EDU 375 601/602: Teaching Elementary School Social Studies
SUNY Cortland Education Department
Course Information: Professor Information:
Credit Hours: 3 Instructor: Dr. Lin Lin
Van Hoesen B0140 Office Phone: 607-753-4234
602 meets at 1: 15 to 2:30pm on Tue. & Thur. Email: linlin@cortland.edu
601 meets at 2: 50 to 4:05pm on Tue. & Thur. Office Hours: T. & Th. mornings and after class, or by appointment (716-348-0234 cell)
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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TaskStream Component of the Course
The Childhood/Early Childhood Education Department uses TaskStream as its data management tool for performance-based assessment for New York State Department of Education, NCATE (ACEI), and other reports. Candidates are required to subscribe to TaskStream, and to upload certain tasks into a Directed Response Folio for each of their courses in the C/EC program. For EDU 375, the only assignment to be submitted to TaskStream before May 16 is Social Studies Mini-Unit Plan .
Course Requirements:
• Social Studies Mini-Unit Plan (45 points)
Social Studies Mini-Unit Plan is the only assignment for EDU 375 that is required to be uploaded on TaskStream
Complete Written Copy (40 pts) DUE on April 27
Presentations (5 pts) Starts on May 2
Continues on May 4 and finishes on May 9
Meet on May 16 (if necessary)
Uploading to TaskStream May 16
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, objectives, 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 April 27. Each student will present the main ideas of his or her unit plan on a poster or PowerPoint presentation, which will be made on May 2, May 4, and May 9. May 16 will be scheduled for presentations if necessary.
The complete written mini-unit plans turned in after April 27 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.
Your unit plan could address any of the five New York State Social Studies Learning Standards and have the following components:
Bloom's Taxonomy (with higher order objectives) (required)
Howard Gardner's Multiple Intelligences (required)
Integration of Technology (required)
Use of Primary Sources (history) (required)
Use of Children's Literature (required)
Social Justice/Diversity (optional, 2 extra credits)
Interdisciplinary (optional, 2 extra credits)
Checkpoints for the Unit Plan Development
Unit Outline Draft (Graphic Organizer – Inspiration) March 9
Unit Rationale, Standards addressed, and Objectives Draft March 23
Lesson 1 (8 pts. Submit through WebCt, Teacher grade, allows redo) DUE March 30
Lesson 2 (optional submission through WebCt) April 6
Unit Exam with key or Project with rubric April 13
Complete Unit Plan (with all required parts and 4 connected lessons) Due April 27
Presentations (PowerPoint) (5 pts.) May 2 to May 9
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.
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.
To be completed in class, or after class and submitted through WebCt
Active participation is demonstrated through accurate comprehension and insightful reflections of the reading assignments through whole-class or group discussions, participation in the class activities, and thoughtful reflections on the reading assignments, websites, and activities through short reflections writing.
Throughout the whole semester, as you read the required reading assignments and participate in class activities/discussions, you will be asked to write five one-page reflection essays in class or outside class reflecting on the readings, activities, and discussions. Specific questions will be provided before class and you are required to write based on how well you understand the reading assignments and how you reflect on classroom discussions and activities.
Each mini-reflection essay has two key components: summary and critique. In the summary part, you summarize the main ideas of the article(s), website(s), or the class activity. In the critique part, you write a critique of the article, website, or class activity. Answer questions such as the following: Did you find the ideas presented in the article or activity 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?
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 reflections. If you miss a session, which has an in-class reflection writing task, you could contact the instructor to make it up.
Reflections should be handwritten and submitted in class, or typed and submitted through WebCt. When you Word Process your reflections, please make your one-page essay single-spaced.
Each student is required to submit an annotated bibliography of five trade books related to the social studies theme(s) or concepts of your unit plan. While it is greatly beneficial for you if all five books you choose are related to your unit plan, it is also acceptable if you decide to find five books that are not related to the themes of your unit plan. But they must address themes and concepts of social studies and they must be appropriate to a specified grade level. Trade books differ from textbooks. They include fiction, nonfiction, autobiographies, biographies, poetry, drama, and other kinds of children's literature books.
• Community Diversity Analysis Paper (15 points) First draft DUE on April 6. Please bring a hard copy for peer review. A final version is DUE on April 13 and should be submitted through WebCt.
Each student is required to write a 4-6 page community diversity analysis paper (word processed, double-spaced, margin 1 inch on all sides, font 12, page-numbered) 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.
Course Evaluation:
Student evaluation is based on the following components of SUNY Cortland's Conceptual Framework (CF):
Unit Plans (CF #1 - Knowledge Base, CF # 2, - Professional Commitments, CF #3 - Standards, CF #4 - Diversity, CF #5 - Assessment, CF #6 - Technology)
Mini Reflections (CF #1 - Knowledge Base, CF #2 Professional Commitments)
Annotated Bibliography of Children's Books
(CF #1 - Knowledge Base, CF # 2, - Professional Commitments, CF #3 - Standards, CF #4 - Diversity
Community Diversity
Analysis Paper (CF # 1 - Knowledge base, CF # 2 - Professional Commitments)
• 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
Course Reflections 25 points
Annotated Bibliography of Children's Books 10 points
Diversity Analysis Paper 15 points
Unit Plan 45 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 and learning community building
1/24 Introduction and community building activities
Three major characteristics of a classroom community (reflections1)
1/26 Read online
“ Curriculum Standards for Social Studies” both the Introduction and Thematic Strands at the NCSS website http://www.socialstudies.org/standards/
Read online
“A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy” at http://www.socialstudies.org/positions/powerful/
Be prepared to discuss and answer questions:
1. What is social studies? Please write your definition of social studies.
2. How do we achieve excellence in social studies?
3. What are the major characteristics of powerful social studies?
There is a million dollar definition on the NCSS website, but you could certainly come up with your own definition of social studies.
Week 2 Elementary Social Studies Curriculum
Please bring to class:
New York State Education Department. (2002). Learning Standards for Social Studies . Albany : NYSED. Online version available at http://www.emsc.nysed.gov/ciai/socst/pub/sslearn.pdf
New York State Education Department. (2002). Social Studies Resource Guide with Core Curriculum . Albany : NYSED.
Start reading Talking Walls, Teaching Material Centers 1 st floor of Cortland Memorial Library Call no. TMC TH2201 .K64 1992 ( Talking Walls is on course reserve in Cortland Library). I have a copy in my office. You can come and read it between classes. It only takes about 20 minutes to read the whole book.
1/31 Read online
“Social Studies for Early Childhood and Elementary School Children Preparing for the 21st Century” at http://www.socialstudies.org/positions/elementary/
Please answer these two questions (reflections2):
• What are the goals for early childhood/elementary social studies? Please provide detailed examples for each of the goals.
• What are the developmental characteristics of children that should be considered in planning a social studies program?
2/2 (If Hoge's CD-Textbook arrives, please read Chapter 2 and find Figure 2-1: The Expanding Environments Scope and Sequence). How does this figure relate to the New York Learning Standards of Social Studies?
Answer questions:
In New York State , what are the five social studies learning standards?
For grades 1 through 6, what are the major topics of social studies?
NCSS Ten Themes
Organizing Content of Social Studies Program with NCSS Ten Themes
Week 3 Planning for Elementary Social Studies and Assessment
2/7 Read “ Planning for Social Studies Learning Throughout the Day, Week and Year" , by Carolyn O'Mahony, in Social Studies for the Young Learners 18(1), pp.29-32.
(Handout provided) (Reflections3)
Read Hoge's Chapter 4: please focus on unit teaching
Be prepared to answer questions:
How would you explain the unit approach in social studies?
What is a social studies unit? What are the key components of a social studies unit? What are the major steps of developing a unit?
2/9 An Ongoing List of Sung and Unsung Heroes for your unit plan
Examples of previous students' unit plan.
Please start thinking about your unit plan. Start with an outline.
Week 4 Higher Order Thinking Questions
Learning to write objectives. Review lesson plan templates.
2/14 Read online. Please bring a hard copy to the class.
Higher Order Questions vs. Factual Questions? (Bloom's Taxonomy) at http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Learn to write objectives of a lesson or unit. How to evaluate student performance?
2/16 Plan for Different learners in your classroom.
Read Hoge's Chapter 15
Be prepared to answer questions:
What is Multicultural Education?
What are the purposes of Multicultural Education?
What are the effective approaches of multicultural education?
“The Eye of the Storm” – (Reflections4).
Be sure to read Talking Walls before you come to class next week.
Week 5 Multicultural Education and Cooperative Learning
Lesson Demonstration
2/21 Read Talking Walls, Teaching Material Centers 1 st floor of Cortland Memorial Library
Call no. TMC TH2201 .K64 1992 ( Talking Walls is on course reserve)
While you are in TMC, also look for the five trade books you need for the annotated bibliography, which is due pretty soon.
Questions to consider:
What are the major features of this lesson?
What do you like about today's lesson?
What would you suggest to improve the lesson?
2/23-25 Outdoor Learning Experience:
All students from EDU 375-601 and 602 at the Racquet Lake
Week 6 Power of Literature and Writing in Social Studies
2/28 The Annotated Bibliography of five books is due today.
Each student selects one children's book out of the five books to bring to class and discuss in groups how you would like to use it to teach at least one of the social studies concepts.
Task:
• Summarize the book of your choice. (Show the book to classmates)
• Explain the concept (s) you can teach using the book.
• Describe at least one of the specific activities you plan to use.
3/2 Read one of the five articles (handout provided).
Lesson 1 in your Unit Plan DUE today DUE March 30
Children's Literature: Sadaco and the Thousand Paper Cranes (Teacher Demonstration)
Techniques of using Children's Literature in Social Studies
Week 7 History: The Roots of Knowledge
3/7 Read: Howard Gardner's Theory of Multiple Intelligences. Gardner 's Five Entry Points (handout provided)
Lesson Demonstration: American Revolution
Reflection questions:
What are the objectives of the lesson?
How does this lesson use Multiple Intelligence theories? (Reflections5)
3/9 Discussion on Howard Gardner's MI Theory continues.
Read “The Columbian Quincentenary: An Educational Opportunity ” at
http://www.socialstudies.org/positions/columbus/
Community Diversity Analysis Paper Starts
(Optional) Read Alfie Kohn's article on “What to look in a classroom” at http://www.alfiekohn.org/teaching/wtlfiacchart.htm
Spring Break (March 10 -March 17): No Class
Week 8 Using Primary Sources to Teach History
3/21 Read Hoge's Chapter 6, bring NY State Standards Book and Core Curriculum and get ready to discuss:
• Three different types of history described in Chapter 6
• What are the appropriate historical concepts for elementary learners?
• What are the appropriate historical thinking skills?
• What are the techniques of teaching history suggested by Hoge?
3/23 Primary Sources and DBQs. Checkpoint of Unit Plan Outline (Draft)
Share Unit Plan Outline draft in groups
Grade 5 Social Studies Test Review
Homework: Students form into pairs and go to library TMC to checkout at least one Jackdaw Kit for each pair. It would be great if the Jackdaw Kit is related to your unit plan. Bring the Jackdaw Kit to class.
Week 9 “History: The Root of Knowledge” Continued.
3/28 Each pair of students bring at least one Jackdaws Kit to class. Jackdaw Activity.
3/30 Students share what they learn from Jackdaw Kits.
Checkpoint for Unit Plan Rationale, Standards Addressed, and Objectives Draft
Share the Draft in groups.
Week 10 Students Present their First Lessons in Their Unit Plans.
4/4 Lesson Plan (Lesson 1) Presentations Start.
(Redos, if any, are due April 10)
4/6 Lesson Plan (Lesson 1) Presentations Continue.
Checkpoint for the Second Lesson Plan in your Unit.
Week 11 Diversity
4/11 No class. I will attend AERA in San Francisco . Work on your community diversity
analysis paper. Emergency Contact: call my cell phone or contact Dr. Kim.
4/13 Peer Review of the Community Diversity Analysis Paper First Draft.
Community Diversity Analysis Paper (First Draft) is due today. Each student brings a hardcopy to class for peer review.
Checkpoint for Unit Exam with key or Project with rubric
.
Week 12 Geography: People, Places, and Environment / Economics
4/18 Community Diversity Analysis Paper (final draft) DUE
Read Hoge's Chapter 7: Five themes of Geography
Read New York Learning Standards: Six Elements of Geography
Discussions on the assigned readings.
Video – Five Themes of Geography
Checkpoint for Lesson 3 and 4 in your Unit Plan.
4/20 Geography Alive -- Lesson Plan Demonstration
Alternative:
Economics: Explaining Money and More / Economics Lesson Plan Demonstration
Week 13 Citizenship Education and Community Service Learning
4/25 Lesson plan demonstration: How do people improve their community?
Unit Plan PowerPoint Presentation Sign-up List (Available dates for presentation: May 2, May 4, and May, 9)
4/27 Written Unit Plan Due in class (late submission will lose 5 points)
Please submit a hard copy of your unit plan.
All redos, if any, are due today.
Interdisciplinary: Integrating Other Subjects into Social Studies
Handout provided. Each student reads one article from a set of five articles.
Week 14 Presentations of Unit Plans
5/2 Student Presentations
5/4 Student Presentations
Week 15 Presentations of Unit Plans.
5/9 Student Presentations (Last Day of the Class)
5/11 No Class – Study Day
5/16 No Class (Unless necessary for more presentations), Due Date for Uploading Social Studies Mini-Unit Plan to TaskStream.
*This syllabus is tentative and may be modified at the discretion of the instructor and at the reasonable requests of the students.
**Please type the final project . Use font 12, use appropriate subheadings for each section, page-numbered.