EDUC E547
Advanced Study in the Teaching of Social Studies in Elementary Schools
Fall 2010
Instructor: Dr. M. Gail Hickey, Office: Neff Hall, 240G
Professor of Educational Studies
Contacts: (260) 481-6458 (voice mail) Office Hrs: M-T, 4:00-4:30pm,
(work e-mail) W, 3:00-4:30pm,
(home e-mail) and by appointment
Course Description
E547, Advanced Study in the Teaching of Social Studies in Elementary Schools, is a graduate course intended students who wish to broaden their expertise in the area of elementary social studies education through in-depth study of related topics and issues, and through development of curriculum materials for classroom use.
Textbook
Turner, T. N. (2004). Essentials of elementary social studies (3rd ed.). Boston, MA: Allyn & Bacon. REQUIRED
National Council for the Social Studies (2011). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Waldorf, MD: National Council for the Social Studies. RECOMMENDED
Course Requirements
This graduate course is taught as a seminar. Therefore, regular attendance and active engagement are expected. Come to class prepared to discuss assigned textbook readings and/or curriculum resources and strategies, and interact with classmates in a mutually beneficial learning community. Formal written assignments are due at 4:30pm on the date announced. Student-led discussions and presentations take the place of a final examination in this course.
It is expected that graduate students always will turn in their best work, and will follow directions stated on the syllabus and/or appendices. Spelling, grammar, punctuation and style errors in written work will detract from individual student's grades.
Style: All formal written assignments must be double spaced in minimum 12 pt. black typeface; the only exception is an instructional unit, which may be single-spaced. Avoid italics except for emphasis or book/journal titles. Final drafts must be printed on white 8.5"x11" paper and use a formal page-numbering system. Follow APA style within text and for the bibliography (helpful hints for using APA style are available on-line from the IPFW Writing Center). Always staple all assignments more than one page in length in the upper left corner, and always put your name on the first page of each assignment. Assignments turned in without a name will earn a grade of zero. Please contact the IPFW Writing Center for writing assistance. Even those students who are confident of their writing skill should ask someone to proofread their assignments before printing the final copy.
Unless prior arrangements have been made with instructor’s knowledge and approval (i.e., an individualized study format), more than two absences of any kind will prevent students from earning an A in this course (see Course policies for further details). If students must be absent, arrive late, or leave class early, it is the student's responsibility to contact a classmate to find out what was missed and/or arrange to receive copies of outside readings or handouts.
Course Policies
Students are expected to be familiar with IPFW and School of Education policies pertaining to attendance, makeup tests, cheating/plagiarism as well as withdrawal, incompletes and evaluation.
Questions about assignments, course requirements, and/or the course syllabus are appropriately asked at the beginning of each class meeting. This practice gives all students access to the same information at the same time. Students should formulate questions before class, and come to class prepared to request clarification during the first few minutes of class. Questions about grades and/or grading decisions will not be discussed. Students with questions or concerns about grades and/or grading decisions are advised to make an appointment to meet with the instructor in her office, and to bring a copy of both the course syllabus and relevant assignment to the meeting. Your instructor regrets that, for medical reasons, she is unable to remain after class for individual conferences.
Written assignments are due at 4:30pm on the date announced. Late assignments and makeup assignments are not accepted. Should an unusual or emergency situation arise, any special arrangements must be cleared with the instructor prior to assignment due date unless the instructor agrees with the student that prior arrangements were not possible. If such an emergency should arise, the student must request special consideration from the instructor during a scheduled appointment or through a series of e-mail communications. In the interest of fairness to all students, no conferences or conversations regarding special consideration of assignment due date(s) will take place in the classroom (please schedule an appointment or e-mail the instructor). A grade of Incomplete will not be assigned to any student who has failed to follow these instructions.
The IPFW Student Handbook and the School of Education Student Behavior Checklist outline student behaviors that detract from learning and prevent others from learning effectively. Students are expected to contribute to a positive learning environment during class meetings. Specifically, students will:
• Refrain from speaking with other students while the instructor or a classmate addresses the class
• Engage in relevant discussion during small group time
• Turn off cell phone prior to entering classroom
Private conversations between and among students will not be tolerated inside our classroom during class meetings. If you must have a private conversation with a classmate, please leave the room or prepare to be asked to leave.
Cell phone use will not be tolerated inside the classroom during class meetings. All cell phones must be set to off or have ringer silenced prior to entering the university classroom.
Modification of Course Syllabus/Schedule
Your instructor reserves the right to modify and/or change the Course Syllabus or course schedule as needed. You will be informed orally of any changes during regular class meeting times.
Course Goals (applicable to NBPTS Propositions and SOE Framework, as indicated) SEE Appendix A
In this course, students will have opportunities to:
1. Acquire a basic understanding of national and state social studies curriculum standards, and develop an instructional resource for teaching these standards in the elementary classroom (1,2,3; 1,4,6).
2. Explore recent research on social studies teaching and learning in elementary schools, and consider one’s own teaching in the perspective of recent research (4,5; 1,2,3,4,5,6).
3. Engage in a reflective teaching exercise designed to elicit critical analysis of teaching performance, the teaching/learning process, and the use of specific social studies curriculum resources (4,5; 2,4,6).
4. Demonstrate, through successful completion of assignments, understanding of current trends and issues in social studies education and related research (1,2,3; 1,2,3,4,5,6).
Cross-indexing of Course Objectives
The assignments and experiences outlined in the Course Syllabus reflect connections between the mission and conceptual framework for the IPFW School of Education; the core propositions of the National Board for Professional Teaching Standards; and E547 course goals. (See Goals, above, for cross-indexing codes, and Appendix A for other relevant information.)
Multiculturalism/Diversity
Issues related to student diversity are addressed in this course, including issues related to differences in individuals and groups. Worldviews of students, parents, teachers, and members of the community are explored and considered in terms of curricular and instructional contexts.
Disabilities
If you have or acquire a disability and would like to find out what special services and accommodations may be available are advised to contact Services for Students with Disabilities in WU 118 & 218 (481-6657).
Writing Center
If you need or desire help with written communication skills while completing assignments in E547, contact the IPFW Writing Center. The following services are provided by the Writing Center: on-line consulting (www.ipfw.edu/engl/wchome.htm); free writing handouts (punctuation, APA style, etc.); use of style manuals, dictionaries, and/or grammar guides.
ASSIGNMENTS
Written Reflections/SOE Program Assessment
In August 2004, the IPFW SOE Educational Studies Department mandated a Course-Related Artifact and an Artifact from an Educational Setting per graduate course. Forms are found at http://www.ipfw.edu/educ/assets/documents/UAS_ElemSec_Conceptual_Framework_Forms.pdfhttp://www.ipfw.edu/educ/assets/documents/UAS_ElemSec_NBPTS_Forms.pdf
Your instructor is required to provide the IPFW School of Education (SOE) with a Written Reflection and Rubric for each student enrolled in the course. Should you wish to retain a copy for your IPFW SOE Portfolio, it will be necessary for you to turn in two (2) copies of each Written Reflection and Rubric. The SOE copy will not be returned.
Course-Related Artifact Reflection (SOE Unit Assessment System, Aug. 2004)
Students may develop a written reflection based on the Social Studies Curriculum Assessment or the Standards Project.
Artifact from an Educational Setting Reflection (SOE Unit Assessment System, Aug. 2004)
EDUC E547 students are required to analyze and reflect upon an example of P-12 student work.
Standards Project (300 points possible: 200 paper, 100 presentation)
SEE Appendix B
Choose one (1) to complete, and make an oral presentation during class (SEE Appendix F). The Standards Project will emphasize one (1) social studies curriculum theme recognized by the National Council for the Social Studies (NCSS). Lessons, activities, and/or learning resources included will reflect relevant Indiana Social Studies Standards. Select from the list below, or see instructor for alternatives:
Literature-based collection
Learning module
Instructional unit
Social Studies Curriculum Assessment (200 points possible: 100 paper, 100 presentation)
SEE Appendix C
Choose an elementary social studies textbook and relevant teacher's guide to assess (samples are available in the IPFW Curriculum Lab). Critique these using Curriculum Assessment Guidelines, write a formal report, and give an oral presentation (SEE Appendix F).
Professional Development: Reflective Teaching (400 points possible: 300 paper, 100 presentation)
SEE Appendix D
Teach all or part of the Standards Project to young students, reflect on the experience, and make an oral presentation during class (SEE Appendix F).
In-Class Assignments and Participation (100 points possible)
Students may expect to work independently or in small groups in class, in the IPFW Curriculum Laboratory, in the Helmke Library. To receive full credit, students must be present and actively engaged.
Grading
Final grades will be determined using the following formula:
951 - 1000 A
901 - 950 B
851 - 900 C
801 - 850 D
800 & below F
GRADING RUBRICS
Written Assignments
Exemplary: Follows all instructions; free from grammar/style errors; articulate; analytic; highly reflective (300 points)
Accomplished: Follows all instructions; one or two minor grammar/style errors; clearly written;
analytic; reflective (285 - 299 points)
Developing: Follows instructions; several grammar/style errors; communication relatively
clear; somewhat analytic; demonstrates some reflection (270 - 284 points)
Beginning Fails to follow some instructions; several grammar/style errors; communication
may be muddled; somewhat analytic; surface reflection (269 points and below)
Oral Presentations
Exemplary: Succinct summary of key points; speech and handout/visuals free from errors; lively presentation style or memorable quotation shared; example(s) displayed or passed around; handout relevant and of general interest (100 points)
Accomplished: Succinct summary of key points; one or two minor oral and/or written errors;
instructive presentation style; example(s) displayed or passed around; handout relevant and of general interest (90 - 99 points)
Developing: Summarizes key points; several oral and/or written errors; presentation adequate
but lacks "spark"; example(s) displayed or passed around; handout successfully communicates key points (70 - 89 points)
Beginning: Key points shared; several oral and/or written errors; presentation somewhat disorganized or presenter seems unprepared; example(s) forgotten or not presented; handout of general interest (69 points and below)
Instructor qualifications
Dr. M. Gail Hickey is Professor of Education and Senior Faculty in the IPFW School of Education (SOE). She has been a member of the IPFW SOE faculty for more than 20 years, and is the first SOE faculty member ever to be promoted on the basis of excellence in Research. Dr. Hickey brings more than 25 years experience as a teacher educator, elementary classroom teacher, and teacher of the gifted to the IPFW graduate degree program. She has published more than 80 articles in journals and other scholarly outlets, and has presented more than 150 papers at educational conferences in the United States and abroad. In addition, Dr. Hickey is the author of Bringing History Home: Local and Family History Projects for Grades K-6 (1999, Allyn & Bacon), the author or coauthor of ten college textbook chapters, and coauthor of the 22 textbooks in Scott Foresman's (2003; 2005; 2008) social studies series for grades K-6. Dr. Hickey's scholarly writings are published in Teachers College Record, Social Education, Gifted Child Quarterly, Roeper Review, Gifted Child Today, TEACHING Exceptional Children, International Journal for Educational Reform, International Journal of Social Education, Journal of Geography, Asian Journal of Women's Studies, and Oral History Review, among others. She has served as Visiting Research Fellow at The University of Colorado's Center for the Study of Race and Ethnicity, the University of Minnesota's Immigration History Research Center, and other renowned institutions. Dr. Hickey is the 2005 recipient of the Dean's Faculty Recognition Award for Research.
Dr. Hickey's scholarship is recognized locally, nationally, and internationally. Her contributions to the field of teacher education are cited nationally in Who's Who in America, Who's Who Among American Women, Who's Who in American Education, Outstanding Young Women of America, and internationally in Who's Who in the World. She is active in professional educational organizations, having served as a member of the Executive Governing Board of the National Social Science Association, officer and member of the Executive Board of Directors for the College and University Faculty Assembly of the National Council for the Social Studies (NCSS), chair of the NCSS Publications Committee, chair of the NCSS Elementary Advisory Committee, chair of the NCSS Early Childhood/Elementary Community, officer and member of the Board of Directors for the Indiana Council for the Social Studies, among others. Dr. Hickey is listed with the National Council for the Social Studies as a national social studies expert, with the National Research Center for Gifted Education (Storrs, CT) as a national consultant in reading and social studies for gifted learners, with the National Center for Excellence in Critical Thinking (Sonoma, CA) as a national consultant in teaching for thinking, and with the Library of Congress (Washington, DC) as a national consultant in oral history methodology. She serves on the editorial boards for both national and international journals. In addition, Dr. Hickey is the recipient of an Excellence in Education Teaching Award.
APPENDIX A