Skaka Secondary Social Studies Methods
TED 4940
Fall 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Instructor: Sarah Kaka
Office: Columbine 2024
Phone: 255-4020
E-mail: skaka@uccs.edu
Office Hours:
Required Textbooks:
Cushman, K. (2003). Fires in the bathroom: Advice for teachers
from high school students. New York: The New Press.
Loewen, J. W. (2007). Lies my teacher told me: Everything
your american history textbook got wrong. New York:
Simon & Schuster.
National Council for the Social Studies. A framework for
teaching and learning. Maryland: NCSS.
Course reader purchased at the UCCS Bookstore
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
Additional Resources (or Recommended Textbooks):
Burden, P. R., & Byrd, D. M. (2013). Methods for effective
teaching: Meeting the needs of all students (6th ed.). Boston:
Pearson.
http://www.uccs.edu/~coe/
Drake, S. (2012). Creating standards-based integrated
curriculum: The common core state standards edition. (3rd
ed.). Thousand Oaks: Corwin.
Course Format: This course consists of presentations, 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: This course gives students an overview of
standards- and inquiry-based teaching, while learning the theory
and practice of teaching secondary social studies. Students will
learn how to integrate problem solving strategies, technology,
and the student-centered methods in order to create dynamic
lessons that will allow their students to meet all expected
National Council of Social Studies Standards and Colorado
Academic Content Standards. This course continues the
emphasis of unit design, lesson planning, the development of
rubrics, authentic and other assessments, implementation of
classroom management philosophies, and ethical and
professional responsibilities as important foundations to success
in an interactive social studies classroom.
Course Expectations: In abiding by the general considerations for this course, students will display respect for diverse opinions and ideas, demonstrate professionalism, be committed to course goals and objectives, maintain accountability for successful completion of the course, and actively participate in a dynamic learning environment. Course Objectives & Accreditation Standards: As a result of participating fully in the experiences of this course, teacher candidates will be able to: 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. 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. 3. Create authentic assessments and rubrics that effectively measure objectives 4. Reflect on their practice. 5. 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. 6. Develop a personal philosophy of teaching social studies and a reflection that evaluates one’s performance in the class and a plan for future professional development. 7. 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. 8. Learn to work collaboratively with students, peers, clinical teachers, and parents. 9. Synthesize their knowledge of the social sciences with their knowledge of educational theory and pedagogy. 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. Additionally, students' presence and participation contribute to an interchange of ideas and experiences that benefit everyone. The instructor reserves the right to reduce a student's grade for consistent lack of participation. 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 assignment was submitted on time and the 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 between all faculty in the TED Program at UCCS. Resubmitted assignments must be turned in the next class period. This policy only applies to assignments that were turned in completed and on time but did not meet the grading requirements. 2
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-­‐255-­‐4336). 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. 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. If you email me then I will do best to respond to your email within 24 hours. 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 3
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 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 4
UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-­‐019%20StudentAcademic%20Ethics.pdf ASSIGNMENTS POINTS DUE DATE FORMAT Attendance/Participation/Quiz/Reflections 150 weekly (10 pts/week) Loewen Lesson 50 varies Teach lesson History lesson plan 50 10/17 Taskstream Civics lesson plan 50 10/24 Taskstream Geography lesson plan 50 10/31 Taskstream Economics lesson plan 50 11/7 Taskstream Behavioral Sciences lesson plan 50 11/14 Unit plan 200 12/5 Taskstream and hardcopy to me Philosophy of Education on teaching and 25 12/12 Paper in class learning in the social studies Total 625 **Note: Submissions to TaskStream are due by the beginning of that day’s class at 1:40 pm. UCCS Grading Scale: A 94% -­‐ 100% A-­‐ 90% -­‐ 93% B+ 87% -­‐ 89% B 84% -­‐ 86% B-­‐ 80% -­‐ 83% RT= Required text BB= BlackBoard CR= Course Reader Date Readings/assignments to be Topic completed for that week Week 1 Read Diane Ravitch Articles (BB) • Introductions 8/29 -­‐“History’s Struggle to Survive in the • Syllabus Schools” • Course expectations • History of history and social studies education in the US • Initial TC philosophies of education Week 2 Read • The purpose of history and social 9/5 studies education • Loewen Introduction and Chapter 1 (RT) • Starting to think like a historian • Bruce VanSledright, “And Santayana Lives On: Students’ Views on the Purposes of Studying U.S. History,” (BB) 5
Objectives Standards Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2 Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2 Week 3 Read 9/12 • NCSS Standards Chapter 1 & 2 (RT) Bring: • Ask your clinical teacher for: o Curriculum Calendar o Standards, Frameworks o Pacing Guide o Syllabus o Assessments o Whatever they use in planning the course • CAS Social Studies Standards Week 4 Read 9/19 • Chapter 7 of Best Practices, “Best Practice in Social Studies” (CR) • Bruce VanSledright, “What does it mean to think historically…and how do you teach it?” (BB) Week 5 Read 9/26 • Abbot, Ellinwood, Horton, and Kobrin. “Learning History by Doing History.” (BB) • Chapter 2 of Best Practices, “The Seven Structures of Best Practice Teaching” (CR) Week 6 Read 10/3 • Loewen 11-­‐13, afterward (RT) • Chapter 4, A Practical Guide to Middle and Secondary Social Studies, pg 121-­‐124, 126-­‐127 (CR) Week 7 Read 10/10 • Teaching U.S. History Beyond the Textbook, the CSI Approach (CR) Week 8 History Lesson Plan due 10/17 Read • Chapter 7, A Practical Guide to Middle and Secondary Social Studies, pg 210-­‐219 (CR) Week 9 Civics Lesson Plan due 10/24 Read • Chapter 8, A Practical Guide to Middle and Secondary Social Studies, pg 238-­‐240, 250-­‐257 (CR) 6
• Unpacking the standards • Aligning CAS to NCSS • Designing social studies curriculum • Discuss the organization and planning of Social Studies Instruction – Integration, Content, Curriculum • Backwards planning • Discuss how the culture of their sites and classrooms affect their planning. Obj: 4, 9 InTASC: 4, 5, 9 CTQS: 1, 4 • Thinking and teaching like a historian • Understanding how historical perspective can help you in the classroom Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2: • Loewen lessons Chapters 2-­‐4 • Teaching beyond the text • Engaging students: discussion, document use Obj: 7, 8 InTASC: 2, 3, 9, 10 CTQS: 1, 2, 5 • Loewen lessons Chapters 5-­‐6 • Teaching beyond the text • Engaging students: role play, simulations • Teaching History beyond the textbook • Using primary sources to promote understanding of bias and perspective • Loewen lesson Chapters 7-­‐8 • Teaching Civics Obj: 8 InTASC: 3, 9, 10 CTQS: 2, 5 • Loewen lesson Chapter 9 • Teaching Geography Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6 Obj: 1, 9 InTASC: 1, 4, 5, 7 CTQS: 1, 3, 6 Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6 Week 10 10/31 Week 11 11/7 Week 12 11/14 Week 13 11/21 • Loewen lesson Chapter 10 • Teaching Economics and the other social sciences Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6 • Creating authentic Assessments • Creating and using rubrics in social studies • Designing, administering, scoring, and interpreting data from curriculum-­‐based assessments Obj: 1, 3 InTASC: 1, 4, 5, 6, 7 CTQS: 1, 3, 6 • Meeting the needs of diverse learners in the social studies • Adapting social studies instruction to individual needs Obj: 5 CTQS: 2, 3 • No class, I’ll be in St. Louis at NCSS Conference Obj: 1, 2 Thanksgiving Break • Present and share unit plans and provide peer feedback Week 14 12/5 Unit Plan Due Read • Fires in the Bathroom, pg 62-­‐122 (RT) Week 15 12/12 Philosophy of Education on teaching and learning in the social studies due Read • Fires in the Bathroom, pg 123-­‐190 (RT) -­‐Bring an example of an Ed Tech tool that would be useful in a secondary setting Read • Improving Student Achievement in Social Studies (CR) • Ayers & Alexander, Chapter 4, Building Bridges, from To Teach: The journey comics. (CR) Week 16 12/19 Geography Lesson Plan due Read • Johnson, “Implementing Cooperative Learning.” (CR) • Cohen, “Giving Everyone a Part to Play.” (CR) Economics Lesson due Read • “Authentic Assessment” by Linda Biemer (BB) • “Performance Assessment” by Wisconsin Education Association Council (BB) Behavioral Sciences Lesson due Read • Tomlinson, “Routines in a Differentiated Classroom Once the Work Begins.” (CR) • Fires in the Bathroom, pg ix-­‐61 (RT) Work on Unit Plan Obj: 1, 2, 3, 4 InTASC: 1, 4, 5, 6, 7, 8, 9 CTQS: 1, 2, 3, 4, 6 Obj: 6 • Integrating Technology into InTASC: 5, social studies lessons • Incorporating media literacy into 7 CTQS: 1, 2 lessons • Making sense of it all • Share reflections and goals for student teaching • Share philosophies of education • Consider non-­‐instructional tasks, professional responsibilities, and experiences 7
Obj: 4, 6 InTASC: 5, 7, 9 CTQS: 1, 2, 4 Course Objective Assignment, Activity, or Required Reading(s) 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. 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. 3. Create authentic assessments and rubrics that effectively measure objectives. Readings/Assignment(s): 4. Reflect on their practice. Readings/Assignment(s): 5. Demonstrate proficiency in using technology not only as a teaching tool, but also as a practical method of professional communication with colleagues, professors, NCSS • Chapter 7 of Best Practices, “Best Practice in Social Studies” • Chapter 8, A Practical Guide to Middle and Secondary Social Studies, pg 238-­‐240, 250-­‐257 • Content Area Lesson Plans • Unit Plan Readings/Assignment(s): • Tomlinson, “Routines in a Differentiated Classroom Once the Work Begins.” • Johnson, “Implementing Cooperative Learning.” • Cohen, “Giving Everyone a Part to Play.” • Content Area Lesson Plans • Unit Plan Readings/Assignment(s): • “Authentic Assessment” by Linda Biemer (BB) • “Performance Assessment” by Wisconsin Education Association Council (BB) • Unit Plan • Unit Plan • Show and share technology integration 8
1, 3, 6 1,4,5,7 2.A 2.B 1,2,3,6 1,4,5,8 1.B 1.C 2.B 3. 6 1, 6 2.A 2.B 4 9 3.A 3.C 2, 3 2.A 2.B 3.B • Unit Plan reflection • Reflections on the readings Readings/Assignment(s): STANDARDS Colorado INTASC COE TQS Conceptual Framework parents and students. 6. Develop a personal philosophy of teaching social studies and a reflection that evaluates one’s performance in the class and a plan for future professional development. 7. 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. 8. Learn to work collaboratively with students, peers, clinical teachers, and parents. Readings/Assignment(s): 9. Synthesize their knowledge of the social sciences with their knowledge of educational theory and pedagogy. Readings/Assignment(s): • Philosophy of Education on teaching and learning in the social studies Readings/Assignment(s): 9
1.A 2.A 3.A 1, 2 2 1.A 1.C 2.A 2, 5 3, 9, 10 1.B 1.C 1 4, 5 2.A 2.B • Johnson, “Implementing Cooperative Learning.” • Cohen, “Giving Everyone a Part to Play.” • Loewen lesson • Improving Student Achievement in Social Studies • Content area lesson plans • Unit plan 5, 7 • -­‐Chapter 7 of Best Practices, “Best Practice in Social Studies” • -­‐Chapter 2 of Best Practices, “The Seven Structures of Best Practice Teaching” Readings/Assignment(s): 1, 2