Elementary Social Studies Methods
TED 4660
Fall 2013
COE Mission:
Instructor: Carolyn Griffis
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Phone: 232-9626
E-mail: cgriffis@uccs.edu
Office Hours: Before and after class
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Required Textbook:
Obenchain, Kathryn M. and Ronald V. Morris. 50 Social
Studies Strategies for K-8 Classrooms, 3rd ed. Pearson, 2010.
ISBN 13: 978-0-13-705015-4
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary journal articles, classroom discussions,
technology-mediated interactions, guest subjects/speakers,
student presentations, and in-class small group activities.
Course Overview: A standards driven curricula of history,
geography, civics, and economics are integrated with inquirybased discovery, problem solving strategies, technology, and
the humanities into dynamic instructional methods that meet or
exceed all expected National Council of Social Studies
Standards and Colorado Model Content Standards. This course
continues the emphasis of unit design, lesson planning, the
development of rubrics and assessments, implementation of
classroom management philosophies, and ethical and
professional responsibilities as important foundations to success
in an interactive social studies classroom. Participants in this
course will examine the significance of social studies in the
elementary curriculum and classroom; the influence of learning
theories and research on effective teaching and learning of
social studies; and effective methods and strategies for
developing meaningful social studies experiences for
elementary students in a diverse, democratic society.
Course Expectations: In abiding by the general considerations for this course, students will
display respect for diverse opinions and ideas, demonstrate professionalism, commitment, and
accountability, and be renewed by others in an active and dynamic learning environment.
Course Objectives & Accreditation Standards: Integrate reading and writing for students
designed to build an understanding of a variety of texts, of themselves, and the cultures of the
United States and the world. (InTASC 2; CTQS 1,2; ACEI; NCSS)
1. Create standards-based lesson plans and units for the social studies classroom that will
demonstrate an understanding of the Colorado Academic Content Standards for Social
Studies, as well as the National Council for Social Studies Standards. (InTASC 1,4,5,7;
CTQS 1,3,6)
2. Develop and apply a variety of instructional methods in lesson and unit planning to include
integrated instruction, cooperative learning, differentiated instruction, and other effective
learning strategies to meet a variety of student needs, interests, and learning styles. (InTASC
1,4,5,8; CTQS 1,2,3,6)
3. Create authentic assessments and integrate data analysis of assessment results in to their
teaching. (InTASC 1,6; CTQS 3,6)
4. Demonstrate proficiency in using technology not only as a teaching tool, but also as a
practical method of professional communication with colleagues, professors, parents and
students. (CTQS 2,3)
5. Integrate reading and writing for students designed to build an understanding of a variety of
texts, of themselves, and the cultures of the United States and the world. (InTASC 2; CTQS
1,2)
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Resubmission of Assignments: The resubmission of assignments will be accepted only if the
original assigned grade falls below the B- level. The highest possible assigned grade for
significantly improved resubmitted work will be a B-. This policy is consistent among and
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between all faculty in the TED Program at UCCS. Resubmitted assignments must be turned in
the next class period.
Late Policy: Assignments will be due on the designated date on the schedule presented in the
syllabus. No late assignments will be accepted unless prior approval is gained. Assignments
received later than the due date will receive an automatic 10% reduction in grade for every day
late. Assignments turned in on the due date but after the time they are due will receive an
automatic 5% reduction.
Written Assignment Criteria: All written material should be typed, double spaced, and
submitted in APA 6th edition format. If you have difficulty in the area of written communication
skills, please seek the assistance of the Writing Center in Columbine Hall, room 316 (719-2554336). Additional resources include the UCCS Kraemer Library Website and the American
Psychological Association website at http://apastyle.org/
When constructing your written materials, special attention must be given to the following:
• grammar, punctuation, spelling
• sentence and paragraph structure
• tense and parallel usage
• organization, neatness, and content knowledge
• be specific, say what you mean
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
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Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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ASSIGNMENTS
Attendance/Participation (10 pts/week)
Written Reflection 1
POINTS
50
25
Written Reflection 2
25
Written Reflection 3
25
Unit plan
200
Total
325
DUE DATE
weekly
10/01 (Sec 2)
10/03 (Sec 1)
10/08 (Sec 2)
10/10 (Sec 1)
11/12 (Sec 2)
11/12 (Sec 1)
Due to me by
5 pm 11/5
FORMAT
Typed
hardcopy
Typed
hardcopy
Typed
hardcopy
Taskstream
and hardcopy
to me
UCCS Grading Scale:
A
93% - 100%
A- 90% - 92%
B+ 88% - 89%
B 83% - 87%
B- 80% - 82%
C 73% - 79%
Date Readings/assignments to be completed for that week Class Topic Week 1 9/24 (Sec 2) 9/26 (Sec 1) •
•
•
•
•
•
•
Week 2 10/1 (Sec 2) 10/3 (Sec 1) •
•
•
•
•
Read pages 1-­‐106 Reflection 1 due Ask your clinical teacher -­‐how he/she plans for S.S. -­‐what resources are used -­‐how the Colorado Academic State Standards are met Be prepared to share what you have learned Bring a copy of the S.S. Colorado Academic Standards for your grade level •
•
•
•
•
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Introductions Syllabus Course expectations/Unit Plan Reflections Definitions of Social Studies Brief History of Social Studies Education The importance of teaching Social Studies (S.S.) Introduction to the Colorado Academic Standards for K-­‐5 , National Council for Social Studies Standards and Association for Childhood Education International Standards Share S.S. resources used at your site Discuss the organization and planning of S.S. Instruction – Integration, Content, Curriculum Share a reflection Review the fundamentals and importance of lesson and unit planning Outline and understand the S.S. Colorado Academic Standards K-­‐5 Objectives/ Standards Obj: 1 InTASC: 1, 4, 5, 7 CTQS: 1, 3, 6 ACEI:1.0 NCSS 1-­‐10 Obj: 1, 2 InTASC: 1, 4, 5, 7, 8 CTQS: 1, 2, 3, 6 ACEI: 2.1 2.5 Week 3 10/8 (Sec 2) 10/10 (Sec 1) •
•
•
Week 4 10/22 (Sec 2) 10/24 (Sec 1) •
Week 5 11/12 (Sec 2 AND 1) •
•
Read pages 107-­‐203 Reflection 2 due Bring a lesson showing how other content areas are integrated into S.S Bring a formative or summative assessment used at your site to share •
Bring at least one lesson from your unit plan Bring at least 3 websites that are useful for teachers or students •
•
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•
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UNIT PLAN EMAILED TO ME by 5 PM ON 11/5 • Reflection 3 due Purpose and goals of formative and summative assessments Essentials of effective assessment in elementary social studies Creating authentic assessments Creating engaging activities/using differentiated instruction Creating and using rubrics Integrating other content areas into S.S. lessons Integrating Technology into S.S. lessons Incorporating media literacy into lessons Lesson plan and websites show and share •
•
•
•
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Obj: 3 InTASC: 1, 6 CTQS: 3, 6 ACEI: 2.5, 3.4, 4.0 Obj: 4, 5 InTASC: 2 CTQS: 1, 2, 3 ACEI: 3.5 Presentation and peer review of unit plans Making sense of it all Share reflections and goals for student teaching Consider non-­‐instructional tasks, professional responsibilities, and experiences Obj: 1, 2, 3, 4 InTASC: 1, 2, 3, 4, 5, 6, 7 CTQS: 1,2, 3, 6 ACEI: 2.4, 3.1,3.2,3.3, 3.5,5.1 Course Planning, Assignments and Assessments Table Here
Alignment of Course Objectives, Standards, and Conceptual Framework
STANDARDS*
Course Objective
Assignment, Activity, or
Required Reading(s)
Example:
Understand the
reciprocal relationship
between the curriculum
(individual, district,
and state), instruction
and assessment
Readings: Choate textbook;
Brown-Chidsey textbook
Activities:
Write PLOPs and
Measurable IEP Goals
CEC
Colorado
PBSCT
Colorado
Generalist
INTASC
CC4S3
CC7K3
GC4K2
CC8S8
GC8S5
3.4
5.5
6.2
3(d)
6(f)(i)
3
6
Assignments:
Curriculum Charts;
Midterm
References
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NETS
COE
Conceptual
Framework
1(ii)
1(iii)
1(vi)
4(ii)
5(i)
5(v)