opportunity to become familiar with a variety of educational technology for social studies. Students will also engage in a detailed social studies web search and develop application ideas. Be prepared to share with small groups in class. The project will be evaluated according to creativity, effort, completed evaluation forms, and application ideas.

 
 2. Social Studies Themes Presentation
  Students will develop a social studies themes presentation. Students will design and present a 45 minute (approximately) presentation / lessons on one of the social studies themes. Themes will be chosen randomly. Presentations will be made during class. The presentation should have two parts: Part 1 should include the presentation of background information on the theme, strategies/activities for the classroom, and resources on a one - two page handout for fellow teachers with you playing the role of providing information interactively to peers (10 -20 minutes); Part 2 should include the actual demonstration of student-centered model mini-lessons for application in the classroom with you playing the role of teacher and the students role playing students at a grade level you choose (20 - 30 minutes). The presentations and lessons should be creative and include active involvement. Class members will be expected to critique/discuss each presentation. The numbers beside each theme indicate the week the presentation is due. The social studies themes include:

Culture - 5      Time, Continuity, and Change - 6

People, Places, and Environments - 7    Individual Development and Identity  - 8

Individuals, Groups, and Institutions - 9  Power, Authority, and Governance - 10

Production, Distribution, and Consumption -  11 Science, Technology, and Society - 12

Global Connections - 13    Civic Ideals and Practice - 14
 

 3. Popular Culture or Your Choice Teaching Activity
  Students will find or develop an example of a creative, student-centered, and higher-level social studies activity using popular culture such as film, television, or music (or other activity of your choice). The activity should be adapted to your style of planning. Be prepared to share with small groups in class and/or teach with small groups of children in a classroom setting. The project will be evaluated according to creativity, student-centeredness, and inclusion of your ideas for improvement.
 

 4. Children's Literature Review and Application
  Students will individually prepare a minimum two page typewritten (double-spaced) review of an example of children's literature which can be integrated into elementary social studies. Reviews should include a summary and analysis/critique of the literature. Also include specific ideas or lessons for classroom application. Prepare one literature review and document the title, author, ISBN, etc. The literature chosen should have a diversity/multicultural theme. try to choose literature that you have not read before. Be prepared to share with small groups in class and/or teach with small groups of children in a classroom setting. The project will be evaluated according to creativity, effort, inclusion of a summary and critique, and application ideas.

 
 5. Cooperative Learning Activity
  Students will engage in a variety of cooperative learning activities in class. The class will participate in a cooperative learning model lesson. The activity should be challenging and integrate cooperative learning principles. The project will be evaluated according to creativity, effort, cooperative learning principles, and application ideas..
  Students will develop a social studies cooperative learning activity that integrates inquiry, problem solving, and/or simualtion/role playing. Choose a grade level (primary or intermediate) and an inquiry topic or theme. An example for younger students might be "How has the city of Houston changed during the 20th century?" Another example would be for students to investigate how family traditions compare in various cultures. Older students may investigate social issues or controversy in history. In each example students may simulate a city council meeting, tv talk show, mini-conference, etc. Be sure to develop a student-centered inquiry/simulation activity. Be prepared to share with small groups in class and/or teach with small groups of children in a classroom setting. The project will be evaluated according to creativity, effort, questions designed, challenging nature, and application ideas.
 
 6. Learning Centers
  Students will design a detailed learning center focusing on a theme in elementary social studies education. The center should include a creative center design that is motivating to students. The specific activity should be challenging and student-centered integrating any other strategy discussed (literature or other discipline integration, inquiry, simulations, cooperative learning, technology, etc.). If working in pairs, a minimum 5 learning center unit is suggested, that includes a unit with student procedures, center outline and one developed center as an example. Be prepared to share with small groups in class and/or teach with small groups of children in a classroom setting.

 7. Field Trip Activity and Reflection - (see end of syllabus)
 
 8. Final Project - Transdisciplinary Unit / Resource File / Your Choice

      The final project is intended to take the place of a final exam. It is to be a creative application, analysis, synthesis, or evaluation of what was learned in the entire course. Students could develop an integrated unit or a resource file.

 Unit:

 A suggestion for this component of the project is a week-long integrated unit with a social studies theme including a unit plan, detailed daily lessons, technology, non-traditional methods, active learning, creativity, and variety. Games, simulations, learning centers can also be integrated into the project. You should plan for 5 daily lessons taking approximately 1 hour and can include activities developed as part of the course.

 Resource File:

      A suggestion for this component is the development of a social studies resource file of materials gathered from a variety of sources. Examples could include maps, videos, computer software, books, articles, lessons, handouts, simulations, etc. Each resource must have an activity card or application lesson attached. The resources must show variety and the activity cards or application lessons must be creative, challenging, and student centered. At least 2 resources must indicate multicultural applications. Lecture, text, and worksheets should be avoided. Additional requirements include:
 

- 10 resources minimum
- a variety of resources from a variety of social studies topics should be included
- activity card or application lesson attached (including area, goal, objective, procedures, materials,  assessment) - mini-lesson plan
- place file in box or folder
- include table of contents and dividers of some sort

     The project will be evaluated according to creativity, effort, variety of resources, activity cards/ application lesson components, and organization. Due last day of class.
 

 
 Assessment Procedures:

 There are no exams or quizzes in this course. On the other hand, the course is project based and will require a large commitment of time. A project is due on the date given unless a change is agreed upon by the instructor. All projects are graded holistically through the use of a rubric. Each project description lists components to include in the project. A project will be evaluated by the instructor and returned; students are given until the next class meeting to address evaluation comments for additional points.
 

 Technology Evaluation & Application   50
 Popular Culture/Your Choice Activity   50
 Children's Literature Review & Application    50
 Learning Centers      50    Cooperative Learning Activity and Application    50 each
 Field Trip Reflection      50
 Final Project       100
 Theme Presentations      100             550

 Grading Scale

 495-550 pts =   A
 440-494 pts =   B
 385-439 pts =   C
 330-384 pts =   D
 329 pts or less =  F

 Sample General Rubric (multiply by 2 for 100 point projects)

 creativity and effort      10
 planning, procedures, and organization   10
 challenging beyond knowledge and comprehension  10
 application (student-centered)     10
 professionalism and unique project components  10
         50

 
 Attendance and Participation Policy

 Class attendance and participation are vital in a non-traditional, student-centered, constructivist classroom. Therefore, absences (and absences due to tardiness or early leaving) are considered a serious problem. You are to take a pro-active stance on these issues by doing the following:
 1. If you need to be absent from class or leave early, you are to call    ahead of time to make special arrangements.
 2. If you arrive late to a class section, you will need to see the     instructor after that class to make special arrangements.
If pro-active measures are taken, one absence is acceptable. Each additional absence will result in a decrease of 5% in your course grade. Three absences will result in a personal conference. Two or more tardies and/or early departures will result in a decrease of 5% of your course grade. Repeated absenteeism and/or tardiness may result in dropping you from the course.

 ADA Statement

Please notify the instructor if you are registered with the Disabled Student Program, and every effort will be made to accommodate your needs.

 Tentative Schedule

The schedule for the course is determined by themes and project activities. See due dates for themes projects for topics of the day. Prior to the due date for a project, the class will engage in model activities and discussion to ensure understanding of the projects. All projects and activities are negotiable for adaptation purposes.

 Bibliography

Evans, R. & D Warren Sax. 1996. Handbook on Teaching Social Issues. Washington,  DC: NCSS. (ISBN 0879860715)

Expectations for Excellence. 1994. Washington, DC: NCSS. (ISBN 0879860650)

Haas, Mary & M. Laughlin. 1997. Meeting the Standards: Social Studies Readings.  Wasington, DC: NCSS. (ISBN 0879860723)

Loewen, J. 1995. Lies My Teacher Told Me. NY: Touchstone. (ISBN 0684818868)

Massialas, B. & R. Allen. 1996. Critical Issues in Teaching Social Studies. Belmont, CA:  Wadsworth. (ISBN 0534197523)

Ross, E. Wayne. 1997. The Social Studies Curriculum. Albany: State University of New  York  Press. (ISBN 0791434443)
 
Real World Transdisciplinary Museum Experiences
 

Meet at the Childrensí Museum at 9 am.

Following are directions to the Childrenís Museum:

From UH go north on I45. Exit onto 59 south. Keep right and exit on Fannin. Drive south on Fannin and turn left onto Binz. The museum will be on your right.

On 288 south or north, look for museums sign. Take exit and go west on Binz. Childrenís Museum will be on left.

Look around museum on street for free parking.
 

Please choose any combination of the following to experience during your time in the museum district.
 

Childrenís Museum (9-5) - donation
 1500 Binz - 713 522-1138

Natural Science Museum (9-6) - $3.00
 One Hermann Circle - 713 639-4629

Zoo (10-6) - $2.50

Holocaust Museum (9-5) - Free
 5401 Caroline - 713 942-8000

Museum of Fine Arts (10-5) - $3.00
 1001 Bissonnet - 713 639-7300

Health and Medical Science Museum (9-5) - $4.00
 1515 Hermann Dr. 713 942-7054

Please provide documentation of your transdisciplinary experience by collecting evidence including the following:

artifacts
ideas
writings
observations
stuff

Be prepared to share ideas regarding this as a transdisciplinary experience, possible applications for teaching and learning, and generalizability to real life and the classroom. Complete a short reaction paper to the experience - include ideas for field trip activities with children.

Meet at Childrenís Museum at 12 pm for debriefing.
 Port of Houston

Meet at the Port of Houston at 2 pm on July 30. The excursion will begin at 2:30 and last for approximately 1 1/2 hours.

Following are directions to the Port of Houston:

7600 Clinton Drive, Gate 8

From UH, go south on I45, east on Loop 610 to the Clinton Dr. exit. Turn left on Clinto Drive. Turn left at Gate 8 entrance. Drive straight down road to Port of Houston Tour parking.
 

Be sure to observe the ship channel and listen to the commentary. Complete a short reaction paper regarding the experience - include application ideas for elementary social studies.
 People Place

People Place is located at Turner Elementary.

Take Scott south from UH, turn right on Rosedale. Turner will be on your left.

Meet at People Place at 8:55 am.

Houston Chronicle

The Houston Chronicle is located at 801 Travis in downtown Houston (across the street from Jones Hall).

Parking should be available on Prairie, behind the Chronicle Building.

Meet at the Chronicle at 12:55 pm.
 
 

Expectations ­ Observe and possibly take notes. Include ideas, critique, and analysis of your experience as applications for elementary social studies in your reflection.