EDTE
328 Elementary Social Studies Education - 2 credits
Instructor: Dr.
Social Studies
Class: Monday 12-3 pm: Room 258 NIC
Library or
http://www.educ.uidaho.edu/middlegradesconnection Select: Teaching and Learning; then select button
EDTE 328
Block Practicum: Tuesday 12-3 pm
Address:
http://www.pfsd.com then click schools then PF
Middle School (map on district web site)
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Texts: |
Ellis,
A. (2002) Teaching and Learning Elementary Social Studies. Description: Specific methods, research, curricula and media in
teaching elementary social studies
Purpose: To prepare K-8 social studies teachers.
This first two-credit methods course will
address the following content in-depth with beginning performances in a
practicum setting.
Professional Organization Standards used
or referenced:
Program Standards for Elementary Teacher
Preparation (NCATE)
National Standards for Social Studies
Teachers (NCSS)
Course Overview (Content and Outcomes)
As a result of this course student will be
able to do the following:
1. Use knowledge, skills and dispositions
from social studies to organize and provide integrated instruction in grade K-8
for the study of major themes, concepts, and modes of inquiry drawn from
academic fields that address the ten NCSS national thematic standards (e.g.,
Culture and Cultural Diversity; Time, Continuity and Change; People, Places and
Environment).
2. Use their knowledge of history,
geography, the social sciences, and related fields to help students learn about
academic fields of knowledge as well as major themes that integrate knowledge
across academic fields.
3. Develop experiences to help elementary
students learn about the historical development of democratic values; the past,
present, and future; spatial relations; the development of nations,
institutions, and economic systems; the influence of belief systems; and the
humanities.
4. help students read, write, discuss, and
research to build background knowledge; examine a variety of sources (e.g.,
primary and secondary sources, maps, and statistical data) acquire and
manipulate data; analyze points of view, policies, and positions; construct new
knowledge and apply knowledge in new settings.
5. Demonstrate the ability to connect
lessons and units with National and State Standards.
6. Use a wide variety of informal and formal
assessment tools to assess children’s performance in the social studies.
7. Develop accommodations for social studies
instruction and assessment that meet a variety of learners’ needs.
8. Effectively use community resources in
teaching social studies.
9. Discussion strategies appropriate to the
purpose of a lesson or unit.
10. Use a multi-media program with
instructional materials appropriate to the outcomes and to the learners in the
class (i.e., they do not rely upon one source of information for all learners
all of the time).
11. Demonstrate an awareness of the needs
and contributions of diverse groups to classroom environments. Their lessons
and teaching practices demonstrate a respect for differences in culture,
ethnicity, gender, language, age, disability, sexual orientation, soci-economic status, and religion.
Incomplete: The instructor's policy on incomplete grade in the
same as that described in the current UI catalog.
Special Accommodations: Disability
Support Services Reasonable Accommodations Statement:
Reasonable accommodations are available for
students who have a documented disability. Please notify the instructor during
the first week of class of any accommodation(s) needed for the course. Late
notification may mean that requested accommodations might not be available. All
accommodations must be approved through Disability Support Services located in
the
Attendance: Attendance and
participation: Each class period will involve active learning.
Attendance is mandatory. If you need to miss please let the instructor
know in advance. If you are delayed, please come late rather than missing
the entire class. The instructor will ask that missed classes be made
up. Do not miss your classroom practicum – only extreme emergencies will
count as excused. Do not schedule appointments
during block – you have mornings and some Fridays for such things. If for any reason you do miss a Tuesday
classroom practicum it will be made up on Friday.
Requirements
·
Team
Requirements (Participate in Teaming Module and work with teaching team in a
positive manner)
·
Complete the
teaming module assignments
·
Document the
Ellis text (related chapters are due by Friday of that week – paper or email)
·
Create a
curriculum outline for your assigned grade level (team document)
·
Create and teach
social studies lessons at
·
Develop a social
studies portfolio that documents the middle school practicum and the 11
outcomes of the course.(paper or electronic)
·
Student work
protocol and reflection (in class)
·
Use one of
Ellis’ Authentic Assessment Strategies in your classroom setting –document and
write a reflection in portfolio
·
Create at least
one project in your classroom setting – document in portfolio
·
Write a
reflection after each class session in
·
Participate
in all class sessions and teaching assignment
The portfolio may be presented in
many forms. One page may demonstrate one or several of the standards. The
following is a list of possible artifacts that demonstrate the standards, it is
not exhaustive: Lesson plans, unit, charts, student work samples, pictures,
graphic organizers, curriculum/assessment sample, teacher observations,
supervisor observations, student evaluations.
Each Portfolio page* must have the
following: *one 8/11 page or two related facing pages
Title
Artifact(s)
Reflection
Curriculum
Standards
Portfolio pages are meant to be in a
three-ring notebook with each page placed in a plastic sheet. Portfolios
may also be electronic.
Assessment: The portfolio will be assessed on the following
criteria:
Visual appeal: Portfolio is exciting to look through; uses
graphics, colors and/or lettering effectively to create visual interest
Connection to standards: Artifacts are strongly and clearly connected to the
standards through written explanations or captions; reasons for selection of
artifacts are clear and specific.
Reflection: Strong evidence of appropriate changes in practice
based on reflection and inclusion of the 11 course outcomes
Professional: Portfolio is neat; type font, visuals, etc are very
appropriate and contribute to a very professional look.
Schedule (tentative) 8/31/05
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Week Topic Monday 12-3 pm |
Assignments |
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August 22 Introduction: What is Social Studies |
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August 29 Teaming Module |
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September 12 Teaming Module |
Ellis 1-3 |
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September 19 History at PFMS Jessica Hammond 6th grade |
Ellis 9 & 14 |
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September 26 Economics at Post Falls MS Donna
Petteollo 7th grade |
Ellis 4 &5 |
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Oct. 3 Anthropology and Sociology at Post Falls MS Matt Gregg 8th
grade |
Ellis 11 & 16 |
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Oct 10 no class |
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October 17 Political Science and Current
Events at PFMS Roman Vasquez 8th grade |
Ellis 10 & 15 |
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October 24 Geography and Geology at Post
Falls MS Kaye Kamp & Nancy Hicks 6th grade |
Ellis 12 & 13 |
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October 31
no class |
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November 7 Designing Units/lessons |
Ellis 6, 7 & 8 Curriculum Project Due |
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December 12 Student work
protocol Bring a piece of student work from
teaching in the middle school |
Due: Portfolios Team Text
Review Work sample reflections (in class) |
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Guest speaker Richard
Scheuerman |
Journeys of Discovery |
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Guest speaker Arthur Ellis |
Text Author |
Two additional days
will be schedule on Monday or Friday for Guest Speakers
Curriculum
Project
Social Studies,
Grade Level________
Team Members:
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Month |
September |
October |
November |
December |
January ….June |
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Social Studies |
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Topic and Goals/Objectives |
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Power Standards |
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Method/Model |
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Assessment/Product |
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Resources |
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Reflection Paper
Write on one page
(at least) reflection of your experience in the classroom. Please respond to the following two prompts:
1. What did I observe/learn about methods this
week (standards, curriculum, instruction, and/or assessment)?
2. What did I observe/learn about classroom
management this week?
3. Text Connections (make a connection with your
observation/learning with one of the Social Studies text chapters)
Text Documentation
1. What were the big ideas in the assigned
chapters?
2. What concepts or methods do I plan to use in
my own classroom?