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Elementary Ellis, A. (2002) Teaching and Learning Elementary Social Studies.  Boston: Allyn and Bacon (7th Edition)

 

Secondary Martorella, P.(2001). Teaching Social Studies in Middle and Secondary Schools. Columbus, Ohio: Merrill Prentice Hall (3rd edition)

Basic
Requirements

Compile a Social Studies File.
Develop a portfolio that documents the lessons taught in the classroom
Read and reflect on the text
Create a social studies unit 
Observe, interview, and teach in a social studies classroom.
Submit 10 excellent "web sites" with an annotation for each

Incomplete

The instructor's policy on incomplete grade in the same as that described in the current UI catalog.

As a result of successfully completing this course,
you should be able to:

Demonstrate a knowledge of the social sciences, (history, anthropology, sociology, geography, political science, psychology, and economics) as disciplines, including ways of structuring major concepts together with the abilities to integrate and apply this knowledge to the development and evaluation of curriculum.

Demonstrate the ability to connect the school curriculum with National Standards.

Demonstrate the ability to plan and implement effective social studies lessons/unit.

Demonstrate the ability to modify and assess the social studies instruction for individual learner needs.

Demonstrate ways of using community resources in teaching social studies.

Demonstrate the ability to use a variety of instructional strategies/models in social studies

Demonstrate the ability to use discussion strategies appropriate to the purpose of a lesson or unit.

Demonstrate the ability to use a multi-media program with instructional materials appropriate to the outcomes and to the learners in the class; do not rely upon one source of information for all learners all of the time.

Provide many opportunities in which learners have a chance; to work together socially to achieve common ends, to choose/make decisions, and to provide feedback on learning.

Demonstrate skills and behaviors in the area of human relations and multi-cultural understanding.

Learners are assessed for knowledge of democracy through the social studies curriculum.

Social Studies Portfolio

The portfolio may be presented in many forms.  One page may demonstrate one or several of the objectives. The following is a list of possible artifacts that demonstrate the objectives, it is not exhaustive: Lesson plans, unit, charts, student work samples, pictures, graphic organizers, curriculum/assessment sample, teacher observations, supervisor observations, student evaluations. At least one student work sample is required.

Each Portfolio page must have the following:

• 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; 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. 

Resource File

The file is a book/media/ paper and/or electronic file of resource for the classroom.  The file must have sections on each of the content areas of Social Studies and other sections of interest to you. 

Begin collecting teaching ideas and strategies from books, magazines, news papers, internet, etc. Organize them in file folders. Be sure to include all areas of Social Studies: Economics, Political Science, Current Events, History, Psychology, Sociology, Geography, Anthropology, Culture, and the Arts. You may want to add other files on "games, holidays, bulletin boards", etc.
A packet of materials is available (on reserve ) for you to use as a guide in building your files. These materials can be duplicated for inclusion in your personal file folder. They will also give you an idea of the type of materials that should be included in a Social Studies Resource file.

The Social Studies Resource Files you collect are for your own use. They will not be graded for your choice of content. Collect and include materials that you really find useful!

Remember, teachers, professors and friends may be great sources of ideas and materials also.

Text

Classroom 

Observe and Teach in a Social Studies classroom 
You are required to identify a classroom (secondary middle or high school) where you can observe and teach for 30 hours minimum.  A minimum of three lessons need to be taught (secondary to all class periods) and evaluated by the teacher.  Lesson plans need to have Standards listed, modifications for special needs students, demonstrate variety (not all lecture), require a student product.  Please see models of instruction on the 302 web page and lesson plan formats on the intern handbook  web page listed on the home page for teaching and learning. Send in lesson plans and teacher evaluations (lessons taught can be part of the unit assignment)

Keep a log of the time in the classroom and have the teacher sign it - Submit log

The interview is based on the 11 objectives for the class. Sometime during the visit to the classroom, interview the teacher.   Ask the teacher to elaborate on each of  the 11 objectives. Write up the dialog of the interview and send it in.

Teach lessons and/or unit based on the schools curriculum.

Remember to send a thank you note to the teacher at the end of the practicum.

Unit

You will need to prepare a thematic unit of study throughout the course of this semester.  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.  Describe the theme in two well-written paragraphs using language that would clearly communicate your intent to interested parents and administrators.  Be sure to include a rationale for your unit of study (a well-written statement defending your choice of this unit of study and citing appropriate standards met via this unit of study).

3.      Outline a series of lessons to support your unit of study (follow the Unit of Study template). Your unit should be based on one of the following four teaching protocols:  Service-learning, Simulation, Project-based, or Expeditionary/Community-based.   

Unit of Study Template:

Title Page/Cover

Student Group/Rationale/Theme

Table of contents

Lesson Plans with supporting materials and assessments

    Types of Lessons: Introductory (1) Developmental (4+) Culminating (1)

     Parts of a lesson plan: Objectives/Standards; materials; Procedures (motivation, purpose, 

                                           steps, review, closure)  Accommodations & Assessment/Evaluation

Interdisciplinary Extensions 

Resources/Bibliography

Assessment: When assessing and evaluating your thematic unit consideration will be given to completeness (Did you include the elements described above?), appropriateness (Would your social studies unit work with the audience/setting you describe?), readability (Did you write in a mechanically correct and readable style?), and organization (Do the parts of your unit fit together into a coherent whole?).

Please send or email unit to instructor.  The unit must be received at least one week before the end of the semester.

History

Sociology / Anthropology 

Psychology

Geography

Political Science

Economics

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