Teaching Elementary Social Studies

T&L 385 (02) -- Fall 2004


Instructor: Dr. Trenia L. Walker                        walkert@vancouver.wsu.edu
 

Office: 210M Library Bldg. (VLIB)         (360) 546-9692         (360) 546-9040 fax
 

Hours: Thursday before and after class; and by appointment

Required Text:
1) NCSS. (1994). Expectations for excellence: Curriculum standards for social studies. Washington, DC: Author.

Course Description:

Tell me and I’ll listen. Show me and I’ll understand, Involve me and I’ll learn.
      -- Teton Lakota Indian saying

This course will focus on learner-centered approaches to knowledge, instruction, and assessment with particular emphasis on inclusiveness, equity, communication, and professional development. The goal is to encourage and assist 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, incorporate technological tools into the learning process, and integrate social studies across other disciplines. Course topics include:

Social Studies Foundations
Social Studies Curriculum
Social Studies Instruction
Lesson Planning and Design
Authentic Assessment of Student Learning
Effective Teaching and Strategies
Reading and Writing in Social Studies
Diversity and Social Justice Issues
Technology Tools in Social Studies Teaching and Learning
Global Connections and Interdependence
Social Studies Themes and Standards (National and State)

Course Objectives:
1. To describe the foundations and status of social studies.
2. To describe and analyze the social studies curriculum.
3. To describe and analyze various philosophies of education.
4. To develop a personal philosophy of education.
5. To develop principles of effective teaching and adapt to social studies instruction.
6. To develop learner-centered, creative, active learning, and challenging social studies strategies.
7. 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.
8. To describe and analyze methods to develop social justice catalysts.
9. To provide methods for understanding global connection and interdependence.
10.To provide methods for curriculum integration.
11.To describe and analyze methods of evaluation and assessment.
12.To develop social studies planning skills.
13.To develop competency in educational technologies focused on promoting authentic learning by all students.
14.To provide an opportunity for students to gain experience in real classrooms.
15.To analyze methods of reflection in order to continually assess and reflect upon pre- professional practice.
16.To develop habits of reflection which will carry on into professional practice in order to change and grow as life-long learner.
17.To describe and understand the state-mandated professional competencies for entry-level elementary social studies teachers.
18.To describe and understand the state-mandated social studies competencies for primary grades.
19.To analyze the national-standards (themes) competencies.

Course Requirements:
What I hear, I forget; what I see, I remember; what I do, I understand.
        -- ancient Chinese proverb

1. 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. PLEASE NOTE THAT CRITIQUE DOES NOT MEAN CRITICIZE!! The numbers indicate the week the presentation is due. See the tentative schedule for dates.

The social studies themes include:

        Culture - 5                                                                     Time, continuity, and change - 5

        People, places, and environments - 6                               Individual development and identity - 6

        Individuals, groups, and institutions - 7                          Power, authority, and governance - 7

        Production, distribution, and consumption - 8                 Science, technology, and society - 8

        Global connections - 9                                                    Civic ideals and practices - 9

2. “Meaningful” text activity
Students will analyze social studies textbooks. Specific requirements regarding the “meaningful” text activity will be discussed in class.

3. Popular Culture “survey” and activity
Students will conduct a popular culture survey and compile (and compare) results. Students will brainstorm ideas to incorporate pop culture into elementary social studies teaching and learning. Specific requirements regarding the popular culture survey and brainstorming activity will be discussed in class.

4. Current Events and Controversial Issues activity
Students will develop a social studies activity (lesson) that is centered around a current event or controversial issue. Specific requirements regarding the current events and controversial issues activity will be discussed in class.

5. Cooperative Learning Activity
Students will participate in a cooperative learning model lesson and develop social studies activities that exhibit effective cooperative learning principles. Specific requirements regarding the cooperative learning activities will be discussed in class.

6a & b Children’s Literature Review and Activity
Students will be divided into groups depending on class size. Each group will choose from a list of novels to be announced in class. Each member of the group will read the chosen novel and become an “expert” panel member for a full-class review/discussion of the book.
Each group will develop a unit of study around one of the social studies related themes in their book and each member will contribute a social studies activity (lesson plan) to the group’s unit. These units/activities will be shared with the entire class. Group assignments, novel choices, and more specific requirements regarding the children’s literature review and application activity will be discussed in class.

7. Educational Technology activity
Students will develop a social studies activity (lesson) that applies technology Specific requirements regarding the educational technology activity will be discussed in class.

8. In-Class Activities Participation
During the semester there will be approximately 5 in-class activities in which students will be expected to participate.

ASSESSMENT PROCEDURES:
There are no exams or quizzes in this course. This course is project based and will require a significant time commitment. There will also be in-class activities in which you will be expected to participate. A project is due on the date given unless a change is agreed upon in advance by the instructor. Late assignments will be seriously penalized. No assignment will be accepted once that assignment has been graded and returned to the class.
Without exception, ALL ASSIGNMENTS WILL BE DISCUSSED IN DETAIL PRIOR TO THEIR DUE DATE. All projects will be evaluated by group members, the instructor, or both.  Students are given until the next class meeting to address any evaluation comments. Key philosophy to remember: the process is more important than the product.

General Grading Rubric:
effort **                                       inclusiveness
student-centeredness                      higher-level thinking aspects
creativity

Point allocations:
Theme Presentation (individual)                                    25
Theme Presentation (group)                                          25
“Meaningful” text activity                                             25
Popular Culture Survey                                                 25

Popular Culture Activity                                                25
Current Events and Controversial Issues Activity           25

Controversial Learning Activity                                      25
Children’s Literature Review (group)                              25
Children’s Literature Activity (individual)                       25
Educational Technology Activity                                    50
In-Class activities participation (~ 5)                             25

                                                                                   300
Grading Scale:
279 - 300 pts = A                        231 - 239 pts = C+
270 - 278 pts = A-                       219 - 230 pts = C
261 - 269 pts = B+                        210 - 218 pts = C-
249 - 260 pts = B                         194 - 209 pts = D
240 - 248 pts = B-                       193 pts or fewer = F

Attendance and Participation Policy:
Class attendance and participation are vital in a non-traditional, student-centered, constructivist classroom. Also, some of the assignments will be completed in class and late assignments cannot be accepted. 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.

OTHER IMPORTANT NOTES:

TENTATIVE SCHEDULE

August 26: Course Introduction

September 2: Concepts and themes in social studies

                        Intro to “meaningful” social studies

                        Intro to popular culture

September 9: Popular culture activity (in-class)


September 16: “Meaningful” text activity (in-class)
 

September 23: Theme Presentation Due: Culture
                         Theme Presentation Due: Time, continuity, and change

September 30: Theme Presentation Due: People, places, and environments
                         Theme Presentation Due: Individual development and identity

October 7: Theme Presentation Due: Individuals, groups, and institutions
                   Theme Presentation Due: Power, authority, and governance


October 14: Theme Presentation Due: Production, distribution, &consumption
                     Theme Presentation Due: Science, technology, and society


October 21: Theme Presentation Due: Global connections
                     Theme Presentation Due: Civic ideals and practices

October 28: Current events and controversial issues activity (in class)

November 4: Global events and controversial issues 

November 11: Cooperative group activity (in class)

November 18: TBA

November 25: Break (November 22-26)

December 2: Book group presentations

December 9: Technology activity (in class)

December 16: Final Projects (brochures) due