WAYLAND BAPTIST UNIVERSITY
DIVISION OF EDUCATION
University Mission: Wayland Baptist University exists to educate students in an
academically challenging, learning-focused and distinctly Christian environment
for professional success and service to God and humankind.
Course Number and Title:
EDUC 4303 Teaching Social Studies in the Elementary School and Middle
School
EDUC 5321 Social Studies in the Elementary School
Class Time: Nov 30 & Dec 1 and Feb 1 & 2 (Fridays, 5:30-9:40 PM,
Saturdays 8:00 AM to 4:00 PM, at Luke Campus Room 3149)
Blackboard Instruction
School-Based Field Experiences
Term and Date: Winter 2012-2013 (No classes Nov. 22-24, Dec. 22-Jan. 2)
Catalogue Description: Teaching Social Studies in the Elementary School and
Middle School emphasizes content, materials for teaching social studies, and
methods of teaching social studies. Field-based component is an integral part of
the course.
Prerequisite: See your advisor
Required Resource Material:
Maxim, G. (2006). Dynamic Social Studies for Constructivist Classrooms (8th
ed.). Upper Saddle River, NJ: Pearson.
Arizona Academic Standards for Social Studies
Local District Curricular Documents as assigned
National Council for the Social Studies Standards
Arizona’s Professional Teacher Standards
Common Core State Standards
www.prenhall.com/maxim
Instructor: Dr. Paul Tighe
ptighe@littletonaz.org; paul.tighe@wayland.wbu.edu
Phone: H: 623-640-1887
W: 623-478-5603
C: 623-262-0509 (emergencies only)
I can most easily be reached via my work email address.
Please use the Wayland email address for assignment submission.
Page 1
Attendance Policy: The University expects students to make class attendance a
priority. All absences are to be explained to the instructor who will determine
whether omitted work may be made up. When a student reaches the number of
absences considered by the instructor to be excessive, the instructor will so
advise the student and file an unsatisfactory progress report with the dean at the
campus where the course is offered. Any student who misses 25% or more of the
regularly scheduled class meetings will receive a grade of “F” in the course.
Student appeals may be addressed, in writing, to the campus dean. Three times
arriving late will equal one absence, and three times leaving class early will equal
one absence. (Arrival more than five minutes late or departure more than five
minutes early is deemed a late arrival/leave early.)
Provisions for Special Needs: It is University policy that no otherwise qualified
disabled person be excluded from participation in, be denied the benefits of, or
be subject to discrimination under any educational program or activity in the
University.
Plagiarism Policy: Intellectual integrity and truthfulness are fundamental to
scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student
fails to give proper credit when information is either quoted or paraphrased or
when a student takes credit for another person’s work. Plagiarism may result in
an “F” in the course or expulsion from the class or the university.
Course Outcome Competencies: See Arizona Teacher Standards.
Course Requirements: It is very important for teachers to effectively
communicate ideas to colleagues, parents, and administrators. Writing clear and
error free English is a priority at Wayland’s Division of Education. Therefore, your
ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse is assessed through both oral presentations
and written assignments. Criteria for evaluation will be based on both content
and mechanics. Integration of information from lectures, readings, discussions,
and field experiences will be taken into consideration, as will correct and
appropriate format and organization. Written work in this course must be
prepared according to APA style.
1. The student will attend class, read all assigned materials, and participate in
class activities/assignments (200 points).
2. The student will also be expected to participate in online Blackboard
discussions (100 points). Students need to post substantial responses to each of
seven weekly discussion questions. Each student will be required to read the
responses posted by other students and post a substantive response to at least
two other postings per week. A substantive response should be at least 200-300
words and reflect critical thoughts related to the original response posted.
Page 2
Students are encouraged to also respond to the responses of other students, as
an online discussion.
3. The student will observe a Social Studies lesson at an elementary school. The
observation should last at least two hours. A two to three page reflective
summary of the experience will be expected (100 points). The summary should
include information about the observation as well as personal reactions to the
interactions with the teacher, the lesson plan, and observation itself.
4. The student will develop, prepare, present, and reflect on two Social Studies
lessons (100 points each). These lessons should each incorporate a different
theme from this list: citizenship, history, geography, or social science. At least
one will incorporate a tool utilized in Social Studies (i.e. time line, map). A twopage reflective summary of each experience will be expected. Each lesson will
encompass a minimum of two hours of field experiences in the classroom.
5. The student will create a Social Studies Unit (200 points). It should be a threeweek unit plan for a grade level and a Social Studies theme of the student’s
choice. Separate guidelines and a planning template will be provided.
6. The student will electronically submit weekly online self-assessments (multiple
choice and T/F questions from the text’s website, www.prenhall.com/maxim) to
the instructor, based on assigned readings (100 points). Details will be provided
in class.
7. The student will write a final reflection paper, approximately three pages in
length, reflecting on course activities and learning experiences (100 points).
Grading:
Assignment
Class Attendance & Participation
Blackboard Discussions
SS Lesson Observation (field experience)
SS Lesson Plan & Presentation 1 (field
experience)
SS Lesson Plan & Presentation 2 (field
experience)
SS Unit Plan & Presentation to Class
Weekly Self-Assessments
Final Reflection Paper
Total
Due Date
4 classes
See calendar
12/21/12
1/18/13
Points
200 points
100 points
100 points
100 points
1/25/13
100 points
2/1/13
See calendar
2/2/13
200 points
100 points
100 points
1000 points
Earned
All assignments are due, as noted on course outline, unless otherwise
announced in class or on Blackboard.
Page 3
All assigned work must be word-processed.
Assignments not completed on time will reflect a lowered grade of 10%
deduction per day minimum. Late work will not be accepted after
7 days. If a student misses class the day an assignment is due, he or she
must still turn in the assignment no later than the regular class meeting
time to receive possible full credit for the assignment.
University Grading Policy
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
Course Calendar
Week 1: (11/26/12) Meeting 11/30/12 & 12/1/12 at Luke Campus (Room 3149)
Readings:
Syllabus
Chapter 1: Dynamic Social Studies: The Subject You Will Teach
Chapter 2: Diversity in the Classroom: The Children You Will Teach
Due:
AZ Teacher Standards (download from www.ade.az.gov and read)
Contact a school/teacher for field experiences (confirm by 12/7/12)
AZ Social Studies Standards (select a grade level and download from www.ade.az.gov )
Week 2: (12/3/12)
Readings:
Chapter 9: Instructional Planning: The Basis of Successful Teaching
Chapter 10: Key Instructional Resources: Going Beyond the Ordinary
Due:
Discussion Question (DQ) 1 (due 12/5/12)
Week 3: (12/10/12)
Readings:
Chapter 3: Young Historians: Coming Face to Face With the Past
Chapter 4: Young Geographers: Investigating the People/Place Connection
Due:
Self-Assessments (SA) Ch-1, 2, 9, 10 (due 12/14/12)
DQ 2 (due 12/12/12)
Page 4
Week 4: (12/17/12)
Readings:
Chapter 5: Young Political Scientists: Future Citizens in Action
Chapter 6: The Learning Cycle: Teacher Scaffolded Social Constructructivism
Due:
SA Ch-3, 4 (due 12/21/12)
DQ 3 (due 12/19/12)
Observation Reflective Summary (due 12/21/12)
Winter Break: 12/22/12 – 1/2/13
Week 5: (1/7/13)
Readings:
Chapter 7: Cooperative Learning: Student-Assisted Social Constructivism
Chapter 8: Inquiry and Problem Solving: Cognitive Constructivism in Action
Due:
SA Ch-5, 6 (due 1/11/13)
DQ 4 (due 1/9/13)
Week 6: (1/14/13)
Due:
SA Ch-7, 8 (due 1/18/13)
DQ 5 (due 1/16/13)
Social Studies Lesson 1 Summary (due 1/18/13)
Week 7: (1/21/13)
Due:
DQ 6 (due 1/23/13)
Social Studies Lesson 2 Summary (due 1/25/13)
Week 8: (1/28/13) Meeting 2/1/13 & 2/2/13 at Luke Campus (Room 3149)
Due:
DQ 7 (due 1/30/13)
Social Studies Unit and Presentation to Class (due 2/1/13)
Final Reflection Paper (due 2/2/13)
Page 5
Course Outcome Competencies:
Texas Examinations of Educator Standards (TExES) Alignment
Domain 1: Designing Instruction and assessment to promote student learning
Competency 001: The teacher understands human development processes and applies this knowledge to
plan instruction and ongoing assessment that motivate students and are responsive to their developmental
characteristics and needs.
1.3 Recognizes the wide range of individual developmental differences that characterizes students in
early childhood through grade 4 and the implications of this developmental variation for instructional
planning.
1.7 Demonstrates knowledge of developmental changes in children’s thinking (i.e., from primarily
concrete thinking to the ability to reason and think logically, to understand cause and effect, and to organize
information systematically).
1.10 Uses knowledge of the developmental characteristics and needs of students in early childhood
through grade 4 to plan meaningful, integrated, and active learning and play experiences that promote the
development of the whole child.
Competency 002: The teacher understands student diversity and knows how to plan learning experiences
and design assessments that are responsive to differences among students and that promote all students’
learning.
2.5 Knows how to plan and adapt lessons to address students’ varied backgrounds, skills, interests, and
learning needs, including the needs of English Language Learners and students with disabilities.
2.6 Understands cultural and socioeconomic differences (including differential access technology) and
knows how to plan instruction that is responsive to cultural and socioeconomic differences among students.
Competency 003: The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.
3.1 Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of
prerequisite knowledge and skills in determining instructional goals and objectives.
3.2 Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g.,
clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students’
current skills and knowledge, background, needs and interests; alignment with campus and district goals).
3.3 Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness, and guide
instructional planning for individuals and groups.
3.5 Demonstrates knowledge of various types of materials and resources (including technological
resources and resources outside the school) that may be used to enhance student learning and engagement,
and evaluates the appropriateness
of specific materials and resources for use in particular situations, to address specific purposes and to meet
varied student needs.
3.6 Plans lessons and structures units so that activities progress in a logical sequence and support stated
instructional goals.
3.7 Plans learning experiences that provide students with opportunities to explore content from
integrated and varied perspectives (e.g., by presenting thematic units that incorporate different disciplines,
grouping students in study teams, providing multicultural learning experiences, prompting students to
consider ideas from multiple viewpoints).
3.8 Plans lessons and structures units so that activities progress in a logical sequence and support stated
instructional goals.
Competency 004: The teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.
4.8 Recognizes how social and emotional characteristics of middle-level students (e.g., interacting with
peers, searching for identity, questioning principles and expectations) impact teaching and learning.
4.9 Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices,
teacher-student interactions) impact student learning and plans instruction and assessment that minimize
the effects of negative factors and enhance all students’ learning.
4.10 Analyzes ways in which factors in the home and community (e.g., parent expectations, availability
of community resources, community problems) impact student learning, and plans instruction and
assessment with awareness of social and cultural factors to enhance all students’ learning.
Page 6
Domain II: Creating a positive, productive classroom environment
Competency 006: The teacher understands strategies for creating an organized and productive learning
environment and for managing student behavior.
6.2 Applies procedures for organizing and managing groups to ensure that students work together
cooperatively and productively in various settings (e.g., problemsolving teams, group projects, research groups, skits, student-centered multimedia presentations.
Domain III: Implementing effective, responsive instruction and assessment
Competency 007: The teacher understands and applies principles and strategies for communicating
effectively to varied teaching and learning contexts.
7.2 Engages in skilled questioning and leads effective student discussions, including using questioning
and discussion to engage all students in exploring content; extends students’ knowledge; and fosters active
student inquiry, higher-order thinking, problem solving, and productive, supportive interactions, including
appropriate wait time.
7.3 Communicates directions, explanations and procedures effectively and uses strategies for adjusting
communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas,
using appropriate communication tools).
Competency 008: The teacher provides appropriate instruction that actively engages students in the
learning process.
8.1 Employs various instructional techniques (e.g., discussion, inquiry) and varies teacher and student
roles in the instructional process, and provides instruction
that promotes intellectual involvement and active student engagement and learning.
8.2 Applies various strategies to promote student engagement and learning (e.g., by structuring lessons
effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs,
including wait time).
8.3 Presents content to students in ways that are relevant and meaningful and that link with students’
prior knowledge and experience.
8.4 Applies criteria for evaluating the appropriateness of instructional activities, materials, resources, and
technologies for students with varied characteristics and needs.
8.5 Engages in continuous monitoring of instructional effectiveness.
8.6 Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting
student motivation.
8.7 Employs effective motivational strategies and encourages students’ self-motivation.
Competency 010: The teacher monitors student performance and achievement; provides students with
timely, high-quality feedback; and responds flexibly to promote learning for all students.
10.1 Demonstrates knowledge of the characteristics, uses, advantages, and limitation of various
assessment methods and strategies, including technological methods and methods that reflect real-world
applications.
Domain III: Social Studies
Competency 016: Social studies The teacher uses social science knowledge and skills to plan, organize and
implement instruction and assess learning.
16.1 Knows state content and performance standards for social studies that comprise the Texas Essential
Knowledge and Skills (TEKS) and understands the vertical alignment of the social sciences in the TEKS
from grade level to grade level, including prerequisite knowledge and skills.
16.2 Understands the implications of stages of child growth and development for designing and
implementing effective learning experiences in the social sciences (e.g., knowledge of and respect for self,
families, and communities; sharing; following routines; working cooperatively in groups).
16.3 Selects effective, developmentally appropriate instructional practices, activities, technologies, and
materials to promote children’s knowledge and skills in the social sciences.
16.4 Selects and uses appropriate technology as a tool for learning and communicating social studies
concepts.
16.5 Selects and uses instructional strategies, materials and activities, including appropriate technology,
to promote children’s use of social science skills and research tools.
16.6 Provides instruction that relates skills, concepts, and ideas in different social science disciplines.
16.7 Helps children make connections between knowledge and methods in the social sciences and in
Page 7
other content areas.
16.8 Uses a variety of formal and informal assessments and knowledge of TEKS to determine children’s
progress and needs and to help plan instruction for individual children, including English Language
Learners.
TExES #118: Social Studies 4-8
Domain II: Social studies foundations, skills, and instruction
Competency 007: Social studies instruction and assessment The teacher plans and implements effective
instruction and assessment in social studies.
7.1 Knows state content and performance standards for social studies that comprise the Texas Essential
Knowledge and Skills (TEKS)
7.2 Understands the vertical alignment of the social sciences in the Texas Essential Knowledge and
Skills (TEKS) from grade level to grade level, including prerequisite knowledge and skills.
7.3 Understands the implications of stages of child growth and development for designing and
implementing effective learning experiences in the social sciences.
Page 8