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.
Secondary
TEKS on-line
**YOU WILL NEED AT LEAST 2 DISKS (IBM Format; High-density)
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) Loewen, J. (1995). Lies my teacher told me: Everything
your American history textbook
got wrong.
New York: The New Press.
3) Massialas, B., and Allen, R. (1996). Crucial
issues in teaching social studies. Belmont,
CA: Wadsworth Publishing.
4) Oakes, J., and Lipton, M. (1999). Teaching
to change the world. Boston: McGraw Hill
College.
5) Shenkman, R. (1991). "I Love Paul Revere Whether He Rode
or Not" - Warren Harding.
New York: HarperCollins.
Course Description: SEDE 6301/4305 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 secondary 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 learners.
15.0 15.To describe and understand
the state-mandated professional competencies for entry-
level secondary 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 (below)
2. Reflections
This component will be discussed
in class.
3. Professional (Teaching) Component
This component will be discussed
in class.
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 - 7 | Individual development and identity - 8 |
| Individuals, groups, and institutions - 10 | Power, authority, and governance - 11 |
| Production, distribution, and consumption - 12 | Science, technology, and society - 13 |
| Global connections - 14 | Civic ideals and practices - 15 |
6. 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/teach
with small groups in class. 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.
7. 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/teach with small groups in class. 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 10 and 11.
8. 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/teach with small
groups in class. 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 13.
9. Educational Technology Application
Students will be given the
opportunity to become familiar with a variety of educational technologies
and applications. Students will develop a social studies activity (lesson
plan) that applies technology. The
activity should be adapted to your style of planning. Be
prepared to share/teach with small groups in class.
The project will be evaluated according to creativity, effort, planning,
higher-level thinking aspects, and
student-centeredness. Due week 14 and 15.
10. 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,
popular culture, global education,
controversial issues/current events, cooperative learning. 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 May 1 (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:
| Reflections | 50 |
| Professional (Teaching) Component | 25 |
| Global Education Activity | 25 |
| Popular Culture Activity | 25 |
| Cooperative Learning Activity & Application (25 each) | 50 |
| Current Events/Controversial Issues | 25 |
| Technology Activity | 25 |
| Theme Presentations | 50 |
| Final Project | 50 |
Grading Scale:
301 - 325 pts = A
276 - 300 pts = B
251 - 275 pts = C
226 - 250 pts = D
225 pts or less = F
Sample General Rubric (multiply by 2 for 50 point projects):
| 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 |
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
Texas Social Studies Framework - pp. 1-66
Week 4: Up & Out - pp. 103-138
Expectations of Excellence - pp. 21, 33, 79-81,
111-112
Week 5: Expectations of Excellence - pp. 22, 34, 82-84, 113-117
Week 6: Expectations of Excellence - pp. 23, 35, 85-87, 118-120
Week 8: Expectations of Excellence - pp. 24, 36, 88-90, 121-123
Week 10: Expectations of Excellence - pp. 25, 37, 91-93, 124-126
Week 11: Expectations of Excellence - pp. 26, 38, 94-95, 127-129
Week 12: Expectations of Excellence - pp. 27, 39, 96-98, 130-131
Week 13: Expectations of Excellence - pp. 28, 40, 99-101,132-135
Week 14: Expectations of Excellence - pp. 29, 41, 102-104, 136-138
Week 15: Expectations of Excellence - pp. 30, 42, 105-107, 139-141