Instructor: Dr. Trenia Walker twalker@uh.edu www.uh.edu/~twalker
Office: 146 FH (713) 743-4786
Office Hours: Monday 2-5; Thursday 2-5; Friday 10-2; and by appointment
Required Texts (3): (i.e. get all these)
1) Johnson, A. (2000). Up and out: Using creative and
critical thinking skills to enhance
Learning. Boston: Allyn and Bacon.
2) NCSS. (1994). Expectations for excellence.
Washington, D.C.: Author.
3) TEA. (1999). Texas social studies framework.
Austin: Author.
TEKS on-line
Recommended Texts: (i.e. get these only if you have rich relatives or
win the lottery)
1) Diaz, C., Massialas, B., and Xanthopoulos, J. (1999).
Global perspectives for educators.
Boston: Allyn and Bacon.
2) Massialas, B., and Allen, R. (1996). Crucial
issues in teaching social studies. Belmont, CA:
Wadsworth Publishing.
3) Oakes, J., and Lipton, M. (1999). Teaching
to change the world. Boston: McGraw Hill
College.
**YOU WILL NEED AT LEAST 2 DISKS (IBM Format; High-density)
Course Description: ELED 4320 is aligned with the conceptual
framework of the College of
Education at the University of Houston. This course will emphasize
learner-centered approaches
to knowledge, instruction, equity, communication, and professional
development. The goal is 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 across disciplines. The
course will address many of the professional development competencies
of the EXCET. The
course topics include:
15.0 Social Studies Foundations
15.1 Social Studies Curriculum
15.2 Social Studies Instruction
15.2 Lesson Planning and Design
15.2 Assessment of Student Learning
15.2 Effective Teaching and Strategies
15.2 Reading and Writing in Social Studies
15.3 Social Justice Issues
15.2 Technology in Social Studies
15.4 Global Connections and Interdependence
15.1 Social Studies Themes
15.0 The Social Studies Professional
15.5 Social Studies Classroom Observations and Teaching
Course Objectives:
15.0 1. To describe
the foundations and status of social studies.
15.1 2. To describe and analyze the social studies curriculum.
15.2 3. To develop principles of effective teaching and adapt to social studies instruction.
15.2 4. To develop
learner-centered, creative, active learning, and challenging social studies
strategies.
15.2 5. To develop opportunities
for authentic learning in the social studies through self-
directed inquiry, problem-solving, critical thinking, and reflection in
the real world
and creative contexts.
15.3 6. To describe and analyze methods to develop social justice catalysts.
15.4 7. To provide methods for understanding global connection and interdependence.
15.2 8. To provide methods for curriculum integration.
15.2 9. To describe and analyze methods of evaluation and assessment.
15.2 10. To develop social studies planning skills.
15.2 11. To develop competency
in educational technologies focused on promoting authentic
learning by all students.
15.5 12. To provide an opportunity
for students to gain experience in real classrooms.
15.5 13. To analyze methods
of reflection in order to continually assess and reflect upon pre-
professional practice.
15.5 14. To develop habits
of reflection which will carry on into professional practice in order
to change and grow as life-long learner.
15.0 15.To describe and understand
the state-mandated professional competencies for entry-
level elementary social studies teachers.
15.0 16. To describe and
understand the state-mandated social studies competencies for
primary grades.
15.0 17. To analyze the
national-standards competencies of Goals 2000.
15.3 18. To describe and
analyze various philosophies of education.
15.3 19. To develop a personal philosophy of education.
Course Requirements:
1. Readings - as assigned
2. Educational Technology Application #1
Students will be given the opportunity to become familiar with
a variety of educational
technologies and applications. Students will design a web page.
Be prepared to share with
class. The project will be evaluated according to creativity
and effort, organization, professional
and unique project components. Due week 2.
3. Educational Technology Application #2
Students will develop a social studies activity (lesson plan) that
applies technology. The
activity should be adapted to your style of planning. The
project will be evaluated according to
creativity, effort, planning, higher-level thinking aspects, and student-centeredness.
Due week 3.
4. Social Studies Themes Presentation
The class will be divided into groups depending on class size.
Each group will design
and present a 25-35 minute presentation/lesson on one of the social
studies themes. Groups will
randomly choose topics. Presentations will be made during class.
You will be expected to have
detailed lesson plans of your entire presentation which will be assessed
according to creativity,
completeness, and detail. The presentation should have 2 parts:
Part 1 should include the
presentation of background information, 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 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 other students in the class playing the students of
your chosen grade-level (20-25
minutes). The presentations and lessons should be creative and
include active involvement.
Class members will be expected to critique/discuss each presentation.
The numbers of each
theme indicate the week the presentation is due. The social studies
themes include:
| Culture - 4 | Time, continuity, and change - 5 |
| People, places, and environments - ** | Individual development and identity - 7 |
| Individuals, groups, and institutions - 7 | Power, authority, and governance - ** |
| Production, distribution, and consumption - 8 | Science, technology, and society - 9 or 10 |
| Global connections - ** | Civic ideals and practices - 12 |
6. Virtual Field Trip
Due week 7
7. Popular Culture Activity
Students will develop a social studies activity
(lesson plan) using popular culture such as
film, television, or music. 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,
effort, planning, higher-level
thinking aspects, and student-centeredness. Be sure to include
ideas to integrate across the
curriculum. Also be certain to reference the appropriate TEKS
and NCSS themes. Due week 8.
8. Global Education Activity
Students will develop a social studies activity (lesson plan)
applying the principles of
global education. 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,
planning, higher-level thinking aspects, and student-centeredness.
Be sure to include ideas to
integrate across the curriculum. Also be certain to reference
the appropriate TEKS and NCSS
themes. Due week 10.
9. Current Events and Controversial Issues
Application
Students will develop a social studies activity
(lesson plan) that is centered around a
current event or controversial issue. 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, planning, higher-level thinking aspects, and student-centeredness.
Be sure to
include ideas to integrate across the curriculum. Also be certain
to reference the appropriate
TEKS and NCSS themes.
10. Cooperative Learning Activity
The class will participate in a cooperative learning
model lesson and individually
develop a cooperative group activity.
Students will develop a social studies cooperative
learning activity that integrates
inquiry, problem solving, and/or simulation/role playing. Choose
a level and an inquiry topic or
theme. 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. This activity should be challenging and integrate cooperative
learning principles.
The project will be evaluated based on outside class
preparation and in-class
participation in cooperative learning model lesson. The individually
developed project will be
evaluated according to cooperative learning principles and application
ideas. Creativity, effort,
planning, challenging nature, and student-centeredness also will be
evaluated. Due weeks 11
and 12.
11. Final Project
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,
as a group, will develop a thematic unit and publish as a web site.
The site should be designed
with classroom/student use in mind.
Each group will design a week-long social
studies thematic unit. There should be 5 daily
lessons taking approximately 1 hour and can include activities developed
as a part of the course.
The unit should incorporate one activity (lesson) from each of the
following: technology,
children’s literature, popular culture, global education, controversial
issues/current events.
Every person in the group should be responsible for developing one
(daily) component; however
putting the unit together should be a group effort (and will be graded
as such).
This project will be evaluated according to creativity,
effort, professionalism, 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 significant time commitment. 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 (explained below). Each project description lists components
to include in the project.
All assignments will be discussed in detail prior to their due date.
A project will be evaluated by
the instructor and returned; students are given until the next class
meeting to address evaluation
comments.
Point allocations:
| Technology Activity #1 | 25 |
| Technology Activity #2 | 25 |
| Children’s Literature Activity | 25 |
| Virtual Museum Field Trip | 25 |
| Popular Culture Activity | 25 |
| Global Education Activity | 25 |
| Cooperative Learning Activity & Application (25 each) | 50 |
| Theme Presentations | 50 |
| Final Project | 50 |
| Professional (Teaching) Component | 50 |
| Total Points Available | 350 |
| 326 - 350 pts | A |
| 301 - 325 pts | B |
| 276 - 300 pts | C |
| 251 - 275 pts | D |
| 250 pts or less | F |
| creativity and effort | 5 |
| planning, procedures, and organization | 5 |
| challenging beyond knowledge and comprehension | 5 |
| student-centered application | 5 |
| professionalism and unique project components | 5 |
| 25 |
Attendance and Participation Policy:
Class attendance and participation are vital in
a non-traditional, student-centered,
constructivist classroom. Therefore, absences (and tardiness
or leaving early) are considered a
serious problem. You are to take a pro-active stance on these
issues.
If pro-active measures are taken, one absence is
acceptable. Each additional absence will
result in a 5% decrease in your course grade. Two or more times
coming late and/or early
departures will result in a 5% decrease in your course grade.
Excessive absenteeism and/or
tardiness may result in your being dropped from the course.
ADA Statement:
Please notify the instructor if you are registered with the Center
for Students with Disabilities
and every effort will be made to accommodate your needs.
IMPORTANT NOTE:
The instructor reserves the right to make changes, if necessary, to
this syllabus.
Week 3: Up & Out - pp. 1-50
Expectations of Excellence - pp. vii - 18
Week 4: Up & Out - pp. 103-138
Expectations of Excellence - pp. 21, 33, 79-81,
111-112
Texas Social Studies Framework - pp. 1-66
Week 5: Expectations of Excellence - pp. 22, 34, 82-84, 113-117
Week 7: Expectations of Excellence - pp. 24, 36, 88-90,
121-123
pp. 25, 37, 91-93, 124-126
Week 8: Expectations of Excellence - pp. 27, 39, 96-98, 130-131
Week 9 or 10: Expectations of Excellence - pp. 28, 40, 99-101,132-135
Week 12: Expectations of Excellence - pp. 30, 42, 105-107,
139-141