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.