Office Hours: 6:00pm - 7:00pm Tuesday
Other times by appointment
Text: Secondary Social Studies Curriculum, Activities, and Materials
Selected readings (in copy
packet)
Class Meetings: 7:00pm - 9:50pm Tuesday
Course Description: This course is designed 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:
Social Studies Foundations
Social Studies Curriculum
Social Studies Instruction
Lesson Planning and Design
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 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 secondary social studies teachers.
11.To describe and understand the state-mandated social studies competencies for secondary grades.
12. To analyze the national-standards competencies of Goals 2000.
13. To describe and analyze various philosophies of education.
14. To develop a personal philosophy of education.
Course Requirements:
1. Readings - as assigned
2. Philosophy of Education
Specific requirements for the personal philosophy of education assignment will be discussed in class.
3. 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 - 6 Individual development and identity - 7
Individuals, groups, and institutions - 8 Power, authority, and governance - 9
Production, distribution, and consumption - 10 Science, technology, and society - 11
Global connections - 12 Civic ideals and practices - 13
Truth, Justice, & the American Way - 14
4. Literature, Popular Culture, Technology Activity
Specific requirements for each of these activities will be discussed in class.
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 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. The project will be evaluated
according to creativity, effort, questions designed, challenging nature,
and
application ideas.
6. Field/Practicum Requirements:
Specific requirements for the field component will be discussed in class.
7. 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 a 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 workbooks should be avoided.
Additional requirements include:
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. 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.
Philosophy of Education
50
Literature, Pop Culture, OR Technology Activity
50
Cooperative Learning Activity & Application
50
Field/Practicum Assignments
50 each
Theme Presentations
100
Final Project
100
Grading Scale:
445 - 500 pts = A
389 - 444 pts = B
333 - 388 pts = C
277 - 332 pts = D
276 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 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.
Tentative Schedule:
The schedule for the course is determined by themes and project activities.
Due dates for all activities will be set on the second class meeting (1/26/99).