EDUC 557 Teaching Secondary Social Studies Application of Current Theories of Pedagogy

BELLARMINE MISSION STATEMENT
BellarmineUniversity serves Louisville and the region by providing an educational environment of academic excellence in the Catholic liberal arts tradition, where talented and diverse persons of all faiths and ages develop the intellectual, moral and professional competencies to lead, to serve, and to make a living and a life worth living.
Theme:
Educator as Reflective Learner Subtheme: Developing an appreciation for the world around us
Social Studies Methods Course Description: EDUC 538/557
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching social studies in the high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration
Instructor:
Dr. Susan A. Lancaster Email Address: Class web address: Office Phone: 502-452-8153 Office Address: Lenihan 28 Office Hours: Monday and Wednesday 11:00-12:00 a.m. Tuesday and Thursday Tuesday and Thursday 10:00-11:00 a.m. and by appointment
Meeting Times:
8:30 a.m.—3:00 p.m. Saturday, February 4, February 11, February 18, and February 25
Course Description: Teaching Social Studies
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching social studies in the middle/high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration
Assignment Format and Expectations:
Participate as a thoughtful, active, and informed member of class discussions, lectures, individual presentations, and group activities
Attend each class session, arrive punctually, and be prepared by having read the required assignments.
Assignments should be submitted by the due dates assigned and must be nearly word processed using 12 point font, double spaced. Assignments should adhere to the rules of Standard English grammar, spelling and punctuation, with sources cited according to the APA Publication Manual.
All assignments, in class and out of class, must be completed by the due dates. Late assignments are discouraged and will be accepted only with PRIOR approval of the instructor. Late assignments will receive a five (5) point per day reduction. When obligations are not met it is reflected in the final grade. For each assignment a detailed description and a scoring rubric will be provided.
KentuckyNew Teacher Standards Addressed

Designs and Plans Instruction
Creates and Maintains Learning Climate
Implements/Manages Instruction
Assess and Communicates Learning Results
Reflects/Evaluates Teaching/Learning
Collaborates with Colleagues/Parents/Others
Engages in Professional Development
Knowledge of Content
Demonstrates Implementation of Technology

Objectives:

Class members will become familiar with Social Studies curriculum .
Class members will develop standards based units based on the Kentucky Social Studies Standards and the core content for assessment. The units will incorporate the appropriate integration of curriculum, instruction and assessment.
Class members will integrate technology activities into content exploration

BellarmineUniversityGoals and Expectations

Students should be able to demonstrate a philosophical foundation by understanding the nature of philosophy as fundamental to all learning and by applying philosophical reflection to issues that affect their lives and the lives of others. (1a, f)
Students should be able to demonstrate historical and social consciousness by appreciating cultural, racial, ethnic, and religious diversity, and by drawing upon the social sciences as a framework for understanding individual and group behavior. (4a, e)
Students should be able to demonstrate thinking skills by using inductive and deductive modes of reasoning; by employing analytic, logical, evaluative, and integrative thinking in processing information and drawing conclusions; and by analyzing their thinking processes, including how their experiences, ideas, and intuition affect thinking. (7b, c, f)
Students should be able to demonstrate communication skills by writing and speaking with clarity, grace, and thoughtfulness, and by reading and listening with understanding and insight. (8a, b)
Students should be able to demonstrate comprehensive integration by developing a habit of mind that unites perspectives. (10f)

Grading Scale:
91-100 = A; 82-90 = B; 73-81 = C; <73 = F Guidelines on submission of “I” GRADES An Incomplete (I) grade may be recorded by an instructor if there is verification of illness, death in the family, or some other extenuating circumstance that has prohibited the student from completing the course work and/or taking a final exam.
Special Education Content:
Consideration will be given to locating Social Studies resources specific to the needs of children with disabilities in the K-12 school.
Diversity:
Consideration will be given to locating Social Studies resources specific to working with students with diverse backgrounds in K-12 schools.
Technology:
While the primary focus of this class will be directed toward developing Social Studies methodology and practice, technology integration will showcase best practices for the K-12 setting for teachers as well as students.
Dispositions:
EDUC 557/538 will contribute to the student’s preparation for the Professional semester.
Other Related Policies:
Statement on Instructional Modifications:
It is the University policy that students with disabilities who require modifications (academic adjustments and/or auxiliary aids or services) for this course must contact the Disability Services Coordinator (DSC) (Room 225 Horrigan Hall or 452-8150). It is the student’s responsibility to notify the DSC and the instructor during the first week of class if he or she knows they will need specific modifications or adjustments to allow adequate time for preparation.
Inclement Weather:
Listen to WHAS AM 84 or Channel 11 (non cable), Channel 4 on cable for school closing. In some instances the BU web site will have closings, but it is usually the last place to be updated. In the event that BU goes on a late schedule or classes are missed for multiple days, or a student lives in a location that makes it impossible to get in (e.g. rural with no snow removal), information relating to this class will be posted on the class website. Please consult for information specifically related to this course
Course Purpose and Assignments:
The purpose of this course is to build and strengthen the prospective teacher’s knowledge of the methodologies of teach Social Studies. This course will serve to reacquaint the student to all aspects of Social Studies. The prospective teacher will understand ways to introduce Social Studies concepts to middleand high school students. The course has been designed to assist teachers learn how to teach the required content without “lecturing” or becoming textbook dependent. Class participants are asked to practice controlled choice and to integrate strategies which provide opportunities for their students to ‘own the learning’, solve authentic problems, demonstrate mastery of content, and integrate technology for research and project based learning activities. This approach to Social Studies does not mean throwing out everything that has always been utilized in the classroom. On the contrary, it means find ways to improve what teachers have been doing to enhance student learning.
Academic Honesty:
BellarmineUniversity is an academic community. It exists for the sake of the advancement of knowledge; the pursuit of truth; the intellectual, ethical and social development of students; and the general well being of society. All members of our community have an obligation to themselves, to their peers and to the institution to uphold the integrity of BellarmineUniversity. In the area of academic honesty, this means that one’s work should be one’s own and that the instructor’s evaluation should be based on the student’s own efforts and understanding. When the standards of academic honesty are breached, mutual trust is undermined, the ideals of personal responsibility and autonomy are violated, teaching and learning are severely compromised, and the other goals of the academic community cannot be realized.
Students and faculty must be fully aware of what constitutes academic honesty; claims of ignorance cannot be used to justify or rationalize dishonest acts. Academic dishonesty can take a number of forms, including but not limited to cheating, plagiarism, fabrication, aiding and abetting, multiple submissions, obtaining unfair advantage, and unauthorized access to academic or administrative systems or information. Definitions of each of these forms of academic dishonesty are provided in the Academic Honesty section of the most recent edition of the Student Handbook. The University follows the policies outlined below for detected acts of academic dishonesty:

Initial sanctions for instances of academic dishonesty may be imposed by the instructor or the appropriate dean. The choice of penalty ranges from a minimum penalty of failing the assignment or test to failing the course itself.
Following initial sanctions, all cases of academic dishonesty will be reported by faculty to the Provost of the University, who has the authority to determine a more stringent penalty for the reported act of academic dishonesty, depending, in part, on the student’s previous record of academic dishonesty. The student will be required to have a conference with the dean of his/her college, or the dean’s designee.
On the second offense during the course of a student’s academic career at BellarmineUniversity, as a minimum additional penalty, the Provost will immediately suspend the student for the semester in which the most recent offense took place.
On the third offense, the Provost will immediately dismiss the student from the University

Instructor’s Message:
My goal for this course is for students to have a successful experience while learning how to teach Social Studies classes. If at any time students have questions or concerns, please let me know so that I can clarify and respond. Students may e-mail, call, or make an appointment for a face-to-face meeting. I will make every effort to work with students to ensure a successful class experience.
Suggested Books:
Silverman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Boston: Allyn and Bacon. ISBN 0-205-17866-9
Wolf, A. (as told to Jon Scieszka). (1989). The True Story of the 3 Little Pigs. New York : Viking. ISBN 0670827592

Course Syllabus

Day / # / Date / Agenda Saturday classes will meet from 8:30-3:00
S / 1 / Feb 4 / Introductions
Newspaper as a Tool for Learning
Community Resources “A Walking Tour With Tom Owen”
Review/ Discuss Standards Based Unit of Instruction
Standards Based Units/ Essential Questions
Subject Matter Units
Essential Questions
Final Projects
·PartnerUnit Project:
High School Geography
Middle School World Civilization Unit
Class members who will teach High School students will develop a unit suitable for a 9th grade Geography class.
Class members who will teach Middle School students will develop a unit suitable for a 7th grade World Civilizations
·Individual Unit Project Economics
For next week, read and write a reflection on these two articles:
Stearns, Peter. “Why Study History,” The History Teacher.
McNeil, W. H. “Why Study History,” The History Teacher.
S / 2 / Feb 11 / Web Resources
MarcoPolo Standards Based Lessons and Resources
National Archives
Library of Congress
Lesson Plans and Resources for Social Studies Teachers
Lesson Plans and Resources for Social Studies Teachers
National Geographic
Economics
History and Social Studies
Social Studies.org An information service for educators from the National Council for the Social Studies
Editorial Cartoons-- Conveying Ideas
Review/ Discuss Standards Based Unit of Instruction
Strategies and Techniques
Develop Questions for Personal Oral History
Bring a copy of the Program of Studies (Middle or High)
Discussion Reflection of reading: Journal Article “Why Study History”
For Next Week: Bring a Social Studies related article from a peer reviewed journal for sharing and discussion. Review using Valli. Bring a copy of the journal article and your reflection for each class member
Desirable Questions and Questions to Avoid
Bloom
Power Verbs—Creating Open Response Questions-In class activity
Graphic Organizers
“Lewis and Clark” IMAX Presentation
S / 3 / Feb 18 / Walking tour of Louisville.
Supreme Court Decision and First Amendment Rights
Women Voters Voting; Primary Source Documents
Share Personal Oral History Elections/Civil Rights (Peer/Self Assessment)
Share Current Events Bulletin Board
For Next Week: Bring a Social Studies related article from a peer reviewed journal for sharing and discussion. Review using Valli. Bring a copy of the journal article and your reflection for each class member
S / 4 / Feb 25 / Economics Activities
Presentation of Standards Based Units Partner and Individual
Reflection of 3rd Journal Article

The syllabus is subject to change if necessary and mutually agreed to between instructor and student.

In Class/ Out of Class / Assignment Value / Assignment Due Date / Assignment Description Rubrics will be provided
In class / 20 points
Total of 80 points possible / Each week / Attendance and participation—Students are expected to be thoughtful, active, and informed members of class discussions, lectures, individual presentations, and group activities. Students are also expected to attend each class session, arrive punctually, and be prepared by having read the required assignments. Of course, circumstances beyond our control will arise during the semester and cause an absence. Whenever possible, please notify the instructor prior to an absence. Missing a Saturday class is not encouraged.
Weekly bring to class / (20 points per week for a total of)
60 points / Bring to:
Second classThird class
Last class / Analysis of additional reading for each week. Maximum length 2 pages, including references. Second class: Why Study Historyreflection Third class: Select a content related journal. Bring copies of the journal article to class. Create reflection for the journal article and site the type of Valli Reflection. All students will receive copies of all articles and all reflections. Your weekly reflection score will be based on your reflection of the journal article you select. (If possible, please select an article with fewer than 6 pages.) Last class: : Select a content related journal. Bring copies of the journal article to class. Create reflection for the journal article and site the type of Valli Reflection. All students will receive copies of all articles and all reflections. Your weekly reflection score will be based on your reflection of the journal article you select. (If possible, please select an article with fewer than 6 pages.)
Out of class / 20 points / Feb 18 / Develop an Oral History via an Interview Rubric will be provided
Out of class / 20 points / Feb 18 / Create a Current Events bulletin board. Bring a digital image or your Bulletin Board via ppt or Bring the Actual Bulletin Board Rubric will be provided.
Out of class
Rubrics will be provided / 100points Partner Project 50 points Individual Project / Feb 25 / Final PartnerPresentation of Standards Based Unit of Instruction (Geography/World Civ) ----- Final Individual Standards Based Unit of Instruction (Economics)
50 points Video tape of you teaching a lesson from the Standards Based Bnit. / Video tape created from the SBUI featuring a lesson that you taught to the class where you are gathering your field experience hours. The video tape may be turned in during the time we meet in February or you may turn the video tape in by April 10, 2006
380 Points Possible A=380-350 B= 349-300

20 points per week: Attendance and participation—Students are expected to be thoughtful, active, and informed members of class discussions, lectures, individual presentations, and group activities. Students are also expected to attend each class session, arrive punctually, and be prepared by having read the required assignments. Missing a class is not encouraged.

60 points possibleAnalysis of Reading (3@ 20 points/each). Reflection of assigned readings. Employing Valli’s five types of reflection (Valli, 1997) class members will identify and develop their paper accordingly to a specific reflection.

Guidelines below identify the distribution of points for each reading reflection. Reading reflections should incorporate the author’s Technical Reflection, Reflection-in and on-action, Deliberative Reflection, Personalistic Reflection or Critical Reflection (Valli, 1997).

Generally, journals should be two, double-spaced, and typed pages, and are due at classtime per the chart information listed above.

Rubric: / Analysis of Reading
5 / Identify major characteristics of the reading
5 / Discuss the implications of the reading selection to middle school of high school social studies.
5 / Additional resources are referenced
4 / Paper follows APA format and word processing guidelines
1 / The type of reflection (Valli) has been identified
20 / Points Possible per Analysis of Reading

EDUC 538/557 BellarmineUniversity

Spring 2006