KEAN UNIVERSITY
Union, New Jersey
Spring 2010
TEACHING THE SOCIAL STUDIES CURRICULUM
Course Number:EMSE 5240
Semester Hours:3
Prerequisites:Graduate Status
Limitations on Enrollment:25
RequiredAcceptance into the Classroom Instruction Option
majoring in K-12 Social Studies Education
Catalog Description:
Overview of current values, objectives, curriculum and methodology of K-12 Social Studies instruction. Development of teaching skills through micro teaching and production of instructional materials for classroom use.
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.
KEAN UNIVERSITY
Union, New Jersey
TEACHING THE SOCIAL STUDIES CURRICULUM
I. Course Objectives
Students will achieve growth toward becoming Informed, Dynamic Professional based on the College of Education NCATE Spectrum Model as evidenced by demonstration of proficiency
in Knowledge acquisition (K), Skill application (S) and Value development (V). The student will:
A. Describe and analyze the structure and interrelationships of the social sciences, history
and philosophy from which the social studies originate (K, S)
B. Evaluate and integrate concepts and generalizations from the various social sciences into
instructional units (K, S, V)
C. Identify and analyze skill development and affective learning applicable to the social
studies content and develop means to incorporate them in learning experiences (K, S, V)
D. Identify and apply teaching strategies, including skills and values/character development,
to social studies units (K, S)
E. Analyze and apply computer software and technology to social studies instruction (K, S)
F. Analyze and evaluate contemporary issues to help develop responsible citizens for school
and the local, national, and international community (K, S, V)
G. Analyze and evaluate the diversity of America and apply contributions of the varied
groups to social studies instruction (K, S)
H. Select, develop and apply appropriate evaluation tools to measure student achievement in
the social studies (K, S)
I. Examine and critique the Battleship New Jersey and its role in state, national, and
international history (K, S, V)
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II. Course Content
A. Structure of the social studies
1. The components/interrelationships via the National Council for the Social Studies
(NCSS): ten themes of social studies
a. anthropology
b. economics
c. geography
d. history
e. philosophy
f. political science
g. psychology
h. sociology
2. Curricular patterns based on key thinkers/organizations
a. Bradley Commission on History in Schools: Building a History Curriculum (1988)
b. California State Department of Education: California Curriculum Model(1987)
c. Center for Civic Education: Civitas (1991)
d. National Center for History in the Schools: National Standards for United States
History / World History (Grades K-4 and 5-12) (1994) and National Standards for
History, Basic Edition (1996)
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 (1989) and Expectations of Excellence: Curriculum Standards for
Social Studies (1994)
g. New Jersey State Department of Education: The New Jersey Core Curriculum
Content Standards—Social Studies (1996/2002/2009)
B. Concepts and generalizations of the social studies
1. Describing major concepts in each of the components of the social studies and relating
them to the 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
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C. Skill development and affective learning in the social studies
1. Reading and writing skills
a. locating and securing information in textbooks, i.e., table of contents, map and
chart lists, indices, glossaries, demographic data
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) andelectronic indexes (i.e., ERIC, etc.)
as a means of gathering and developing information retrieval skills
e. interpreting reading material and primary sources to:
(1) extract the key idea(s)
(2) discern fact from opinion (critical thinking)
(3) develop interpretive skills
(4) develop analytical skills
(5) develop generalizing skills
f. developing writing as a means of improving thinking and evaluating issues and
events
(1) expository
(2) analytical-evaluative
(3) diary accounts
(4) news broadcasts
(5) editorials
(6) letters
(7) eyewitness accounts
2. Thinking 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
3. Citizenship 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,
biographical accounts, etc.
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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. analyzing and valuing the roles played by crew members of the USS New Jersey
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 CD-Roms (i.e., Small Blue Planet, Oregon Trail, etc.) to develop map skills
e. examining the historic role of the USS New Jersey from a geographic perspective
D. Appropriate teaching strategy
1. Focusing on students based on abilities and background, diversity, special needs and
gifted and talented concerns,Gardner's Multiple Intelligences, community curriculum
guide and New Jersey Core Standards for the Social Studies
2. Analyzing the application of textbook materials
3. Integrating literature, primary sources, art, media, etc., to supplement the text
4. Identifying and integrating school and community resources including local, state and
national sources
5. 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. Bradley Commission: History Habits of the Mind
j. Socratic
k. Cooperative learning
l. Values / Moral/Character Education
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E. Computer software and technology
1. Applying and analyzing Drill and Practice/Tutorial/Simulation, Data
Base/Spreadsheet, CD-Rom/Laser Disk, DVD disc, E-mail/Internet/Distance Learning
2. Applying NCSS Guidelines for software selection
F. Current affairs and controversial issues
1. Determining 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
G. Diversity of American society
1. Developing a sensitivity and appreciation for the various diverse ethnic, racial,
economic, social, religious etc. 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
found in the Declaration of Independence and the US Constitution
3. Applying diversity concerns to the USS New Jersey crew throughout its service
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 essays using Information/Document/Perception-based questions
7. Designing and evaluating rubrics as tools of assessment
8. Designing and employing student evaluations of the teacher and the social studies
course
I. Battleship New Jersey
1. Describing the role and importance of the ship in state, national and international
history
2. Examining the crew throughout the ship’s history with a special focus on character
education and diversity
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3. Examining and critiquing the learning activities found in the Instructors Manual
4. Developing age-appropriate activities for student site visits based on the National
Council for the Social Studies Ten Themes of Social Studies
III. Methods of Instruction
A Lecture
B. Demonstration
C. Audiovisual and multi-media
D. Computer laboratory
E. Discussion
F. Cooperative Learning
G. Student observations and reports
H. Lesson and unit planning simulations
I. Microteaching
IV. Methods of Evaluation
A. Class participation
B. Written and / or oral reports
1. Surveying and evaluating social studies journals
2. Interviewing and evaluating social studies professional
C. Lesson and unit plans
D. Presentations (unit plans)
E. Philosophy of social studies education
V. Suggested texts
Chapin, June R., (2007). A practical guide to middle and secondary social studies (2nd ed.).
Boston, MA: Pearson, Allyn Bacon.
Savage, Tom V., Armstrong, David G. (2008) Effective teaching in elementary social studies
(6th ed.). Upper Saddle River, NJ: Pearson, Merrill.
VI. Supplemental texts
Banks, James A. and Banks, Cherry A. McGee (1999).Teaching strategies for
the social studies. (5th ed.). New York, NY: Longman.
Ellis, Arthur K. (2002). Teaching and Learning elementary social studies. (7th ed.). Boston,
MA: Pearson, Pearson, Allyn and Bacon.
Farris, Pamela J. (2001) Elementary and middle school social studies: An interdisciplinary
approach. (3rd ed.). Boston, MA: McGraw Hill.
Jarolimek, John, Parker, Walter C. (1997). Social studies in elementary schools.(10th ed.).
Upper Saddle River, NJ: Merrill.
Maxim, George W.(2008). Social studies and the elementary school child.(6th ed.) New York,
NY: Macmillan.
McEachron, Gail (2001). A self in the world: Elementary and middle school social studies.
New York, NY: McGraw Hill.
VI. Supplemental Texts
Nelson, Murray R. (1998) Children and social studies: Creative teaching in the elementary
classroom. (3rd ed.) New York, NY: Harcourt Brace Javonovich.
Seefeldt, Carol. (1997) Social studies for the preschool-primary child. (5th ed.) Upper
Saddle River, NJ: Merrill.
Seefeldt, Carol, Galper, Alice (2000). Active experiences for active children in the
social studies. Upper Saddle River, NJ: Prentice-Hall.
Sunal, Cynthia Szymanski, Haas, Mary E. (2002). Social studies for the elementary and middle
grades: A constructivist approach. New York, NY: Allyn and Bacon.
Welton, David A., Malian, John T. (2002). Children and their world: Strategies for teaching
social studies. (7th ed.) New York, NY: Houghton Mifflin.
Zarillo, James J. (2000). Teaching elementary social studies: Principles and applications. Upper
Saddle River, NJ: Merrill.