State University of New York College at Cortland
School of Education
Childhood/Early Childhood Department
Course Syllabus
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Course
Information: Semester/year: Fall, 2004 Credit Hours: 3 Class: Wednesdays 4:20 - 6:50 Location: Van Hoesen, Room B 134 |
Professor
Information: Dr. Kimberly Rombach Office: Van Hoesen B 219 #1 Office Phone: Office Hours: M, W, F 3:00 - 4:00 and by appointment Email: rombachk@cortland.edu |
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Required Materials:
Bigelow, B. & Peterson, B. (1998). Rethinking Columbus, The Next 500 Years. Milwaukee: Rethinking Schools. Grant, S. G. & Van Sledright, B. (2001). Constructing a powerful approach to teaching and learning in elementary social studies. Boston: Houghton Mifflin. New York State Education Department. (2002). Consider the Source: Historical Records in the Classroom. Albany: NYSED. 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. Rand McNally. (1998). Atlas of American History. New York: Houghton Mifflin. Zinn, H. (2003). A
People’s History of the United States: 1492 – present. New York: Perennial
Press. |
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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.
Course Attendance Policy: **Mandatory** Your presence and participation are crucial in a course that emphasizes interaction and the experiential. Penalties are given for unexcused and/or chronic absences (see handbook, pg. 56).
Rationale 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-tine one’s personal approach to the science and art of teaching as well as increase one’s knowledge of social studies content.
Student evaluation is based on the following components of SUNY Cortland’s Conceptual Framework (CF):
Learning Log (CF #2 - Professional Commitments)
Lesson Planning and Implementation (CF # 1 – Knowledge Base, CF # 3 – Standards, CF # 4 – Diversity, CF # 5 – Assessment)
Children's Social Studies Literature Project (CF #3, CF #6)
Unit Plans (CF #1 – Knowledge Base, CF # 2, - Professional Commitments, CF #3 – Standards, CF #4 – Diversity, CF #5 – Assessment, CF #6 – Technology)
Community Service Learning Project (CF #2 - Professional Commitments)
Evaluation of Student Performance: Based on mandatory attendance (15 points), Learning Log (20 points), Children’s Social Studies Literature Project (10 points), Community Service Learning Project (20 points), Lesson Planning and Implementation (10 points) and Unit Plans (25 points) .
1. Knowledge Base
· Understand how students learn and develop
· Manage classrooms for a safe learning environment
· Know and apply various disciplinary models
2. Professional Commitments
· Promote parental involvement
· Continue to develop as reflective practitioners and lifelong learners
3. Standards
· Integrate curriculum among disciplines
· Balance historical and contemporary research, theory and practice
4. Diversity
· Learn and develop a variety of teaching strategies
· Apply a variety of teaching strategies to help all students learn
5. Assessment
· Use of multiple and authentic forms of assessment
6. Technology
· Integrate technology into classroom instruction
Candidates will:
1. Demonstrate a solid foundation in the arts and sciences.
2. Possess in-depth knowledge of the subject area to be taught.
3. Demonstrate good moral character.
4. Understand how students learn and develop.
5. Manage classrooms structured in a variety of ways to promote a safe learning environment.
6. Know and apply various disciplinary models to manage student behavior.
7. Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential.
8. Integrate curriculum among disciplines and balance historical and contemporary research, theory and practice.
9. 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.
10. 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.
11. Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching/learning.
12. 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.
13. Continue to develop professional as reflective practitioners who are committed to an on-going scholarly inquiry.
Standards Goal: 2e ACEI standard met by EDU 514
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 citizens of a culturally diverse democratic society and interdependent world.
Broad Course Goals:
(1) Candidates will develop a sense of skepticism through social science inquiry approaches.
(2) Candidates will develop integrated disciplinary learning experiences.
(3) Candidates will understand and use critical pedagogy.
(4) Candidates will engage elementary age learners in processes that seek to produce a sense of empathy and a desire to enact social justice.
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Self
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Subject Matter
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Learners
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Teaching · Discuss best teaching practice and apply to social studies teaching and content integration
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Academic Integrity
Statement:
The college is an academic community which 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.
Grading: Grading will be based on participation and assignments. Numerical grade equivalents are as follows:
A 95 – 100%
A- 90 – 94%
B+ 88 – 89%
B 84 – 87%
B- 80 – 83%
C+ 78 – 79%
C 74 – 77%
C- 70 – 73%
D+ 68 – 69%
D 64 – 67%
D- 60 – 63%
F 00 – 59%
Learning Activities
and Assignments:
The following are requirements of this course. You will be asked to evaluate yourself on each of these throughout the duration of this course.
1. Class Participation
· Demonstrate your thorough understandings of the assigned readings.
· Contribute regularly in class – not dominating discussions or having to be prompted to contribute during class discussions.
· Listen attentively.
· Attend every class, on time and prepared.
2. Reading Assignments
· There is extensive reading for this course. You are expected to come to class having already read the assigned material. Occasionally, there will be in-class assignments related to your reading, as well as in class group assignments.
3. Written Assignments
· Four reading responses to assigned reading
· One Social Studies Unit Plan with five connected lessons
4. Teaching Assignments
· One peer teaching lesson plan (with reflection)
5. Presentation Assignments
· One Children’s Social Studies Literature Project
6. Community Service Assignments
· One Service Learning Project with three visits to community site
Evaluation should be designed to (1) promote your own growth and learning; (2) give you on-going feedback; (3) strengthen the working relationship between the teacher and the student.
Detailed descriptions of all assignments and corresponding grading rubrics will be handed out in class. Please follow the rubric and assignment explanations carefully to avoid misunderstandings.
Assessment and evaluation of this course will be based on a 100-point system and is outlined as follows:
In class participation (including home group activities) 15 points
Learning Log including:
4 Reader Responses @ 5 points each 20 points
Children’s Social Studies Literature Project 10 points
Peer Teaching (including lesson plan and reflection) 10 points
Community Service Project 20 points
Social Studies Unit Plan including:
5 connected lessons 15 points
Learning center 10 points
Rewrite and Re-do policy:
v If you receive less than full credit on your reading responses, you can re-write it and turn it in within one week. If you resubmit a reading response, it must be re-typed and you must turn in your original paper and the original scoring rubric so I can see the changes you made. Your new grade will be an average of the original and new grade.
v If you receive less than full credit on your peer teaching lesson plan, you can set up a time to meet individually with me to review your lesson plan and to implement my suggestions for improvement. Revisions can be made and you can resubmit your revised lesson plan for full credit. This is to ensure that you can apply what you’ve learned in class (both pedagogy and content) to your own planning.
v The Children’s Social Studies Literature Project presentation will not be accepted late, nor can it be redone.
v The Social Studies Unit Plan will not be accepted late, nor can it be redone.
Date |
Readings and Assignments Due Today |
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Wed., August 25 |
Introduction to course, establishing cooperative groups, understanding community, diversity and culture |
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Wed., September 1 |
NYS SS Standards, pg. 1; SS Resource Guide, pgs. 3-36 Grant: Ch 1: pgs. 17-39 |
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Wed., September 8 |
Grant: Ch. 40-78 |
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Wed., September 15 |
Bigelow: pg. 10-14; Zinn Ch. 1: pgs. 1-22 Reader Response #1
Due |
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Wed., September 22 |
Historical Records: pgs. 1-10; Zinn Ch. 2: pgs. 23-38 |
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Wed., September 29 |
Bigelow: pgs. 17-43 Reader Response #2
Due |
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Wed., October 6 |
Zinn, Ch. 3 & 4: pgs. 40-75 |
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Wed., October 13 |
Historical Records: pgs. 11-26, 70-73; Grant, Ch. 3 & 4: pgs. 79-136 Reading Response #3
Due |
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Wed., October 20 |
Zinn, Ch. 6: pgs. 103-124 Peer Teaching
Lessons |
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Wed., October 27 |
Grant, Ch. 5 & 6: pgs. 137 - 208 Reader Response #4
Due |
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Wed., November 3 |
Zinn, Ch. 7: pgs. 125-148; Grant, Ch. 8: pgs. 239 - 264 Learning Centers
Due |
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Wed., November 10 |
Atlas of American History; Social Studies Unit
Plan Due |
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Wed., November 17 |
Zinn, Ch. 9: pgs. 172-210; Bigelow: pgs. 44-84 Children’s Social
Studies Literature Presentation Due |
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Wed., November 24 |
Thanksgiving Recess |
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Wed., December 1 |
Grant, Ch. 9: pgs. 265 - 285 Community Service
Project Presentation Due |