Advanced Social Studies Methods, ECED 7530, Fall 2006
Department of Teaching & Learning,
Tuesdays
4:45-7:30 p.m. in COE
Classroom #1122
Instructor: Dr. Scott A.L. Beck
Office: Room #4113,
Office hours: by appointment
Contacts: (912) 681-0354 or sab44@cornell.edu
Course Description:
A social studies
instructional methodology and inquiry in the 2nd-5th grade
classroom. Components and theoretical foundations of early childhood social
studies curriculum will be investigated. Concepts, skills, and attitudes
associated with elementary school social studies will be discussed in
conjunction with various teaching methods, models, and materials considered
developmentally appropriate and effective for children. Strategies for
integrating social studies instruction with other areas of curriculum are
investigated through active student participation.
Prerequisites: EDUR 7130, ECED 7131 Credit: 3 semester hours
Course Objectives and RELATIONSHIP TO STANDARDS:
The students will:
1.
evaluate goals
and standards of social studies, including NCSS goal statements, and the role
of social studies in the early childhood classroom.
[NCSS Standards: 1-10; ACEI Standard: 2;
ECED M.Ed. Program Objective: 6; NBPTS ECG Standards: VIII]
2.
investigate
societal issues in social studies and explain how they impact the social
studies program.
[NCSS Standards: 5, 7; ACEI Standard: 2; ECED M.Ed. Program Objectives: 10-12;
NBPTS ECG Standards: VI, VII]
3.
model effective
teaching strategies and the application of current learning theories which
provide a foundation for a developmentally appropriate social studies program.
[ACEI Standards: 1, 3; ECED M.Ed. Program Objectives: 2-4, 9-11;
NBPTS ECG Standards: I, IV, IX]
4.
integrate various
technologies into the social studies curriculum for elementary social studies
[NCSS Standard: 8; ACEI Standard: 3; ECED M.Ed. Program Objectives: 1, 10;
NBPTS ECG Standards: V]
5.
use various
strategies for integrating social studies instruction with other curricula
areas.
[ACEI Standards: 1-3; ECED M.Ed. Program Objectives: 5, 10;
NBPTS ECG Standards: V]
6.
identify ways a
teacher can establish a well-balanced social studies curriculum which includes
related social science disciplines.
[NCSS Standards: 1-10; ACEI Standards: 2, 3; ECED M.Ed. Program Objectives: 4,
5, 10, 12; NBPTS ECG Standards: V]
The
C.1 Commitment to the Knowledge and
Dispositions of the Profession: Candidates are expected to endorse a belief that all students can learn
and they are able to implement appropriate learning strategies to achieve this
goal. Candidates are also expected to
apply the content and pedagogy learned in this methods course in the course
assignments so as to demonstrate this commitment.
C.2 Commitment to Diversity: Emphasis is placed on the diverse learning needs of elementary
students, the diversity and uniqueness of elementary students, and other issues
of diversity that affect elementary students’ development. The course provides candidates opportunities
to develop and apply a range of multicultural knowledge and effective
pedagogical skills (particularly from the Lindquist, Jelloun, and Steffey
texts) that respond to the academic and affective needs of a diverse student
population.
C.3 Commitment to Technology: Candidates will continue to develop and refine their technological
skills in this course through the use of WebCT, TK-20, and Internet
resources. In addition, candidates will
be required to incorporate Internet resources from the Berson text into their
unit planning.
C.4 Commitment to the Practice of Continuous
Reflection and Assessment: Candidates are involved in on-going
reflection regarding the course material through in-class writing and
discussions and formal reflections such as the Jelloun Book review.
Required
Berson, Micheal, et. al. (2004).
Social studies on the
internet.
Jelloun, Tahar Ben. (1999). Racism
explained to my daughter.
Krey, DeAn M.
(1998). Children’s literature in social studies.
Lindquist, Tarry. (2002).
Seeing the whole through social studies.
National Council for the Social Studies
(NCSS). (1994). Curriculum standards for the social studies.
Steffey, S. & Hood, W.J., eds. (1994).
If this is social studies, why
isn’t it boring?
EXCERPTS
and ARTICLES on WebCT:
Freedom Forum. (1999).
A teacher’s guide to religion in the public schools.
Georgia State Department of Education. (2005).
Kohl, H. (1995).
Should we burn Babar?
Loewen, J.
(1996). Lies my teacher told me: Everything your American history textbook got
wrong.
Supplemental Sources:
Bredekamp, S. & Copple, C. (1997).
Developmentally appropriate
practice in early childhood programs – Revised.
Georgia State Department of Education. (2005).
COURSE PERFORMANCE OUTCOMES (ASSIGNMENTS & ASSESSMENTS):
[NOTE: There is ONE PSC/NCATE Key Assessment in this
course:
- Instructional Unit]
These assignments
will be described in greater detail in class and on handouts.
1. Integrated (across the curriculum), Thematic Two-Week
Unit of Instruction
[ECED M.Ed. PSC/NCATE
Key Assessment:
- Instructional Unit]
45%
of total grade
15% - unit purpose & research analysis and
synthesis chart
20% - instructional design graphic organizer,
including daily instructional objectives / essential questions
10% - presentation, activity & summary
handout
The thematic unit will be the largest part of your
grade in this class. Rubrics and
handouts will be provided describing the expectations for this assignment in
greater detail. This assignment will be
completed in sections. All elements of the unit will be individual work.
You will given a chance to state your preferences
regarding which themes you would like to focus your unit on. In order to allow the largest possible number
of people to focus upon themes that interest them and that will be useful in
their classroom, we will negotiate the choices of themes. You are expected to chose a theme that is relevant
to your work as a teacher and that is CONTROVERSIAL – open to multiple
interpretations and widely variant instructional approaches.
Each person will then find a collection of diverse,
high-quality children’s books (see Krey text) and internet resources (see
Berson et. al. text) relevant to their theme to use in planning
instruction. The purpose of your
thematic unit will be to contextualize and enrich the interest and knowledge
that your students will develop while reading these books and accessing these
websites and to develop substantive connections regarding your theme across the
entire curriculum (language arts, science, mathematics, etc…). However, you cannot accomplish these goals
without the knowledge to critique, refute and/or extend the information
presented in the books and websites.
Thus you will also carefully research your theme using reputable
academic resources and carefully developed instructional materials. You will then compile a research analysis and
synthesis chart that compares and contrasts the facts, opinions, and
instructional approaches presented in your books and websites with other, more
authoritative sources.
This chart will be accompanied by a document
describing the purposes of your instructional unit, with particular attention
to the question “How can I connect this theme with the lives of my students?”
You will design your thematic instructional unit using
a graphic organizer that includes connections across the curriculum, concepts
to be developed, daily instructional objectives / essential questions,
description of instructional strategies, assessments, lists of resources and
modifications, timeframes, etc. This
graphic organizer will be accompanied by a short written justification for the
unit design that describes how and why you chose to pursue your chosen unit
design rather than other possible alternatives.
Each of you will plan and present a short presentation
for the class regarding your thematic unit.
This presentation must incorporate at least one interesting activity for
your classmates to participate in. You
will also provide copies of short summary handout of your unit to your
classmates. This handout must include
enough information to allow your classmates to begin to recreate your thematic
unit in their own classroom.
POSSIBLE / PLANNED UNIT THEMES
|
STUDENT |
THEME |
GRADE |
|
Alon |
Resources & Capital |
3 |
|
Brandy |
Harriett Tubman |
1 |
|
Kelly |
|
2 |
|
Laurie |
American Revolutionary War |
4 |
|
Lea |
World Cultures |
1 |
|
Lindsay |
The Creek & Cherokee |
2 |
|
Lundie |
American Tall Tales |
1 |
|
Stephanie |
US National Holidays |
K |
|
Christi |
Explorers |
4 |
2. Attendance, Participation, Quizzes on
20%
of total grade
There will be some form of assessment during most
classes. Many of these assessments will
be short quizzes or reflective writings that simply check your comprehension of
the readings due for class that day. If
you don’t do the readings, your daily class grades will suffer. If you read sloppily or without consulting a
dictionary or the glossaries, your grades will also suffer. If you fail to participate in class discussions
and activities, your grade will suffer.
Your participation in the WebCT aspect of this course
will be measured according to a variety of statistics generated by the WebCT
software including amount of active time on WebCT, number of discussion and
chat postings, number of pages read, and my assessment of the quality of your
postings.
3. Steffey & Hood 'Mock Lesson'
20%
of total grade
Each person will be responsible for
presenting a 'mock lesson' based upon a chapter in the book If this is Social
Studies.... The lesson will be based
upon the pretense that our class is a public school class. Thus, you will plan and present your lesson
"as if" we are a group of elementary school children. You will 'bring to life' one or two of the
ideas or activities in your chapter.
Your presentation will be assessed on the basis of the standard
departmental lesson performance rubric.
1. TAHAR BEN JELLOUN Book Review
15%
of total grade
You will read Racism explained to my daughter by Tahar Ben Jelloun. You
will then write an approximately 1500 word summary and review of the book
answering the following questions:
-
Did you
find the book appealing and/or interesting?
Why or why not?
-
What did
you learn from Jelloun's reflections?
How can you apply these lessons to your classroom?
-
How does
Jelloun's approach to cultural and ethnic difference and conflicts connect with
other materials you have read, especially the readings for this course?
Grade Chart:
|
Assessment |
Your Grade |
x % of Total Grade |
= Subtotal |
|
|
U N I T |
Research & Purpose |
|
15% |
|
|
Instructional Design |
|
20% |
|
|
|
Presentation, Activity & Handout |
|
10% |
|
|
|
Attendance, Participation, Quizzes, etc |
|
20% |
|
|
|
Steffey & Hood Mock Lesson |
|
20% |
|
|
|
Jelloun Book Review |
|
15% |
|
|
|
Total Grade: |
|
|||
Tentative Course Schedule:
|
Wk |
Day |
Class Topics |
|
Assignments due |
|
1 |
Tues. 8-15 |
Introductions,
“Where I’m From,” "Why I hate social studies," Defining our purposes,
Review of syllabus, Steffey & Hood chapter selection, Unit theme
selection |
||
|
2 |
Tues. 8-22 |
Social Studies –Definition & Purposes |
LINDQUIST – Introduction STEFFEY – Introduction NCSS – Introduction |
Finalized
Unit Theme |
|
3 |
Tues. 8-29 |
Online
WebCT Chat Critical perspectives on history for kids |
WebCT – LOEWEN – Introduction, Chapter 11
& Afterword JELLOUN – to p.78 |
NONE |
|
4 |
Tues. 9-5 |
Critical perspectives on literature for
kids Primary Sources w/ Reidel Sec SS ~ 6PM |
WebCT – KOHL –Rosa Parks WebCT – HADE – Curious George STEFFEY – Chapter 11 |
Steffey
Chapter 11 by Laurie |
|
5 |
Tues. 9-12 |
Online
WebCT Chat Looking at the standards |
WebCT – GA DOE – SS GPSs K-5 JELLOUN – to p.137 NCSS – Elementary (pp. 47-76) |
NONE |
|
Weds. 9-13 |
James Loewen Workshop (4pm) and Lecture
(7pm) at Continuing |
NONE |
||
|
6 |
Tues. 9-19 |
What do we mean by integrated curriculum? |
LINDQUIST – Chapter 1 STEFFEY – Chapter 3 |
Steffey
Chapter 3 by Lindsay |
|
7 |
Tues. 9-26 |
Online
WebCT Chat Planning integrated curricula |
LINDQUIST – Chapter 2 JELLOUN – to p.173 Scan:
BERSON & KREY – entire books |
NONE |
|
8 |
Tues. 10-3 |
Beginning to make it happen |
LINDQUIST – Chapter 3 STEFFEY – Chapter 8 |
Steffey
Chapter 8 by Lundie |
|
9 |
Tues. 10-10 |
Online
WebCT Chat Learning how to learn & learning
content |
LINDQUIST – Chapter 4 JELLOUN – to end |
Unit
Purpose and Research Due |
|
10 |
Tues. 10-17 |
Diversity:
Tolerance and Celebration |
LINDQUIST – Chapter 5 STEFFEY – Chapter 4 |
Steffey
Chapter 4 by Stephanie |
|
11 |
Tues. 10-24 |
Active Learning Global Chocolate
w/ Reidel Sec SS ~ 6PM |
LINDQUIST – Chapter 6 STEFFEY – Chapter 5 |
Steffey
Chapter 5 by Lea |
|
12 |
Tues. 10-31 |
No Class - Halloween |
||
13 |
Tues. 11-7 |
Teacher as Model
Learner |
LINDQUIST – Chapter 7 STEFFEY – Chapter 15 |
Steffey
Chapter 15 by Brandy |
|
14 |
Tues. 11-14 |
Assessment and Standardized Tests |
LINDQUIST – Chapter 8 STEFFEY – Chapter 14 |
Steffey
Chapter Alon by 14 |
|
15 |
Tues. 11-21 |
Working with Diverse Children and Religious
Diversity |
STEFFEY – Chapter 9 WebCT – FREEDOM FORUM –Religion in Public
Schools |
Steffey
Chapter 9 by Kelly Steffey
Chapter ??? by Christi |
|
16 |
Tues. 11-28 |
Online
WebCT Chat Confronting Prejudice |
NONE |
Jelloun
Review Due |
|
17 |
Wed. 12/7 |
Instructional Unit Presentations |
NONE |
Unit Design & Handouts Due Unit
Activities |
BEGINNING OF GENERAL
SYLLABUS MATERIAL
Assessment:
Attendance:
Punctual attendance is mandatory. Your success in this course is dependent upon
your presence. Failure to attend all
classes and scheduled field-based responsibilities will have a severe impact on
your final course grade. Any missed
quizzes, in-class reflective writings, idea lists for team discussions, or
homework, etc. – whether due to absence, illness, tardiness, or early departure
will be recorded as zeros and cannot be made up. Any missed time during a field practicum must
be made up as soon as possible. You are
responsible for any notes, materials, or assignments missed during your
absence.
Guidelines for
Preparing Assignments:
·
Assignments and projects
used to fulfill the requirements of this course are not to have been used for
the fulfillment of requirements for other courses, except as explicitly
described in the syllabus or assignments.
·
All assignments
are due on time as indicated in the course calendar.
·
Late
papers/assignments will be accepted for up to 1 week with a…
… 10 point
(1 letter grade) reduction in grade when less than 24 hours late.
… 20 point
(2 letter grades) reduction in grade when less than 1 week late.
Unless the necessity to teach or use the assignment within a
short period of time prohibits the consideration of late work.
·
All assignments
are to be typed and stapled or bound together or submitted electronically as
specified by the instructor. All electronic
assignments must be in Microsoft Office (Word, PowerPoint, etc…) formats only.
I reserve the option to not grade any work that is not turned in the
appropriate electronic format.
·
Each assignment
must have your name, course section and the date clearly indicated
·
Demonstrate
thoughtful reading, research, analysis and presentation in your work.
·
Your work must be
yours – write in first person when appropriate.
Share your thoughts; don’t just copy the ideas of others.
·
Avoid strings of
quotes or paraphrased material with little of substance linking and explaining
these materials. Instead, explain why
you think certain quotes are significant and/or related to each other.
·
Avoid use of the
‘generic he.’
·
Your grade will
suffer if errors (grammar, spelling, punctuation) and poor composition and
style make an assignment difficult to read.
·
Write, then edit,
re-write, then proofread, re-write again, and ask friends to edit and
proofread, and re-write yet again.
·
Make use of GSU’s
Writing Center (call 871-1413). It’s
free! They can help improve anyone’s
writing.
·
Document your
writing with bibliographies and citations using standard APA style. For
clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf
http://webster.commnet.edu/apa/apa_index.htm
http://www.apastyle.org/elecref.html
http://www.lib.usm.edu/~instruct/guides/apa.html
·
Failure to post
any required assessments on TK20 by the due date is grounds for a failing grade
in this course.
Student Conduct, Academic Honesty, Professional Standards &
Program Retention:
·
The GSU Student
Conduct Code and Regulations regarding Academic Honesty will be enforced. (See:
http://www.stp.gasou.edu/scc/index.html).
Misconduct will be reported to the Office of Judicial Affairs and can
result in severe penalties.
·
Academic honesty
is not just a nice idea, it is the rule at GSU.
Plagiarism will not be tolerated.
Plagiarism can lead to your immediate failure of this course. Plagiarism includes: using someone else’s
ideas or words without proper quotation marks and citations and/or failing to
properly cite paraphrased material. If
you think that you can plagiarize and get away with it, see:
http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm
·
Cheating or any
other infraction against the Student Conduct Code can lead to your immediate
failure of this course.
·
The Professional
Standards of Conduct outlined by this department will be enforced.
·
Candidates are
expected to meet all requirements for retention in their program of study and
the Teacher Education Program (TEP). Unsuccessful progress toward meeting program
objectives (including course assessments), unsatisfactory grades/GPA, and
actions found in violation of the GSU Student Conduct Code or the Georgia PSC’s
Code of Ethics can result in non-retention in these programs.
Students with
Disabilities:
If you have a physical,
psychological, and/or learning disability that might affect your performance in
this course, please contact the Student Disability Resource Center in Hampton
Hall as soon as possible. The SDRC will determine appropriate accommodations
based on testing and medical documentation.
Syllabus is subject to revision if necessary:
While the provisions
of this syllabus are as accurate and complete as possible, the instructor
reserves the right to change any provision herein without actual notice if
circumstances so warrant. Every effort
will be made to keep candidates advised of such changes and information about
such changes will be available at all times from the instructor. It is the responsibility of each candidate to
know what changes, if any, have been made to the provisions of this syllabus
and to successfully complete the requirements of this course. This syllabus may be part of a larger packet
of material covering important aspects of this course and/or a block of
courses.