EDTE 428 Elementary Social Studies in the Classroom 1 credit
Welcome to the web based course that is
designed for interns placed in classrooms across the state. Please read
the standards and assignments. You may begin at any point of your
classroom placement. All assignments must be completed in one
semester. Assignments may be emailed <cmajor@uidaho.edu> or mailed:
Dr.
1000 W. Hubbard # 242
(208) 667-2588 Cell (509) 499-3210
The course is based on the following
standards:
I. Candidates are able to 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).
II. Candidates 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.
III. Candidates 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.
IV. Candidates are able to 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.
V. Candidates are able to demonstrate the
ability to connect lessons and units with National and State Standards.
VI. Candidates are able to use a wide
variety of informal and formal assessment tools to assess children’s
performance in the social studies.
VII. Candidates are able to develop
accommodations for social studies instruction and assessment that meet a
variety of learners’ needs.
VIII. Candidates are able to effectively use
community resources in teaching social studies.
IX. Candidates are able to ability to use
discussion strategies appropriate to the purpose of a lesson or unit.
X. Candidates are able to 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).
XI. Candidates are able to 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.
Assignment #1 – Standards and Curriculum Planning 
When entering a classroom as an intern or
later as the teacher, one of the first tasks is to examine the standards and
district curriculum for your grade level.
Next, assess the text/materials in the classroom/school available to
teach the expected content, and third develop a yearly outline of the topics to
be covered by month.
In a discussion with the teacher, inquire
about the district standards, curriculum, texts and other materials available
to teach social studies.
Create a simple outline, by month, of the
social studies topics to be covered throughout the year. Please identify the school and grade
level. Next to each month list the
primary resource(s) and the primary strategy used.
For example:
Month Topic Resources Strategy
September: Communities
Chapter 1-3 Holt
(text) Build
a milk carton town
October Community
Helpers Chapter 4 and
Community Helpers Kit Role play
November Safe
Communities Red Cross
curriculum “Fight your Fear” Cooperative
Learning (groups of 4)
December Community
Service Chamber of Commerce Field Trip to ….
June….
Please email the outline to the instructor during the first month of the internship: cmajor@uidaho.edu
Assignment #2 – Developing and Teaching a Unit of
Study 
A complete Unit of Study taught and written up is required for you to graduate from
our program. The methods faculty decided
it would be done in Social Studies and not in every methods course. Make sure it is well done.
You will need to prepare a thematic unit of
study and teach it in your assigned
classroom. A thematic unit, by
definition, is a series of lessons or learning experiences that relate to a
particular concept or topic – not merely a page-by-page progression through a
text. Requirements for the unit of study
are as follows:
1. Please identify the
group of students who will experience this unit of study (e.g., third grade).
2. Please identify a unifying
theme for your unit of study at least
one week (five academic days) in
length for implementation in your classroom. Depending on the grade level the unit may
have more that 5 days. Follow the Unit of study template for the unit
development.
3. The unit must
include the following components:
A) At least two different instructional models:
Cooperative Group (e.g.., Jigsaw/Expert Groups, Coop-Coop, STAD), Role Play,
Class meeting model, Taba Inductive model, Inquiry
Model, Concept attainment.
B) Include at least
one project: for a list of project ideas on this web site Go back to Teaching and Learning and click on the button for Quick
Methods Reference Guide
C) Include one
community resource: All good teachers bring outside resources into the
classroom. There are many useful community resources available to teachers for
little or no cost. Teachers can often
write for grants from groups such as the Kiwanis club or the Chamber of
Commerce to receive funds for classroom resources. This assignment provides you
with the opportunity to explore the available resources in your area. Although
web-based resources can be helpful (e.g., MarcoPolo,
the Stock Market Game), for this assignment you are to explore resources
available in your community.
D) Identify
modifications for diversity/special needs in your lessons for both instruction
and assessment
E) After teaching the
unit, write an overall reflection
Reflection Questions:
1. Summarize the
general level of student learning (were the objectives met)
2. Note occasions
where the planned strategy was adapted, including the rationale for the change.
3. Indicate the
activities or instructional procedures that worked particularly well.
4. Recommend any
modifications that may enhance future effectiveness of the lesson.
Unit of
Study Template:
Unit of Study
Standards: Goals: Significance: Outline: 2
|
Subject Title: Grade Level Date: Semester/Year Author(s) 1 |
|
Lesson Plan Objective(s): Materials: Procedures: 1. Motivation/Purpose 2. Steps/procedures… 3. * * *Closure/Review
3 |
Lesson Plan Objective(s): Materials: Procedures: 1. Motivation/Purpose 2. Steps/procedures… 3. *
*Closure/Review Evaluation
4 |
Lesson Plan Objective(s): Materials: Procedures: 1. Motivation/Purpose 2. Steps/procedures… 3. *
*Closure/Review Evaluation 5 |
Lesson Plan Objective(s): Materials: Procedures: 1. Motivation/Purpose 2. Steps/procedures… 3. *
*Closure/Review Evaluation 6 |
Lesson Plan Objective(s): Materials: Procedures: 1. Motivation/Purpose 2. Steps/procedures… 3. *
*Closure/Review Evaluation 7 |
Developmental lessons vary in number depending on grade level
Unit Reflection: Use the 4 reflection
questions listed above. 8 Bibliography: American Psychological Association Style 9
It is important to reference all materials and
web-sites.
Add any worksheets, rubrics, tests, work samples etc,
at the end.
Please send or email unit to instructor. The unit
must be received at least one week before the end of the semester.
Assignment # 3 Social Studies Portfolio
This assignment is to prepare social studies
portfolio entries/pages for your larger exit portfolio. Identify social studies lessons/units that
you completed in the classroom that demonstrate your skills and knowledge of
social studies based on the standards listed at the beginning.
Create three to five social studies entries
for the portfolio
The portfolio may be developed in many different forms. One
page may demonstrate one or several of the standards. The following is a list
of possible artifacts, it is not exhaustive: Lesson plans, unit, charts,
student work samples, pictures, graphic organizers, curriculum/assessment
sample, student evaluations, student assessment samples.
Each Portfolio entries must have the following: (one entry may be two facing
pages)
- Title
- Artifact(s)You may include a lesson plan but artifacts document the
actual teaching – must include one or more of the following: pictures of
students, student work samples or student assessments
- Reflection that show how the page/artifacts demonstrate the standards
Portfolio entries 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; reasons for selection of artifacts are
clear and specific.
Reflection: Strong evidence of appropriate changes in practice
based on reflection
Professional: Portfolio is neat; type font, visuals, etc are very
appropriate and contribute to a very professional look. (25 points)
Portfolio
samples are on this web site – go back to Teaching and Learning and click on
portfolio button