KEAN UNIVERSITY
Union New Jersey
Fall, 2009
Theory and Practice of Teaching Social Studies
Course Number: 5340
Semester Hours: Three (3)
Prerequisite Status: Graduate Status
Required: For All Students in Masters Classroom Instruction Option
Catalog Description: Investigation of strategies for teaching social studies K-8 with
an emphasis on new approaches and materials including
technology
Writing Emphasis Course
Limitations on Enrollment: 20
N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note-taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course. For the students' convenience, both the professor's office hours and telephone number will be listed on the syllabus.
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I. Course Objectives (K, S, D)
Students will achieve growth toward becoming informed, dynamic professionals based on the School of Education NCATE Spectrum Model as evidenced by demonstration of proficiency in Knowledge acquisition (K), Skill application (S) and Dispositions (D).
The student will:
A. Explain the structure and the interrelationships of the social sciences, history and philosophy from which the social studies originate (K)
B. Integrate concepts and generalizations from all of the social sciences into units of instruction (K, S)
C. Identify skill development and affective learning applicable to the social studies content and develop means to incorporate them as part of the learning experience (K, S, D)
D. Select appropriate teaching strategies, including skills and values/character development, for social studies units (K, S)
E. Survey the multi-sensory, multi-media and computer software / technology approaches and materials available for the teaching of social studies (K,S)
F. Analyze contemporary issues as a means of developing responsible citizenship for our schools, families, communities, New Jersey, the United States and the global community (K, S, D)
G. Demonstrate an understanding and sensitivity to the diverse composition of American society and integrate the contributions of the varied groups to American life into the social studies program (K, S, D)
H. Select, prepare and use appropriate evaluations to measure achievement in the social studies(K, S)
II. Course Content
A. Structure of the social studies based on the NJCCCS
1. Curricular concepts based on key thinkers and organizations
a. Bradley Commission on History in Schools: Building a History Curriculum
b. California State Department of Education: California Curriculum Model
c. Center for Civic Education: Civitas
d. National Center for History in the Schools: National Standards for United States History / World
History (Grades K-4 and 5-12)
e. National Assessment Governing Board: U.S. History Framework or the 1994 National Assessment
of Education Progress
f. National Council for the Social Studies: Charting a Course: Social Studies for the 21st Century
g.New Jersey State Department of Education: New Jersey Core Curriculum Content Standards. Social
Studies
2. Key subjects of the social studies
a. civics
b. economics
c. geography
d. history
B. Integrate concepts and generalizations and skill development particular to the social studies
1. Reading and writing skills
a. locating and securing information in textbooks, i.e., table of contents of maps and charts, indices
and glossaries
b. reviewing and analyzing the text as a effective classroom tool
c. manipulating technology sources, including CD-Rom, Internet, e-mail, data base and spreadsheet,
as a means of gathering and analyzing information and developing information retrieval skills
d. using library index file(card and electronic) and electronic indexes (i.e., ERIC, etc.) as a means of
gathering and developing information retrieval skills
e. interpreting reading material and primary sources e. electronic indexes (i.e., ERIC, etc.) as a means
of gathering and developing information retrieval skills to:
1. extract the key idea(s)
2. discern fact from opinion
3. develop interpretive skills
4. develop analytical skills
5. develop generalizing skills
C. Skill interrelationships and their NJCCCS social studies components
1. Describing major concepts in each of the components of the social studies and relating them to
the NJCCCS social studies curriculum K-12
2. Defining the terms and vocabulary particular to each of the components of the social studies
3. Integrating the components through unit planning and teaching strategies
4. Geography skills
a. implementing the Five Themes of Geography to describe, analyze and evaluate human
interrelationship with the environment
b. using a compass to find cardinal directions
c. reading a map legend to determine scale, cardinal directions' and topographic features
d. using a cd-rom (i.e., Small Blue Planet, Oregon Trail, etc.) to develop map skills
5. Writing skills
a. expository writing
b. analytical-evaluative
c. diary accounts
d. news broadcasts
e. editorials
f. letters
g. eye-witness accounts
6. Critical thinking skills
a. developing decision making abilities for resolving public issues by using mock trials and
simulations
b. studying public issues based on community research projects using oral history, and biographical
accounts
c. creating an image of ideal citizens by studying positive role models based on historical and
biographical accounts
d. building civic commitment by developing volunteer service projects
e. developing decision making as a means of improving thinking and evaluating issues and events
7. Education instruction skills
a. applying Bloom's Taxonomy to learning situations
b. building concepts and generalizations to analyze information
c. utilizing inductive and deductive processes
d. applying data gathering, frame of reference, comparing and contrasting, categorizing,
hypothesizing, labeling and predicting
D. Selection of appropriate teaching strategy
1. Focusing on students based on abilities and background,diversity, special needs and gifted and
talentedconcerns, Gardner's Multiple Intelligences, community curriculum guides and New Jersey
Core Standards for the Social Studies concerns
2. Achieving learning objectives by employing recommended strategies
a. data-gathering
b. concept / Generalization Development (inductive/deductive approach)
c. drama-building
d. frame of reference
e. mystery
f. controversy
g. chronological
h. counter-chronological
i. history habits of the hind
j. Socratic method
k. cooperative learning
E. Selection of materials and teaching aids
1. Analyzing the application of textbook materials
2. Integrating literature, primary sources, art and media to supplement the text
3. Integrating technology and computers
a. drill and practice / tutorial/simulation
b. data base / spreadsheet
c. cd/rom/ laser disk
d. e-mail / internet / distance learning
e. NCSS guidelines for software selection
F. Current affairs and controversial issues
1. Applying factors deterring the significance to the social studies
2. Identifying reliable sources of information based on critical thinking
3. Incorporating current affairs and controversial issues into units of instruction and the classroom
4. Developing the sensitivities and skills required to deal with current affairs and controversial issues
5. Identifying and integrating school, community resources including local, state and national sources
G. Diversity of American society
1. Developing a sensitivity and appreciation for the various diverse ethnic, racial, economic, social and
religious groups
2. Identifying and integrating the diverse groups into social studies lessons using the model of diversity
based on an acceptance of democratic principles and way of life
H. Evaluation in the social studies
1. Identifying assessment as being a measure of student achievement of learning objectives
2. Judging the reliability and validity of various assessment tools
3. Creating and applying pretests and surveys
4. Applying Bloom's Taxonomy of Learning in designing testing instruments
5. Developing and writing objective tests including true / false, multiple choice, matching and short
answers
6. Designing basic essays using Information / Document and perception-based questions
7. Designing and employing student evaluations of the teacher and the social studies course
a. lecture
b. guided practice
c. audiovisual and multi-media
d. computer laboratory
e. discussion
f. student observations and reports
g. lesson and unit planning simulations
III. Methods of Instruction
A. Lecture
B. Discussion
C. Debate
D. Audiovisual
E. Cooperative learning
IV. Methods of Evaluation (K, S)
A. Lesson plans (K, S)
B. Presentation of unit plan (K, S, D)
C. Philosophy of social studies education (K, S)
D. Classroom participation (K, S, D)
v. Suggested Texts
Chapin, June H. (2007). A practical guide to middle and secondary social studies (2nd ed.) Boston, MA: Pearson, Allyn Bacon.
Zevin, Jack. (2007). Social studies for the twenty-first century. New York, NY: Longman.
VI. Bibliography
Allen, Michael G. and Stevens, Robert. (1998). Middle grades social studies: Teaching
and learning for active and responsible citizenship (2nd ed.). Boston, MA: Allyn and Bacon.
Berson, Michael J., Cruz, Barbara, C., Duplass, James, A., Johnston, Howard. (2007).
Social studies on the internet (3rd ed.). Upper Saddle River, NJ: Pearson, Merrill
Prentice Hall.
Fritzer, Joan P., Brewer, Andrew.(2010). Social studies content for middle school teachers (2nd ed.).
Boston, MA: Allyn & Bacon.
Mahood, Wayne, Linda Biemer and Lowe, William T. (1991). Teaching social studies in middle
and senior high schools: Decision! decisions! New York, NY: Merrill.
Martorella, Peter H. (1991). Teaching social studies in middle and secondary schools. New York,
NY: Macmillan.
Maxim, George W. (2010). Dynamic social studies for constructivist classrooms(9th ed.).
Boston, MA: Allyn & Bacon.
Social Science Consortium, Inc. (1996). Teaching the Social sciences and history in secondary
school; A methods book. Belmont, CA.: Wadsworth.