Course Description and Goals
This course is designed to explore the teacher’s role as a designer of student learning. Course participants will examine the use of a standards-driven curriculum; and how clear goals, engaging activities, and performance assessments can lead students to develop deep, enduring understandings of key concepts and processes, and then apply that knowledge in authentic problem solving situations. Each course participant will apply these and other constructivist concepts in the development of a coherent and comprehensive social studies lesson unit based on a backward planning model.
Course participants will:
 develop a working understanding of state and national standards;
 identify and explore contextual and procedural understandings students should acquire in grade 7-12 classes;
 identify and explore critical thinking skills students should acquire in grade 7-12 classes;
 learn to design a social studies unit that promotes students’ deep understanding of content; and
 study and implement dynamic teaching practices to produce powerful learning outcomes.
Conceptual Framework
As instructor of this course, I seek to prepare professionals who value and demonstrate reflective practice and ethical decision-making through respecting diversity, honoring difference, and promoting social justice. This course supports this framework through class activities and related fieldwork experiences intended to develop individuals’ understanding of knowledge construction, learning, pedagogy, and responsible professional practice in the contexts of education.
Knowledge Base
This course is guided by National Council for the Social Studies (NCSS) and Pennsylvania standards, and all course activities are informed by the National Curriculum for Social Studies: A Framework for Teaching, Learning, and
Assessment (NCSS, 2010), and the College, Career, and Civic Life Framework for Social Studies State Standards (NCSS,
2013). The course is grounded in the belief that all students should learn important social studies concepts and inquiry processes that advance their abilities to make informed, reasoned decisions, and enable them to participate in civic action. Civic action aimed at the common good is the goal of social studies education.
Course Expectations and Requirements
Each participant of this course may expect from me unique educational opportunities and discourses of professional rhetoric that center on all applicable liberties and respects due to developing social studies teachers and scholars.
Consequently, I expect each participant of this course to put forth responsible efforts to attend all sessions, read all assigned materials, actively participate in all discussions and activities, and complete assignments by the predetermined due dates. It is also necessary that course participants display acceptance of and development in diverse teaching and learning styles, a general open-mindedness toward the comments and opinions of classmates and scholars, and an earnest willingness to broaden one’s knowledge and skills relating to social studies education.
Resources

College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Online: http://www.socialstudies.org)

Pennsylvania Social Studies Curriculum Standards (Online: www.pdesas.org/Standard/StandardsDownloads)

CourseWeb

TaskStream

The Paperless Classroom
I am committed to reducing the use of paper in my courses. Accordingly, class activities will be paper-free whenever possible. I will provide electronic copies of nearly all supplementary readings, PowerPoint presentations, activity handouts, and other materials. I encourage each of you to complete all scholarly activities, including written assignments, in an electronic format and submit them for evaluation via computer rather than on paper. Any exceptions to this policy should be approved beforehand.
Evaluation
Your performance in this course will be evaluated by the 100-point system below. No assignment or class activity will be graded on a curve, and no grade quotas are set for student evaluative marks. Evaluation areas are explained in detail below and on the following pages.
Measure Possible Points
Participation in Discussion and Course Activities
Unit Plan
70
30
100 TOTAL POINTS
Participation in Discussion and Course Activities (70 Points)
Your active participation in all discussions and activities is critical to the success of the course. Throughout the semester, we will engage in a variety of theoretical and practical discourses and activities designed to increase and enrich your familiarity with social studies standards, teaching strategies, and research. These discussions and activities are also intended to advance your personal and professional development as a master’s level practitioner by facilitating lesson preparation and delivery skills. Naturally, I expect you to complete readings promptly, take part in all class discussions, develop original high-quality work, and submit assignments by prescribed due dates. I will formally evaluate your participation on seven occasions, and will use the following 10-point scale to complete each assessment:
9-10 points (Exemplary): Your performance on this assignment/activity is significant, and meets or exceeds my expectations. You appear extremely well-versed in the reading/topic/activity, you demonstrate great interest and initiative in completing the assignment, and you assume a lead role and/or introduce original, compelling ideas. You consistently demonstrate deep thinking, engage in focused analysis of topics, lead conversation, and introduce compelling ideas. Your work is concise yet thorough, consistently reflects your focused attention to new concepts and strategies, and clearly demonstrates your development as a teaching professional.
7-8 points (Good): Your performance on this assignment/activity is modest, and meets some, but not all of my expectations. You appear fairly well-versed in the reading/topic/activity, you demonstrate acceptable interest and initiative in completing the assignment, although you do not necessarily introduce original, compelling ideas. You demonstrate some deep thinking, engage in analysis of assigned topics, and/or lead conversation. Your work is reflects some attention to new concepts and strategies, and generally demonstrates your development as a teaching professional.
1-6 points (Poor to So-So): Your performance on this assignment/activity is weak or minimal, and meets few if any of my expectations for graduate-level study. You do not appear well-versed in the reading/topic/activity, you demonstrate little interest or initiative in completing the assignment, and/or you introduce few if any original, compelling ideas. You seldom demonstrate deep thinking, engage in discussion, or lead conversation. Your work is lacking in several regards or demonstrates little attention to new concepts and strategies. Perhaps you appear disconnected from class activities or discussions, and/or you make few contributions.
Unit Plan (30 Points)
Over the course of the semester, you will develop an original social studies lesson unit based on a backward planning model. Your comprehension of and development in many course goals will be observable and measurable in this cumulative project. Your lesson unit should include an introductory unit rationale/summary and 10 formal lesson plans
(including copies of all applicable materials). I will use the following 30-point rubric to evaluate your final curriculum unit plan.

Criteria
Stage 1:
Desired results
Stage 2:
Assessment evidence
Stage 3:
Learning plan
Course Schedule
Date
January 7
January 14
January 21
January 28
February 4
February 11
February 18
February 25
March 4
March 11
March 18
March 25
April 1
April 8
April 15
April 22
1-5 Points: Needs Revision
Elements are missing; there is little continuity between goals, standards, understandings and essential questions; there is little or no attention to knowledge and skills; OR there are little or no connections to the C3 Framework.
Assessments include only traditional methods; performance assessment is not linked to essential questions; there is no attention to higher order thinking or substantive conversation; OR other essential components are missing.
Elements are missing; lesson plans are vague or incoherent; not all lessons address unit goals or objectives; OR required instructional strategies are missing.
6-8 Points: Developing
Some discrepancy in alignment of goals, standards, understandings, and essential questions; there is inadequate attention to knowledge and skills; OR there are inadequate connections to the C3 Framework.
9-10 Points: Proficient
Goals, standards, understandings, and essential questions are clear, thorough, and appropriate; there is adequate attention to knowledge and skills; AND connections to the
C3 Framework are clear.
Assessments are only marginally effective in gauging student progress; performance assessment is only partially linked to essential questions; there is limited attention to higher order thinking or substantive conversation; OR other essential components are missing or lacking depth or coherence.
All elements are present, but some subparts do not create interest in unit or are missing; OR lesson plans and/or instructional strategies only marginally address goals/objectives
Assessments are effective in gauging student progress; performance assessment is clearly linked to essential questions; there is adequate attention to higher order thinking and substantive conversation; AND all essential components are included and effective
All elements are present and create interest in unit or are missing; lesson plans and/or instructional strategies clearly address goals/objectives and are appropriately integrated
Class Activities

Introduction, C3 Framework, PA Standards

Backward Planning – Stage 1, Backward Planning – Stage 2

Backward Planning – Stage 3

Online Session: Unit planning, resume development

Resume development, classroom management

Inquiry, text-based discussions, issue-based discussions

Differentiation in social studies

Online Session: Unit planning, Content-appropriate websites

Music and video in the classroom

SPRING BREAK!

Enhancing lessons with historical, compelling, and/or controversial imagery

Online Session: Unit planning, Content-appropriate websites

Games and simulations as social studies teaching tools

In-class work session: Unit planning

Online Session: Unit planning

Course wrap-up, unit plans uploaded to TaskStream

Evaluation of Professional Dispositions
Although professional dispositions do not make up a graded component of this course, you are reminded that as a developing classroom teacher, you should demonstrate focused attention to professional dispositions including reliability, presentation, and communication. The following rubric is a presented as a guide for your reference.
Professional Dispositions Rubric
Disposition
Attendance,
Promptness, and
Reliability
Presentation,
Decision-making, and Attire
Communication,
Attention to
Reflection, and
Openness to Selfimprovement
Unacceptable
Three (3) or more unexcused absences OR four (4) or more other tardies and/or early departures. Predictably unreliable.
Demonstrates a poor sense of professionalism and/or frequently makes questionable decisions.
Is often inappropriately dressed.
Demonstrates poor listening and/or reflection skills. Reacts poorly to critiques or concerns.
Seldom reaches out for help or rejects/ignores suggestions.
Demonstrates little desire or interest to improve.
Poor
No more than two (2) unexcused absences AND no more than three (3) other unexcused tardies and/or early departures.
Unpredictably reliable.
Demonstrates a marginal, developing sense of professionalism and/or occasionally makes questionable decisions.
Is occasionally inappropriately dressed.
Demonstrates marginal listening and reflection skills. Reacts with some reluctance or apprehension to critiques or concerns. Seldom reaches out for help and suggestions.
Demonstrates only marginal desire to improve.
Developing/Good
No more than one (1) unexcused absence AND no more than two (2) other unexcused tardies and/or early departures.
Predictably reliable.
Demonstrates developing but positive sense of professionalism, sound decision-making and appropriate behavior.
Always dressed and groomed as a professional.
Demonstrates adequate listening and reflection skills. Reacts with proactive, positive attitude to critiques or concerns. Reaches out for help and suggestions when needed. Often takes initiative and demonstrates an adequate desire to improve.
Exceptional
No (0) unexcused absences AND no more than one (1) other unexcused tardy or early departure. Impeccably reliable.
Demonstrates consistent exemplary sense of professionalism, good decision-making and appropriate behavior.
Always dressed and groomed as a professional.
Demonstrates very good listening and reflection skills. Reacts with proactive, positive attitude to critiques or concerns. Actively seeks feedback. Reaches out for help and suggestions when needed. Always takes initiative and demonstrates a genuine desire to improve.
Attendance Policy
You are required to attend all class meetings, scheduled placement observation/teaching episodes, and school-related functions as required by your teacher or administrators. In the event of an emergency or other unforeseen event, you are allowed one absence during the semester. Additional absences, regardless of excuse, will result in a deduction of one letter grade from your final point total. Exceptions to this policy are rare, and will be considered on a case-by-case basis at my discretion. Two tardy arrivals and/or early departures from class meetings, scheduled placement observation/teaching episodes, and other school-related functions will count as one absence.
Academic Integrity Policy
As a student, you have the responsibility to be honest, and to conduct yourself in an ethical manner while pursuing academic studies. Should you be accused of a breach of academic integrity, procedural safeguards including provisions of due process have been designed to protect student rights. These may be found in guidelines on academic integrity:
Student and Faculty Obligation and Hearing Procedures. This information may be accessed online at: www.pitt.edu/~graduate.
Statement On Disabilities
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (www.drs.pitt.edu), 140 William Pitt Union, (412) 648-7890/ (412)
383-7355 (TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.

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