Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children.
COURSE SYLLABUS B
EDEC 334
I
EDEC 334 Social Studies Methods
Prerequisites: None
Credit: 3 semester hours
Period: 12
II. INSTRUCTOR INFORMATION:
Name: Dr. Madge Kibler
Office Location: L114
Phone Numbers: W 706 778 3000 x1202 H 706 754 8640
E-mail: mkibler@piedmont.edu
Fax Number: 706 776 0135
Office Hours: Mon 3:30-5:30, Tues 4:30-5:30 Wed & Thurs 3-4
TIME AND PLACE
CAMPUS: Demorest SEMESTER:
Spring YEAR: 2008
Time: Tues & Thurs 2:00-3:15
Place: L-122
Johnson, A.P. (2006) Making connections in elementary and middle school social studies.
(This
textbook is required and will be needed in class meetings.)
Supplemental readings will be required as needed throughout the
course. These readings will include
research, professional documents, and personal reading. Also, copying some materials to share with
the class will be required.
II.
GRADUATE MAT AND MA PROGRAM GOALS (See
III. COURSE
DESCRIPTION AND PURPOSE:
This class is an introduction
to basic social studies instruction for students in grades 4-8. The major
concentration will be content selection, lesson and unit planning, teaching
methods, materials, and evaluation strategies. You will also increase your
knowledge of American history, particularly regarding women and minorities who
may have been underrepresented in history
IV.
(Core
Candidate Learning Outcomes by Program and Dispositions for All Candidates)
V. COURSE OUTCOMES :
The main purpose of this course is to introduce you to effective ways of teaching social studies. Upon successful completion of this course, through the use of discussions, readings, reports, individual work, cooperative learning, lectures, and video presentations, the candidate will:
1. analyze the basic features of social studies instruction (definitions, goals and objectives, curriculum, etc. ) CCLO 2
2. explore effective techniques for planning, guiding, and managing small- and large-group work as well as meeting individual needs and differences, including special needs students, incorporating the GA GPS objectives (4-8) and the National Strands of National Council for the Social Studies (NCSS). CCLOs 1,2, 3, 4, 5, 6, 7, & 8
3. analyze social studies teaching models, strategies and techniques for
(a) developing concepts and generalizations: (b) developing children's thinking processes and creative abilities; and (c) developing attitudes and values. CCLOs 1, 3, 4, 5, 7, 8 & 10
4. reconsider and make changes in the instructional environment so that activities, student movement and materials distribution are effective and efficient. CCLOs 1
5. analyze instructional strategies which foster development of critical and creative thinking skills in young children. CCLOs 5, 7, 8
6. use questioning techniques as an effective classroom strategy, especially with the inquiry model. CCLO 5
7. explore strategies for effective use of current events in middle school education. CCLOs 2,8
8. analyze the conceptions of multicultural education and develop a practical approach to teaching with a multicultural perspective. CCLOs 1, 4, 8
9. incorporate current theory and research to practice. CCLOs 1, 2, 3,4, 5,7, 8,& 9
10. explore recommendations and National Strands of the National Council for the Social Studies. CCLOs 9
11. develop competence in selected knowledge components of the 4-8 social studies curriculum. CCLO 2
12. explain your personal set of beliefs regarding 4-8
social studies curriculum.
VI. COURSE
POLICIES & PROCEDURES: (In addition to information provided on
1. Class Attendance & Participation
Students are expected to come to class having read and being prepared to discuss the assigned material. Non-participation and lack of preparedness will be reflected in your grade.
Attendance is required. Only those absences due to
emergencies will be excused, and I need to be notified before you miss class.
The
2. Written
Work
Although all dialects and languages are acceptable in
informal situations, the use of standard edited English is expected in all written
or oral presentations in this class. All written work will need to be typed
using size 12 print and one of the following fonts: Bookman, Times New Roman,
or
Please keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All assignments should be turned in on time. Late assignments will be accepted in case of emergencies and will be penalized one letter grade. 1 will not accept the article reactions if they are late. Completion of all assignments is required for a passing grade in this course. No classroom observations will be accepted without a signed permission slip.
3. Academic Integrity (See
4. Special Considerations (See
The professor and
several of your classmates are allergic to perfume and aftershave. Refrain from wearing either to class. Cell
phones should be turned off.
If for some reason, I
am not present for a class, assume we will continue with the same during the
next class meeting.
5. Cell Phone Usage (See
VII.
INSTRUCTIONAL METHODS,
DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:
1. Instructional Methods: See
(Add any methods unique to this course that are not presented on syllabus A.)
2. Description of Assignments:
Other assignments or activities may be required as deemed
necessary to assure the mastery of the course objectives as stated.
Assignments
to Be Completed for This Course:
Article Reactions ( 10 pts ) Course outcomes: 2, 3, 5, 7, 10
Each student is required to write a reaction to the assigned articles on reserve in the library. The first paragraph should summarize the main idea of the article. In the second paragraph you should write your personal reaction. Reactions must be turned in at the beginning of the class session for which the reading is assigned. I will not accept the journal reactions if they are late. Each person will locate, read, and summarize one more article written since 2000 on the teaching of one of the six disciplines to middle school students. The journals to be used for this assignment are Social Education, Social Studies and the Young Learner, or Middle Level Learning. In your article summary, include the GA GPS and the NCSS themes that are addressed in it. Make a copy of the article for each class member and me and turn in with your summary.
Lesson Plan and Peer Teaching (10 pts) Course outcomes: 1, 2, 3, 5, 6, 10, 11
Each student will write a lesson plan for using children's literature for teaching social studies to middle school students. You will base the lesson on one GPS objective and the National Council for the Social Studies Strands. You will teach your plan to a group of your peers. You will turn in a plan written by the Piedmont lesson plan format. The ten points will be divided as follows: Objective=2, Procedures=2, Materials=2, Evaluation=2. The other points will be my judgment of how well your plan is written. Could I teach it as a sub is the question I will use to determine this.
Oral Report (15 pts ) Course outcomes: 2, 3, 5, 6, 9, 12
You will complete this assignment in pairs. You will draw for the subject of your oral report the first day of class. You will present on your assigned day. Professional dress is required for the presentation. To receive all 15 points, you must have a visual to go with the oral presentation, and you must show the class how to adapt the information to use it with 4-8 students. If possible, have a big picture of your subject for your classmates to look at while you do your presentation. The quality of your work will also be considered. You will give an outline of your subject's life and a written explanation of your adaptation to your classmates and to me. No report should last more than 20 minutes. We will create the rubric for grading in class.
Project: (15 pts) You choose one of the following options:
Option A: Family tree (I will give you a handout)
Option B: Family tree of an appropriate famous person
Option C: History of your hometown (This will be written as a research paper. See me)
Option D: Interview of ten people who are over 60 years old (See me)
Course outcomes: 3, 5, 11, 12
Field experiences, interviews, observations, and software evaluation (10 pts) Course outcomes: 1-12
Participation and attendance (10 pts ) Course outcomes 1-13
In order to participate, you must be physically and mentally present. I will ask you to give me your self-reflection on how what you have learned in this class will help you be a scholarly, reflective, proactive educator at the last class meeting. It must be typed or word-processed.
One test and a final exam ( 20 pts) Course outcomes: 1-13
Tests will contain true-false, multiple choice, short answer, and essay questions
Portfolio (10 pts) Course outcomes 1-13
Organization of Portfolio
1. Table of Contents
2. Contribution Log--your attendance record, your contributions to class and article reactions
3. Contribution from Peers--your peers will give you copies of their mini-lessons and articles for teaching
4. Class notes, activities and handouts from me
5. Project
6. Field experiences, interviews, and software evaluations.
3. Field Experiences :
Different county and city school systems
require that specific field experience procedures and forms be used for
placement of candidates in their schools.
Also, certain field experience placement forms may be required by your
college professor. Make sure you are
using the appropriate placement request form(s) for the field experiences in
this course.
Each candidate is responsible for arranging and documenting his/her field experiences at an appropriate grade level according to the guidelines of the Middle school Education (ECE) program. Keep in mind that ECE Majors are required to work in grades P-K, 1-3, and 4-5. When selecting field experinces, be sure you are getting a good representation from each of the grade level areas in diverse settings for documentation of field experiences. The field experience reports will not be accepted without a signed permission slip.
First experience: (Number 6)
Student interview
Interview two public school students of the appropriate level. The students must be from two different families. Ask the following questions. Write an essay to report their answers and a reflection of what you learned and how your teaching will be influenced
I. What grade are you in this school year?
2. Can you tell me what social studies is?
3. What is the main topic in your social studies class?
4. What are two things you learned in the class?
5. What do you think of the social studies textbook?
6. Describe a typical day in social studies class?
7. What was the most fun thing you did in social studies?
8. What was the least fun?
9. What do you want your social studies teacher to do in class this year?
Second field experience
(Number 10)
Interview two teachers of the appropriate level. Ask the following questions. Write an essay to report their answers and a reflection of what you learned and how your teaching will be influenced
Teacher questions:
I. How often do you teach social studies?
2. What is your
most important objective for teaching social studies?
3. What three strategies do you most often use?
4. Describe a project done by the students in your classroom.
5. Which of the six disciplines do you enjoy teaching? Why?
6. Which do you least enjoy teaching and why?
7. What are your feelings about the social studies textbook?
8. What other materials do you use?
9. If you could teach social studies any way you wanted to, what would you do?
10. What else can you tell me about teaching social studies?
Third field experience (Number 7, or 1, or 2, or 4)
You are to observe in middle schools. One must have a diverse population. Observe two teachers whom you have not observed before. Answer the questions in sentences. Reflect in depth on what you learned and what it means to a preservice teacher.
1. Describe the setting and the lesson you observe. (topic, grade level, class size, ethnic composition, gender ratio, etc.)
2. Which disciplines are stressed in the observed lesson?
3. What concepts
were taught?
4. What GPS objectives were addressed in the lesson?
National strands?
5. What direct and indirect teaching strategies did the teacher use?
6. What evidence of the children's lives did you see? (family trees, newspaper articles, etc.)
7. What materials or resources did the teacher use to teach the lesson?
8. What kinds of research did the students do?
9. Did the students achieve the objectives? Explain.
10. How was children's literature used in the lesson?
11. Critique the lesson. This means tell what you liked and what you did not like. Also, how does what you observed fit with the class discussions and textbook?
12.What did you learn that will help you to become a scholarly, reflective, proactive teacher? Your reflection on this should be in-depth.
Fourth field experience
(Number 11)
Evaluating Social Studies Software
I. List the name and author of the product you are evaluating.
2. State the name and address of the publisher.
3. Describe in detail the activities called for in the program.
4. For what age student is this software appropriate?
5. What are the strengths or advantages of this product?
6. Which Georgia GPS could you teach with this software? (Not the
number, write the objective)
7. Explain which strand of NCSS standards is addressed by this software.
8. Would you use this product? Why or why not?
Type the
answers to the questions. You do not have to write an essay.
VIII. RESOURCES:
- Bibliography
Allen, M. G.& Stevens, R.L.
(1998). Middle school social studies: teaching and learning for
active and responsible citizenship, 2nd Ed. Boston: Allyn and Bacon.
Banks, J.A. (2003). Teaching strategies for ethnic studies, 7th Ed. Boston, Allyn and Bacon.
Bower, B., Lobdell,
J. & Swenson, L. (1999). History Alive! Engaging all learners in the
diverse classroom 2nd Ed. Teachers' Curriculum Institute.
Lee, J. (2008). Visualizing elementary social studies methods.
Geographic.
Lindquist, T. (1997). Ways
that work Putting social studies standards into practice.
NH: Heinemann.
Pate, S.S. (1996). Social studies
Applications for a new century.
Publishers.
Parker, W.C.& Jarolimek, J. (2005).
A sampler of curriculum standards for social studies.
Parker, W.C. (2005). Social studies in elementary education 12th
Ed..
Merrill/ Prentice Hall.
Stockard,
J. W. (1995). Activities for elementary school social studies.
Waveland Press, Inc.
Sturdevant, K. S. (2000) Bringing your family history to life through social history.
Sunai, C.S. & Haas, M. E. (2005). Social studies for the elementary and middle school.
Welton, D. A. (2005). Children and their world Strategies for teaching social studies 8th Ed..
Winston, L. (1997). Keepsakes: Using family stories in elementary classrooms.
2.
Relevant
Web Sites:
§ Library: http://library.piedmont.edu
§ Galileo: http://www.galileo.usg.edu/
§ Bookstore: http://www.piedmont.bkstr.com/
§ Georgia Professional Standards Commission: www.gapsc.com
§
§ GPS : http://www.georgiastandards.org
§ National Council for the Social Studies http://www.ncss.org
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
Family tree searches:
http://www.rootsweb.com
3. GACE Information:
(See
4. Admission
to Teacher Education (See
5.
Application for Certification (See
IX. COURSE ASSESSMENT AND EVALUATION:
Class requirements include all assigned reading in the text and in other assigned readings, one test and a final examination, interviews of social studies teachers and students, social studies, social studies software evaluation, observation of two (4-8) social studies classes, two mini-lessons, a portfolio,and a project. Other requirements will be explained during the semester.
Grading Scale
90% to 100%- A 60% to 69% = D
80% to 89% = B
70% to 79% = C
X. TENTATIVE COURSE
SCHEDULE
Date Topics and Assignments
1-8 Course overview and administrative tasks
1-10 Chapter 1 Defining social studies
1-15 Chapter 2 Celebrating diversity in social studies education
1-17 Ethnic Diversity
Video--"A Time for Justice" (To be shown in class)
The following articles are on reserve in the library and your reactions are due:
Children and prejudice (Byrnes)
Critical thinking to reduce prejudice ( Walsh )
Research on reducing prejudice (Pate)
1-22 Chapter7 Special needs students in a general education setting
Chapter 8 Textbooks and social studies
1-24 Chapter 5 Planning and Chapter 3 in the following:
Ellis, A. K. (1995) Teaching
and learning elementary social studies 5th Ed.
This is on reserve in the library.
1-29 Chapter 9 Learning through human interaction
1-31 First Field experience due—student interviews
2-5 Chapter 11 Inquiry learning in social studies
2-7 Chapter 13 Current events and classroom discussion
2-12 Second field experience due—teacher interviews
2-14 Chapter 10 Problem Solving in social studies
2-19 Chapter 12 Creative and critical thinking in social studies
2-21 MIDTERM
2-26 No class, professor at conference Use this time to conduct your observations
2-28 Chapter 15 Learning through literature and language arts
3-11 History Journal reports on teaching history and chapter 3 Teaching geography and history Pages 45-50
3-13 Bring personal history photos and artifacts.
3-18 Your project is due.
3-20 Geography Journal reports on geography and chapter 3 Pages 51-70 Map and globe activities
3-25 Map and
globe skills dress for walking
3-27 National Inspirer software evaluation in class
4-1 Third field experience due—observation in two classes
4-3 Chapter 4 Teaching civics and government Pages 71-83 Journal reports on teaching political science due
4-8 Chapter 4 Pages 84-91Economics Journal reports on teaching economics due
4-10 Anthropology Journal reports on teaching anthropology due
Sociology The following articles are on reserve in the library, reaction due:
Taking religion seriously (Nord)
Religion in the classroom ( Haynes & Kniker )
Religion in the public school curriculum (NCSS &others)
Religious holidays in the public schools (NCSS & others)
Chapter 15 Learning through literature and language arts
4-15 Peer teaching of children’s literature social
studies lesson
(The literature lesson must state which NCSS Strands (Pages 409-418) and which GA GPS both social studies and language arts (use website) are addressed.)
4-17 Chapter 14 Using the internet to teach social studies
4-22 Fourth field experience
due—software evaluation
4-24 Chapter 16 Character education
Your typed personal self-reflection is due today. It should include your observations on how what you have learned in this class will contribute to your being a reflective, scholarly, proactive educator who can effectively educate your students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Review for exam
Exam TBA