social studies curriculum, planning for effective instruction and assessment of
social studies ... 10 Strands of Social Studies. ... Chapter 6 – Integrating Literature
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ED440ss Social Studies Methods Corban University 2 Credits
Fall 2013 Thursdays 10:15-11:45 a.m. PV107
Dr. Roy Bunch, Instructor Office: AC5532 Phone: 503.589.8112
[email protected] Office Hours: By Appt Course Description This course is focused on content, strategies and materials for teaching social studies in the elementary classroom. Course requirements and activities will engage students in the evaluation of social studies curriculum, planning for effective instruction and assessment of social studies knowledge and skills. Students will also write a position statement regarding the effective teaching of social studies and design two social studies unit plans appropriate for two different elementary grade levels Course Outcomes and Assessment As a result of this course students will: Outcomes Understand the Five Themes of geography and 10 Strands of Social Studies. Demonstrate understanding of Social Studies curriculum content and planning issues. Articulate understanding of Social Studies instruction issues or debates. Create two unit plans for Social Studies instruction that reflect grasp of content and effective strategies. Collaborate with a classroom teacher to identify and clarify content understanding and current issues in Social Studies instruction.
Corban University Conceptual Framework Teaching for Transformation
InTASC Standards Content Knowledge
Teaching for Transportation
Content Knowledge Application of Content
Teacher Leadership
Application of Content
Teaching for Transformation
Planning Instruction Instructional Strategies
Teaching for Transformation
Leadership and Collaboration
Community Engagement
Class Assessments
Class Session Activities
Positions Paper: Teaching Social Studies
Unit Plans
Application of Content
Required Resources Teaching Social Studies: A Literacy-Based Approach, by E. Schell and D. Fisher. 2007. Pearson/Merrill Prentice Hall. Course Requirements
Reading and Participation 50 Points (6 pts x 8 sessions, 2 pts for completing a Course Evaluation during finals week) See course calendar below and the Reading and Participation Rubric. This is a self-evaluation completed each week when there is reading due, though the instructor may have a conversation with any student whose self-evaluation does not appear to reflect what the instructor has observed. Position Paper: Teaching Social Studies (20 Points) Based on reading and discussion during the course, students will write a position paper about effective social studies instruction. The paper will consist of ten assertions about social studies teaching regarding learners, content, strategies, philosophies and outcomes. More specific information and examples will be provided in class. Unit Plans (30 Points: 2 x 15) Students will create the foundation of two units of study for two different elementary grade levels. These unit plans will include alignment with Oregon Content Standards and with NCSS Content Strands, and they will describe a minimum of four instructional activities designed to engage students with the content and with each other. Additional details will be provided by the instructor in class, including a detailed template to follow in designing the unit plans. Grading Reading and Participation Position Paper Unit Plans
50 20 30
Total
100
95-100 = A 90-94 = A87-89 = B+ 83-86 = B 80-82 = B-
77-79 = C+ 73-76 = C 70-72 = C60-69 = D < 60 = F
Biblical Focus It is difficult to imagine a course of study which might be impacted any more than one that addresses the teaching of Social Studies. At nearly every turn of the page in God’s Word we see relevant direction or revelation. About economics- Paul the tentmaker and Lydia the worker of purple goods; about justice – Micah 6:8; about taxes – render unto Caesar; about social relationships – Luke 2:52 and “bear one another’s burdens”; about government – Romans 13 submit yourself to governing authorities. Even Jesus’ beatitudes in the Gospel of Matthew – all speak to elements of what we call “Social Studies.” Throughout the course students will be expected to consider general principles and specific passages of Scripture that provide insight into who we are as social beings and what it means to teach Social Studies from a biblical perspective. ATTENDANCE Attendance is critical because there are fewer sessions than usual and because we will often address issues relevant to your ongoing practicum. Because of this abbreviated schedule there are no unexcused absences. Missing a class session means the student will lose the 6 points for preparation and participation unless there are significant extenuating circumstances. (Having a cold, family vacation or attending practicum school events are not considered significant extenuating circumstances.) Course Calendar
(all dates are Thursdays except orientation)
Date/Session Wed Sept 28th September 5th
Due/Topics Student Teaching/Block Orientation Syllabus Distributed No Meeting. Out in Schools
September 12th
Schell/Fisher, Chapter 1 – What IS Social Studies?
September 19th
Chapter 2 – Why Teach Social Studies
September 26th
Chapter 3 – Social Studies Content
October 3rd
Chapter 4 – Teaching for Understanding WSample Collaboration Extended Session 8:30 – 11:45 Geography Workshop – Oregon Geographic Alliance
October 10th October 17th October 24th
ACSI – No Class Session Chapter 5 – Using Texts Effectively
October 31st November 7th
No Class Meeting. Out in Schools.
November 14th
Chapter 6 – Integrating Literature Position Paper Collaboration
November 21st
Thanksgiving
November 27th
Chapter 8 – Teaching for Meaning
December 6th
Chapter 9 – Assessing Social Studies Learning Due: Two Unit Plans (Submit in Converge) Finals Week – No Class Meeting. Due: Position Paper (Submit in Converge) Complete Course Evaluations Online. Registrar sends link and sends faculty list of students who have completed this.
December 13th
Academic Honesty Corban University is committed to high academic standards and expects students to achieve these standards in a manner marked by integrity and honesty. Academic honesty is the hallmark of true personal integrity. Students’ academic work is evaluated on the assumption that the work presented is their own. Faculty and students are expected to identify departures from academic honesty.
Principles of Academic Honesty 1. Academic honesty at Corban University is based on the biblical principle of truthfulness. Truthfulness is inherent in the character of God. As beings created in the image of God we have that example to follow. 2. Students’ work must represent their own ideas, concepts, and current understanding.
3. Student must document appropriately any ideas or concepts borrowed from other sources, including research, papers or projects that the student has simultaneously or previously submitted as coursework for other classes. 4. We measure learning progress by course assignments and examinations, and thus, we cannot recognize standards of academic achievement when cheating occurs. 5. Cheating, plagiarism, or any form of dishonesty is unacceptable. 6. Cheating in any form devalues the credentials of the university and is detrimental to all students. 7. The reputation of students, faculty, and the institution is damaged if the Corban University administration does not apply appropriate discipline. Examples of Academic Dishonesty 1. Cheating: intentional use or attempted use of deception, fraud, or misrepresentation in one's work. 2. Fabrication: falsification or invention of any information or citation in any academic exercise. 3. Facilitating dishonesty: helping or attempting to help another commit an act of academic dishonesty, including substituting for others in examinations or allowing one's own papers, reports or any other academic work to be claimed by another. 4. Plagiarism: representing without giving credit the words, data, or ideas of another as one's own work in any academic exercise. This includes submitting, in whole or part, pre-written term papers, or the research of another, including materials sold or distributed by commercial vendors. 5. Cheating on examinations by the use of crib notes, unauthorized retrieval of information previously stored in a computer, copying from another paper either before or during the exam, or by any other means. 6. Theft of examination papers or other student’s work. 7. Writing an exam for another student. 8. Unauthorized collaboration on the preparation of course work. 9. Submission of identical or substantially similar papers and/or course projects in more than one class without the prior approval of faculty member(s) involved.