COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
Course Prefix and Number: SSE 4333
Course Title: Teaching Middle Grades Social Studies
Regular Instructor (s)
James Duplass
Course Prerequisites: None
Course Description
This course is designed to study techniques and strategies employed by social studies teachers
that are effective in motivating teenage youth to acquire the information, skills, and modes of
reasoning unique to the social sciences. Students are expected to plan and present instructional
plan(s) demonstrating use of various methods, techniques, and materials that achieve concrete
outcome. Theoretical foundations of social studies are also studied.
Course Goals & Objectives:
As the “Gateway Course” to the Social Science Education Major, the instructor will introduce
students to the underlying philosophy of the program and course requirements, the content of the
Social Science Education Courses, State licensure and the requirements for internship.
Students should:
A. Be exposed to a variety of teaching methods (direct instruction, cooperative learning,
concept formation, simulation, etc.) used in the social sciences employing various
examples from the humanities and social sciences (anthropology, history, etc.) by the
traditional college lecture and demonstration, but just as important, by instructors
modeling.
B. Individually author comprehensive social studies Unit Plan representing a week of
instruction to achieve the NCSS Theme drawing on grade appropriate content from
the middle school and social studies method (s). This is typically a document(s) in
which students set goals and objectives; detail the instructional process; and prepare
all the required materials for a comprehensive unit plan. The emphasis is on
developing the skills to plan and deliver rigorous instruction focused on thinking
skills that insures that middle and high school learners become reflective citizens with
an appreciation of democratic values and the skills to apply social science concepts,
skills, and decision making processes. FEAPS 1ABD2E3E; NCATE 1B1D;CF 2,6;
SAC 1-6.6
C. Acquire key concepts and terms of social science education.
D. Appreciate the special considerations of the social studies teacher in the context of
enculturation, indoctrination, and dealing with controversial issues. NCATE 1B1D
E. Develop their critical thinking and reflective inquiry skills.
F. Employ computer skills to become familiar with and assess the range of resources
available through the Internet, etc.
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G. Acquire an understanding of the tools of classroom management.
H. Incorporation of FL Sunshine State Standards for K-12 Students FEEPS 1A
Standards Accomplished
FDOE Accomplished Practices
1a. Aligns instruction with state-adopted standards at the appropriate level of rigor
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
1d. Selects appropriate formative assessments to monitor learning.
2e. Models clear, acceptable oral and written communication skills.
3e. Relates and integrates the subject matter with other disciplines and life experiences.
NCATE Standards
1b. Pedagogical Content Knowledge: They have a broad knowledge of instructional
strategies that draws upon content and pedagogical knowledge and skills
1d Student Learning: assess and analyze student learning,
1b Pedagogical Content Knowledge facilitate student learning through presentation of
content in clear and meaningful ways
COEDU Conceptual Framework
2.Content and Professional Knowledge: Demonstrate expertise in a common
professional knowledge base and the content specific bases of their fields and integrate
content and professional knowledge into teaching and service
6 Student Learning & Development: Provide instruction, services, programs that
contribute to positive learning outcomes; developing and using assessment as appropriate
FDOE Subject Area Competencies
1.1 through 6.4
6.5 Identify appropriate strategies, methods, tools, and technologies for the teaching of
social science.
6.6 Evaluate examples of primary (e.g., letters, photographs, political cartoons) and
secondary (e.g., historical texts, encyclopedias) sources
Course Outline:
 The philosophy and history of the social sciences, humanities and social sciences
education
 Scope and sequence of the USF curriculum and State of Florida Social Sciences licensure
requirements
 NCSS and State of Florida primary documents on curriculum and goals
 Academic disciplines recommendations on teaching (Geography 5 themes, etc.)
 The professional social science societies, journals & Internet resources
 Lesson planning
 Facts, concepts, generalizations in the social sciences
 Major teaching models used in social studies, such as:
Lecture, Case Study, Games & Simulations, Role Playing, Cooperative Learning, Critical
Thinking, Reports, Graphic organizers, Interdisciplinary Instruction, etc.
 Values, virtues, conflict resolution instruction
 Basic skills development
 Questioning skills
 Multicultural education
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
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Core Knowledge
Citizenship education
Multiple assessment techniques
Diverse populations
Classroom management
Evaluation of Student Outcomes:
Assignment
Tests
Critical Task:
MDLP
Standards Met
See Goals and Objectives
FEAPS
Criterion #1. Instructional Design and Lesson Planning: A. Aligns
instruction with state-adopted standards at the appropriate level of
rigor.
Criterion #1. Instructional Design and Lesson Planning: B. Sequences
lessons and concepts to ensure coherence and required prior
knowledge.
Criterion #1. Instructional Design and Lesson Planning: D. Selects
appropriate formative assessments to monitor learning.
Criterion #2. The Learning Environment: E. Models clear, acceptable oral
and written communication skills.
Criterion #3. Instructional Delivery and Facilitation: E. Relates and
integrates the subject matter with other disciplines and life
experiences.
Grading Criteria
A. Pedagogical and Content Knowledge. For 80% to 95% of the grade, will be based on
demonstrate content and pedagogical knowledge through a combination of objective and
subjective assessments by:
1. Demonstrating professional literacy of social studies concepts, terminology, and
major theorists through, examination, reflective papers, journals, etc. and
2. Completing projects, tasks, assignments, etc. that demonstrate an ability to apply
pedagogical knowledge to content knowledge.
a. Each student must produce an individual unit plan with all materials necessary
to deliver the lesson (s) based on a NCSS Theme drawing on grade
appropriate content from the middle school and social studies method (s)
b. Either separately or as part of lesson plans, students should produce
information relevant to social studies instruction using technology.
c. Course lecture content should be assessed through quizzes, tests, or journals.
d. Middle schools visit/observation logs or papers.
B. Professional Disposition. For 5 to 20% of the final course grade, will be based on students’
demonstration of the dispositions appropriate to the profession primarily through the subjective
evaluation by the instructor using criteria established by the SSE program.
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Grading System
The grading system to be used is: A, A-, B+, B, B-, C+, C, C-, F.
Textbook(s) and Readings:
Professor in charge’s discretion
College & University Requirement
The College of Education is dedicated to the ideals of Collaboration, Academic
Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual
Framework of the College of Education. Competence in these ideals will provide
candidates in educator preparation programs with skills, knowledge, and dispositions to
be successful in the schools of today and tomorrow. For more information on the
Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
Academic Dishonesty:
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the
exact words of a published text or the unattributed borrowing of original ideas by
paraphrase from a published text. On written papers for which the student employs
information gathered from books, articles, or oral sources, each direct quotation, as well
as ideas and facts that are not generally known to the public-at-large, must be attributed
to its author by means of the appropriate citation procedure. Citations may be made in
footnotes or within the body of the text. Plagiarism also consists of passing off as one's
own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and
may include receipt of an "F" with a numerical value of zero on the item submitted, and
the "F" shall be used to determine the final course grade. It is the option of the instructor
to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the
course.”
Detection of Plagiarism.
The University of South Florida has an account with an automated plagiarism detection service
which allows instructors to submit student assignments to be checked for plagiarism. I
reserve the right to 1) request that assignments be submitted to me as electronic files and
2) electronically submit to SafeAssignment.com, or 3) ask students to submit their
assignments to SafeAssignment.com through myUSF. Assignments are compared
automatically with a database of journal articles, web articles, and previously submitted
papers. The instructor receives a report showing exactly how a student's paper was
plagiarized.
Web Portal Information:
Every newly enrolled USF student receives an official USF e-mail account that ends with
"mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that
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account. Go to the Academic Computing website and select the link "Activating a Student
E-mail Account" for detailed information. Information about the USF Web Portal can be
found at:
http://www.acomp.usf.edu/portal.htm.
ADA Statement:
Students in need of academic accommodations for a disability may consult with the office
of Services for Students with Disabilities to arrange appropriate accommodations.
Students are required to give reasonable notice (typically 5 working days) prior to
requesting an accommodation
USF Policy on Religious Observances:
Students are expected to attend classes and take examinations as determined by the USF
System. No student shall be compelled to attend class or sit for an examination at a day
or time prohibited by his or her religious belief. However, students should review the
course requirements and meeting days and times to avoid foreseeable conflicts, as
excessive absences in a given term may prevent a student from completing the academic
requirements of a specific course.
Students are expected to notify their instructors at the beginning of each academic term if
they intend to be absent for a class or announced examination, in accordance with this
policy. Students absent for religious reasons, as noticed to the instructor at the beginning
of each academic term, will be given reasonable opportunities to make up any work
missed. In the event that a student is absent for religious reasons on a day when the
instructor collects work for purposes of grading (homework, pop quiz, etc.), the student
shall be given a reasonable opportunity to make up such work or shall not have that work
averaged into the student's grade at the discretion of the instructor..
ADA Statement:
Students with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
disability is needed for this course. A letter from the USF Disability Services Office
must accompany this request.
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ATTACHMENT I
Course Prefix and Number: SSE 4333
Course Title: Teaching Middle Grades Social Studies
Briefly describe the nature and duration of any field-based experiences.
None
Any experiences that include instruction, observation, practice, and/or competency
demonstration in any of the following: instructional strategies that address various
learning styles, exceptionalities, achievement levels, and other specialized circumstances.
The Instructional strategies modeled in the class with social studies content take into account
various learning styles, exceptionalities, achievement levels, and other specialized
circumstances.
Activities that assess the impact on pk-12 student learning.
None
Any components of the course that prepares teacher candidates in the use of technology in
instruction and record-keeping.
The MDLP requires comprehensive use of technology.
Any components of the course designed to prepare teacher candidates to help pk-12
students achieve the Sunshine State Standards?
The MDLP requires use of the SSS in setting objectives.
How issues of diversity are addressed in this course? Indicate which aspect(s) of the course
(e.g., instructional strategies and/or experiences) provide the teacher candidates the
opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help
all students learn. (“All students” includes students with various learning styles, students
with exceptionalities and different ethnic, racial, gender, language, religious,
socioeconomic, and regional/geographic origins, and achievement levels.)
Objective C, states “Appreciate the special considerations of the social studies teacher in the
context of enculturation, indoctrination, and dealing with controversial issues. (CF5).” This is
achieved by classroom modeling and discussion.
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SSE 4333 (Middle Grades) / SSE 5331 (C & I)
Unit Plan 2012
Description: The Next Generation Sunshine State Standards in Social Science were adopted by
the Florida State Board of Education in December 2008. Visit
http://www.fldoe.org/bii/curriculum/SSS/ for more information. In designing a unit plan,
preservice teachers will
 Explain directions, concepts, and lesson content to students in a logical, sequential, and
age-appropriate manner;
 Analyze and select content and skill outcomes related to state and local curriculum
frameworks and standards;
 Support, promote, and communicate the mission, vision, and goals of the school and
district; and
 Relate content and skill outcomes to student developmental levels and needs.
Criterion #1: Aligns instruction
Description: Unit plan shows evidence that lessons are aligned with state-adopted standards at
the appropriate level of rigor.
Score
Description
Unit plan fails to show evidence that lessons are aligned with state1=Poor
adopted standards at the appropriate level of rigor.
Unit plan shows little evidence that lessons are aligned with state2=Limited
adopted standards at the appropriate level of rigor.
Unit plan shows evidence that lessons are aligned with state-adopted
3=Proficient
standards at the appropriate level of rigor.
Unit plan clearly shows evidence that lessons are aligned with state4=Strong
adopted standards at the appropriate level of rigor.
Unit plan clearly and effectively shows evidence that lessons are
5=Outstanding
aligned with state-adopted standards at the appropriate level of rigor.
Linked to standard: AP: 1a. Aligns instruction with state-adopted standards at the
appropriate level of rigor
Linked to standard: NCATE: 1b. Pedagogical Content Knowledge: They have a broad
knowledge of instructional strategies that draws upon content and pedagogical knowledge
and skills
Linked to standard: COEDU CF: 2.Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and the content specific bases of their
fields and integrate content and professional knowledge into teaching and service
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Criterion #2: Sequences lessons
Description: The Unit Plan is generally well organized from introductory activity, through
sequencing of lessons, to culminating activity. Lesson plans are logical and sequential.
Preservice teachers may choose from, but are not limited to, the following possibilities:
 Plan for a beginning review and ending review;
 Provide for different styles of learning, multiple intelligences, and language needs; and
 Plan for the use of supplemental materials as needed.
Score
Description
Unit plan fails to show evidence that lessons and concepts are
1=Poor
sequenced to ensure coherence and required prior knowledge.
Unit plan shows little evidence that lessons and concepts are sequenced
2=Limited
to ensure coherence and required prior knowledge.
Unit plan shows evidence that lessons and concepts are sequenced to
3=Proficient
ensure coherence and required prior knowledge.
Unit plan clearly shows evidence that lessons and concepts are
4=Strong
sequenced to ensure coherence and required prior knowledge.
Unit Plan clearly and effectively shows evidence that lessons and
5=Outstanding
concepts are sequenced to ensure coherence and required prior
knowledge.
Linked to standard: AP: 1b. Sequences lessons and concepts to ensure coherence and
required prior knowledge.
Linked to standard: NCATE: 1b.Pedagogical Content Knowledge: They have a broad
knowledge of instructional strategies that draws upon content and pedagogical knowledge
and skills
Linked to standard: COEDU CF: 2. Content and Professional Knowledge Demonstrate
expertise in a common professional knowledge base and the content specific bases of their
fields and integrate content and professional knowledge into teaching and service
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Criterion #3: Formative assessments
Description: The Unit plan must include a discussion of how formative assessments are used to
monitor student learning. Preservice teachers may choose from, but are not limited to, the
following possibilities:
 Summaries and Reflections: Students stop and reflect, make sense of what they have heard
or read, derive personal meaning from their learning experiences, and/or increase their
metacognitive skills. These require that students use content-specific language.
 Lists, Charts, and Graphic Organizers: Students will organize information, make
connections, and note relationships through the use of various graphic organizers.
 Visual Representations of Information: Students will use both words and pictures to make
connections and increase memory, facilitating retrieval of information later on. This "dual
coding" helps teachers address classroom diversity, preferences in learning style, and
different ways of knowing.
 Collaborative Activities: Students have the opportunity to move and/or communicate with
others as they develop and demonstrate their understanding of concepts.
The logic for your decisions should be grounded in what you’ve learned in Foundations of
Measurement.
Score
Description
Unit plan fails to outline ways that formative assessments are used to
1=Poor
monitor student learning.
Unit plan poorly outlines ways that formative assessments are used to
2=Limited
monitor student learning.
Unit plan outlines ways that formative assessments are used to monitor
3=Proficient
student learning.
Unit plan clearly outlines that formative assessments are used to
4=Strong
monitor student learning.
Unit plan clearly outlines numerous ways that formative assessments
5=Outstanding
are used to monitor student learning.
Linked to standard: AP: 1d. Selects appropriate formative assessments to monitor learning.
Linked to standard: NCATE: 1d Student Learning: assess and analyze student learning,
Linked to standard: COEDU CF:6 Student Learning & Development: Provide
instruction, services, programs that contribute to positive learning outcomes; developing and
using assessment as appropriate
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Criterion #4: Written communication
Description: The Unit plan should be clearly written with enough detail so that it can be easily
followed. Materials should be presented in the order in which they are needed--activities flow
from day to day—and examples are provided where needed. If another teacher were to pick up
this unit, it’d be easily replicated.
Score
Description
Unit plan is unclearly written, demonstrating unacceptable written
1=Poor
communication skills.
Unit plan is partially unclear, demonstrating unacceptable written
2=Limited
communication skills.
Unit plan is clearly written, demonstrating acceptable written
3=Proficient
communication skills.
Unit plan is clearly written, demonstrating proficient written
4=Strong
communication skills.
Unit plan is clearly written, demonstrating exemplary written
5=Outstanding
communication skills.
Linked to standard: AP: 2e. Models clear, acceptable oral and written communication skills.
Linked to standard: NCATE: 1b Pedagogical Content Knowledge facilitate student
learning through presentation of content in clear and meaningful ways
Linked to standard: COEDU CF: 2. Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and content specific bases of their
fields and integrate content and professional knowledge into teaching
Criterion #5: Relates and integrates the subject matter
Description: The Unit plan shows how the teacher capitalizes on the resources of the school-students, staff, families--and their community to enrich learning experiences. Preservice teachers
may choose from, but are not limited to, the following possibilities:
 Communicate with their colleagues to develop interdisciplinary lessons;
 Use the materials, references and technologies of the subject field in a way that is
appropriate to the learners; and
 Use appropriate school, family, and community resources to help meet all students’
learning needs.
Question to ponder: How does the Preservice teacher connect students’ prior knowledge
and/or life experiences with the unit?
Score
1=Poor
Description
Unit plan fails to relate and integrate the subject matter with other
disciplines and life experiences.
2=Limited
Unit plan poorly relates and integrates the subject matter with other
disciplines and life experiences.
3=Proficient
Unit plan relates and integrates the subject matter with other disciplines
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and life experiences.
Unit plan clearly relates and integrates the subject matter with other
4=Strong
disciplines and life experiences.
Unit plan clearly and effectively relates and integrates the subject
5=Outstanding
matter with other disciplines and life experiences.
Linked to standard: AP: 3e. Relates and integrates the subject matter with other disciplines
and life experiences.
Linked to standard: NCATE: 1b Pedagogical Content Knowledge facilitate student
learning through presentation of content in clear and meaningful ways and through the
integration of technology
Linked to standard: COEDU CF: 2. Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and content specific bases of their
fields and integrate content and professional knowledge into teaching ;making real world
applications of content accessible to variety of learners
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