EDU 375-601: Teaching Elementary School Social Studies, Fall 2005
SUNY Cortland Education Department
Instructor: Dr. Lin Lin Cell Phone: 716-348-0234
Class Time: 11:40 to 12:55pm on Tue & Thur. Email: linlin@cortland.edu
Classroom: Van Hoesen B140
Office: Van Hoesen B224-A Office Phone: 607-753-4234
Office Hours: T ue. 2:40pm to 3:40pm, Wed. 1pm -3pm or by appointment
Course Description:
This course emphasizes the content and methods for teaching elementary and intermediate social studies focusing upon how children learn social studies, problem solving, social issues and social action, recent trends and programs, and the integration of social studies with other areas of the elementary/intermediate school curriculum.
Required Textbook/Other Course Materials:
New York State Education Department. (2002). Learning Standards for Social Studies . Albany : NYSED.
New York State Education Department. (2002). Social Studies Resource Guide with Core Curriculum . Albany : NYSED.
Hoge, J. D. (2003). Effective Elementary Social Studies. Athens , GA.
Recommended Textbooks: Handouts from these books will be distributed in class.
Haas, M. E. & Laughlin, M. A. (1997). Meeting the standards: Social studies readings for K-6 educators. NCSS Bulletin. N
New York State Education Department. (2002). Consider the Source: Historical Records in the Classroom . Albany : NYSED
Selected Websites for the Course:
The National Council for the Social Studies (NCSS) at
http://www.ncss.org/ AND http://www.socialstudies.org/
The New York State Learning Standards at
http://www.emsc.nysed.gov/ciai/social.html
The Association for Childhood Education International (ACEI) at
http://www.udel.edu/bateman/acei/
Library of Congress at
Rationale and Goals of the Course:
The prospective Social Studies teacher will be prepared for effective interaction with elementary and/or intermediate students. The student will experience and understand strategies and theories of Social Studies pedagogy as well as implement them in an experimental "classroom". This will enable one to shape and fine-tune one's personal approach to the science and art of teaching as well as increase one's knowledge of social studies content.
Broad Course Goals:
• Candidates will develop a sense of skepticism through social science inquiry approaches.
• Candidates will develop integrated disciplinary learning experiences.
• Candidates will understand and use multiple perspectives to teach in a diverse classroom.
• Candidates will engage elementary age learners in processes that seek to produce a sense of empathy and a desire to enact social justice.
Specific course goals are as follows:
Self
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Subject Matter
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Learners
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Teaching
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Course Requirements:
Attendance, punctuality, and active participation in class are considered indicators of your professionalism and dedication. Students who demonstrate professionalism by participating in class, arriving on time, and attending class meetings should expect to receive a higher course grade than those who do not. The following scale will be used to calculate your attendance points: 0-2 absences = 5 pts; 3 absences = 4 pts; 4 absences = 3 pts; 5 absences = 0 for attendance and a letter grade deduction from the course grade. More than 5 absences will result in a grade of F for the course. Arriving more than 30 minutes late and/or leaving early will be counted as an absence. Failure to participate in discussions and activities may result in a reduction of the attendance grade.
PLEASE NOTE: I realize that circumstances beyond your control may at times require that you arrive late, leave early, or miss class. Please write a note to me explaining any such circumstances in case I do not remember verbal explanations. I will not excuse absences, but I will take reasonable conflicts into consideration when calculating final course grades.
PLEASE NOTE: It is your responsibility to keep copies of all handouts and other materials needed to score well on the exams and document your class performance should questions arise. Copies of missed handouts should be secured from fellow students since multiple copies of old handouts are not carried to class each day by the instructor.
As you read the required textbook and other reading assignments, you will keep a double-entry notebook or "Learning Log." You will divide each sheet of paper within your Learning Log into two columns. In the left column, you will record key terminology, diagrams, facts, etc. from the readings. In the right column, you will record your thoughts about the ideas, terms, etc. presented in the readings. You should attempt to make connections to previous courses, topics we've discussed in this class, your previous experiences in classrooms and with children, your experiences as a student, your thoughts as a future teacher, etc.
Throughout the semester, specific questions will be given for you to respond in your Learning Log. You will turn in your Learning Log three times the entire semester. At the end of the semester, when you are required to turn in the Learning Log for the last time, please include a brief self-evaluation of your learning experience in this course as your last entry of the Log.
Each student is expected to prepare a lesson plan that describes an active learning experience designed to help students develop key concepts and/or generalizations about social studies. The lesson should be prepared for a class of 2 4 students in a grade level of choice, which addresses a wide range of cognitive abilities, a student who has cerebral palsy and uses a wheelchair, and a student who is visually impaired . Assume one inclusion aid is available to assist with both students. The plan may be based around a small part of commercially available social studies curriculum materials, children's literature, or such social science concepts as prejudice or culture. Each student is also required to present his or her lesson plan in a small group setting. A one-page (hand-written or word-processed) group review comments should be turned in with the lesson plan. A more detailed description of lesson plan instructions will be provided during the semester.
• Midterm (Article Review) (10 points) Scheduled on Oct.20
A mandatory midterm exam will be scheduled. You will be writing an article review. If you keep the Learning Log well throughout the first half of the semester, you will be confident in writing this article review. The article will be provided by the instructor in class. You may use your Learning Log as a resource during the exam. The review will consist of the following: a) Summary - Summarize the main ideas of the article; b) Critique - Write a critique of the article. Answer questions such as the following: Did you find the ideas presented in the article useful? If so, how so? If not, why not? Do you agree with the author(s)? Why/why not? If the article described a lesson idea, do you believe the idea is practical? If so, why? If not, what would you change? How does this article influence your understanding of social studies education?
Students who miss the midterm exam due to an unexcused absence may make an appointment to take a make-up exam the following day for a maximum score that will be reduced by 5 points. Failure to make up the exam the following day will result in a zero being entered in the gradebook.
• Community Diversity Analysis Paper (15 points) First draft DUE on Nov.15 for peer review and final version DUE on Nov. 29.
Each student is required to write a 4-6 page community diversity analysis paper (word processed double-spaced, font 12) based on his or her observations in an elementary social studies classroom. Before turning in the paper, each student should give his or her paper to another student in the class for peer review. The student who reviews the paper should write comments for the author. Detailed descriptions and rubrics of this paper will be provided ahead of the assignment.
• Social Studies Mini-Unit Plan (40 points) DUE on Dec. 8 and Poster Presentation (Starts on Dec. 13 and Finishes on Dec. 20)
Each student is expected to develop an elementary grade level (4, 5, and 6 th grade for this unit plan) social studies unit of at least four connected lessons. The unit will be judged on such factors as rationale, the quality of its content, its use of appropriate and engaging instructional strategies, and clarity of procedures. Each student turns in one final project, which is due on December 8. Each student will present the main ideas of his or her unit plan on a poster, which will be due on the final exam date (Dec. 20).
The written mini-unit plans turned in after Dec. 8 will receive a reduction of 5 points. Please place your unit plan in a folder or small 3-ring binder. Please follow the format instructions for the unit plan as it is described in the instructions using headings and subheadings to identify each section. It is not necessary to turn in copies of published resources. Turn in copies of handouts that you have created yourself. If you create transparencies, turn these in on regular paper and label each “transparency”. List published materials or Internet sites in your materials section in an APA style.
Course Evaluation:
Student evaluation is based on the following components of SUNY Cortland's Conceptual Framework (CF):
Learning Log (CF #2 Professional Commitments)
Lesson Plan (CF # 1 - Knowledge Base, CF # 3 - Standards, CF # 4 - Diversity, CF # 5 - Assessment)
Mid-term Exam (CF #1 - Knowledge Base, CF #2 – Professional Commitments
Community Diversity (CF # 1 - Knowledge base, CF # 2 - Professional Commitments)
Analysis Paper
Unit Plans (CF #1 - Knowledge Base, CF # 2, - Professional Commitments, CF #3 - Standards, CF #4 - Diversity, CF #5 - Assessment, CF #6 - Technology)
• SUNY Cortland Conceptual Framework:
Teacher Education: All teacher education candidates at SUNY Cortland will possess the following:
• Knowledge Base
· Understand how students learn and develop
· Manage classrooms for a safe learning environment
· Know and apply various disciplinary models
• Professional Commitments
· Promote parental involvement
· Continue to develop as reflective practitioners and lifelong learners
• Standards
· Integrate curriculum among disciplines
· Balance historical and contemporary research, theory and practice
• Diversity
· Learn and develop a variety of teaching strategies
· Apply a variety of teaching strategies to help all students learn
• Assessment
· Use of multiple and authentic forms of assessment
• Technology
· Integrate technology into classroom instruction
• Learning Outcomes/Expectations of SUNY Cortland Teacher Candidates:
Candidates will:
• Demonstrate a solid foundation in the arts and sciences.
• Possess in-depth knowledge of the subject area to be taught.
• Demonstrate good moral character.
• Understand how students learn and develop.
• Manage classrooms structured in a variety of ways to promote a safe learning environment.
• Know and apply various disciplinary models to manage student behavior.
• Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential.
• Integrate curriculum among disciplines and balance historical and contemporary research, theory and practice.
• Use multiple and authentic forms of assessment to analyze teaching and student learning and to plan curriculum and instruction to meet the needs of individual students.
• Promote parental involvement and collaborate effectively with other staff, the community, higher education, other agencies and cultural institutions as well as parents and other caregivers, for the benefit of students.
• Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching/learning.
• Foster respect for individual's abilities and disabilities and an understanding and appreciation of variations of ethnicity, culture, language, gender, age, class and sexual orientation.
• Continue to develop professional as reflective practitioners who are committed to an on-going scholarly inquiry.
• Standards Goal: 2e ACEI (Association for Childhood Education International) standard met by EDU 375
• Social Studies candidates know, understand, and use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences, and other related areas to promote elementary students' abilities to make informed decisions as well as to become citizens of a culturally diverse democratic society and interdependent world
Grading:
Professionalism 5 points
Dual-Entry Learning Log 15 points
Lesson Plan 15 points
Midterm (Article Review) 10 points
Diversity Analysis Paper 15 points
Unit Plan 40 points
TOTAL 100 points
Grading will be based on participation and assignments. Numerical grade equivalents are as follows:
99-100 points = A+ 95 to 9 8 points = A 90 to 94 points =A-
80 to 83 points = B- 84 to 8 7 points = B 88 to 89 points = B+
78 to 79 points = C+ 74 to 77 points = C 70 to 73 points =C-
68 to 69 points = D + 64 to 67 points =D 60 to 63 points =D-
0 to 59 points = F
Academic Integrity
The College is an academic community that values academic integrity and takes seriously its responsibility for upholding academic honesty. All members of the academic community have an obligation to uphold high intellectual and ethical standards. For more information on academic integrity and academic dishonesty, please refer to the College Handbook, the College Catalog and the Code of Student Conduct and Related Policies or ask your instructor.
Students with Disabilities
If you are a student with a disability and wish to request accommodations, please contact the Office of Student Disability Services located in B-40 Van Hoesen Hall or call (607) 753-2066 for an appointment. Information regarding your disability will be treated in a confidential manner. Because many accommodations require early planning, requests for accommodations should be made as early as possible.
Course Schedule with Weekly Reading Assignments:
( Reading and written assignments should be finished by the date they are listed on.)
Week 1 Course overview
8/30 Hoge's Chapter 20
9/1 “ Curriculum Standards for Social Studies” both the Introduction and Thematic Strands at the NCSS website http://www.socialstudies.org/standards/
“A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy” at http://www.socialstudies.org/positions/powerful/
The New York State Learning Standards for Social Studies (one of the required textbooks or at http://www.emsc.nysed.gov/ciai/socst/pub/sslearn.pdf
Week 2 Content in the Social Studies Curriculum
Planning for Social Studies Instruction
9/6 Hoge's Chapters 1 & 2
“Social Studies for Early Childhood and Elementary School Children Preparing for the 21st Century” at http://www.socialstudies.org/positions/elementary/
9/8 Hoge's Chapters 3 & 4
Lesson Plan Assignment starts
Week 3 Fostering Learner Involvement
9/13 Hoge's Chapter 5
Higher Order Questions vs. Factual Questions? (Bloom's Taxonomy) at http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
9/15 Read Talking Walls, Teaching Material Centers 1 st floor of Cortland Memorial Library
Call no. TMC TH2201 .K64 1992
Community Diversity Analysis Paper Starts
Read Alfie Kohn's article on “What to look in a classroom” at http://www.alfiekohn.org/teaching/wtlfiacchart.htm
Week 4 Multicultural Education & Technology Integration in SS Instruction
9/20 Hoge's Chapter 15
Half of class turns in their learning logs for the first time
9/22 Using Internet to teach multicultural education at
http://ed.tsud.edu/tcubed/personal_thinking/multicultural_ed_internet.htm
The rest of the class turn in their learning logs for the first time
Week 5 (and Tuesday of Week 6) History: The Roots of Knowledge
9/27 Hoge's Chapter 6
9/29 Read Haas' pp. 38-40, 41-44, 55-60, 61-63
Teaching about local history using customized photographs
Children's homes and neighborhoods: Untapped treasures from the past
Teaching WWII to young learner
Telling the Holocaust Story to Children
Web article at NCSS website: The Columbian Quincentenary: An Educational Opportunity at http://www.socialstudies.org/discuss/msgReader$161
10/4 Lesson plan project due
Small group presentations
Week 6 (and Tuesday of Week 7) People, Places, and Environment
10/6 Hoge's Chapter 7
10/11 “Using the Five Themes of Geography to Explore a School Site” by Murphey, pp.73-75 (Hass)
Lesson Plan Overview and Review
Mid-Term Take-Home Assignments Starts
10/13(Thur) Geography Alive (Lesson Plan Demonstration)
Mid-term Take-home Article Review DUE Oct. 19, Through WebCT 12 noon
Week 8 Economics: Explaining Money and More
10/18 No class -- Fall break
10/20 No class – Please read the following
Hoge's Chapter 8
Haas' pp.169-181
The Cupcake Factory
How Little Tykes Become Big Tycoons
Economics and the Real-Life Connection
Economics for Elementary School Students
How does a community work?
Week 9 Economics and
Citizenship Education and Democratic Values (and Tuesday of Week 10)
10/25 Discussion of Articles and Chapter 8
15 students turn in their 2 nd Learning Log (DUE Nov. 1)
10/27 Economics Lesson Plan Demonstration
11/1 Chapter 17
Alfie Kohn's “Caring kids: the roles of schools” at http://www.alfiekohn.org/teaching/cktrots.htm
2 nd Log DUE
Week 10 Civic Education and Political Science (Thursday)
11/3 The rest of the class turn in their 2 nd Learning Log
Lesson plan demonstration: How do people improve their community?
Week 11 &12 Power of Literature and Writing in Social Studies
11/8 (Tue.) Handouts will be provided. Each of you just read one article from a set of five articles.
Discussions on the assigned readings.
Children's Literature: Sadaco and the Thousand Paper Cranes
11/10 (Thur.)
Each student selects a children's book or books to bring next Thursday (11/10/2005) to
discuss in a group of four students (one group with five students) how you would like to use it to teach at least one of the social studies concepts. Describe at least one of the specific activities you could do about the book.
Task:
• Summarize the book of your choice. (Show the book to classmates)
• Explain the concept (s) you can teach using the book.
• Describe one of the specific activities using the book.
If you decide not to select a book, I'll bring books to classrooms for you to use.
Showcase of your choice of a children's book (fiction or nonfiction, appropriate for any grade level)
11/15 Community Diversity Paper DRAFTS DUE with peer comments
Unit Plan Poster Presentation Sign-up List (Available dates for presentation: Dec. 8 and Dec. 13, and Dec. 16)
11/17 No Class -- NCSS Conference
Week 13 Integrating Other Subjects into SS
11/22 Hoge's Chapter 19
11/24 No Class -- Happy Thanksgiving!
Week 14 Current Events, Public Issues, and Global Education
11/29 Hoge's Chapter 18
Community Diversity Analysis Paper DUE. (Late submission will lose 2 points). Hard copies only. (Except for authorized excuses.)
12/1 Hope's Chapter 16
Each student reads one article from a set of five articles (Haas pp. 211-232). Handouts will be provided.
Week 15 Inquiry Instruction
12/6 Hoge's Chapter 14
Leafing through magazines, watching any advertisement on TV or anywhere else, describe three of advertisements.
12/8 Written Unit Plan Due in class ( Late submission will lose 5 points except for authorized excuses. ) Please submit a hard copy of your unit plan.
Poster Presentation starts.
Week 16
12/13 Poster Presentations continue.
Dec. 16 Poster Presentations continue if necessary. Final Exam = Self reflection
*This syllabus is tentative and may be modified at the discretion of the instructor.
*Please type the community diversity analysis paper, and use font 12, double-spaced, page-numbered. *Please type the final project . Use font 12, use appropriate subheadings for each section, page-numbered.