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COE Vision
The College of Education is a premier learning
community of teachers, leaders, and counselors
who contribute positively to a global society.
COE Mission
The College of Education prepares skilled
professionals who inspire excellence and create
transformative change in the schools and
communities in which they serve.
To this end we:
♦ Enhance scholarship, achievement, and
service through collaborative partnerships,
♦ Promote and model innovative, ethical, and
research-based practices, and
♦ Embrace inclusion and social justice.
COE Goals
♦ Ensure high quality preparation of education
and counseling professionals
♦ Engage in research-based inquiry and
practice
♦ Embrace diversity through action
Secondary Social Studies Methods
CURR 5494
Fall Semester 2011
Instructor:
Contact:
Class Time:
Course Hrs:
Nature of Course:
Prerequisites:
Barbara Toney
719-594-6748 btoney@uccs.org
Online
3 semester hours
Social Studies ALP requirement
Admission and participation in ALP
Required Textbooks:
Martorella, Peter, Candy Beal and Cheryl Bolick. Teaching
Social Studies in Middle and Secondary Schools, 5th ed.,
Pearson: Merrill Prentice Hall, 2009.
Additional Resources (or Recommended Textbooks):
McTighe, Jay and Grant Wiggins. Understanding By Design.
Association for Supervision and Curriculum Development,
2005.
Marzano, Robert and John L. Brown. A Handbook for The Art
and Science of Teaching. Association for Supervision and
Curriculum Development, June 2009.
Jensen, Eric. Teaching With the Brain in Mind, Revised 2nd
Edition. Association for Supervision and Curriculum
Development, 2005.
♦ Proactively collaborate with the community
♦ Provide continual professional growth
opportunities
♦ Infuse and enhance the use of technology
COE Motto
Creativity
Opportunity
Excellence
Office Hours
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:
719-255-4110
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/index.html
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 including
those in technology, reading, writing, and math. 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 Format: This course is offered online. Students will
participate in discussion forums, watch videos and complete
assignments on a weekly basis.
Catalogue Description: Secondary Social Studies Methods
gives an overview of instructional theory, methods and
materials in social studies and helps students develop teaching
strategies and address the Colorado Model Content Standards.
Course Objectives:
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 new Colorado 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. Implement strategies for managing student behavior and creating an effective learning
environment.
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.
5. 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.
6. 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.
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.
Technology Competencies: It is expected that candidates begin our program with basic
computing skills that include using Microsoft Word to write papers, accessing online research
databases, and corresponding by email. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is a plus; those who do not
already have a working knowledge of their use will develop it over the course of their program.
Communications will be by email and Blackboard. All students must obtain a UCCS email
address and check it regularly (at least every other day) so as not to miss announcements. An
idea: if your UCCS address is not your primary one, have emails from it rerouted to the one you
check daily.
Blackboard & TaskStream Competencies: All faculty members in the Department of
Curriculum and Instruction are required to use Blackboard to manage their courses. This
includes the syllabus, course schedule, and assignment criteria (if not detailed in the syllabus).
In addition to using Blackboard, TELP faculty are required to develop or identify core
assignments that must be uploaded to TaskStream, our data management system. All TELP
students are required to have TaskStream accounts.
2
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
between all faculty in the TED Program at UCCS.
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 5% reduction in grade for every class
date late.
Written Assignment Criteria: All written material should be typed, double spaced, and
submitted in the revised 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
Ethical Conduct: The responsibility for ethical conduct, academic honesty and integrity rests
with each individual member of the UCCS community. The Student Codes and Academic
Policies (which may be found at http://www.uccs.edu/~dos/studentconduct/index.html) are
followed in this class. In general, academic dishonesty includes, but is not limited to, cheating
on assignments or examinations, plagiarism (which means misrepresenting as your own any
work done by another), misuse of academic materials, or interfering with another student’s work.
Violations of the honor code may result in dismissal from the program.
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, physical, and intellectual – 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.
Special Assistance: Reasonable accommodations will be made for students who have a
documented disability, which interferes with completion of this course. It is your responsibility
to request any accommodations before assignments are due. Please contact Disability Services
(255-3354) or the instructor if you have questions.
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.
3
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.
Appeals: In any academic issue, including attendance decisions, students may exercise their
right to appeal. Should the faculty member and student be unable to agree on appropriate
accommodation under this policy, either party shall have the right to request mediation as
outlined in the grievance policies of the College of Education and the UCCS Student Standards.
UCCS Grading Scale:
A
94% - 100%
B+ 87% - 89%
C+ 77% - 79%
D+ 67% - 69%
F
below 60%
AB
C
D
90% - 93%
84% - 86%
74% - 76%
64% - 66%
BCD-
80% - 83%
70% - 73%
60% - 63%
Session/
Date
1.
08/22/11
Required
Readings
Beal, Ch.1
Beal, Ch.2
Topics
Asmts
Class work
Overview and
Introduction- What is
Social Studies and Why
Study Social Studies?
Quest 4 p.21
Threaded
Discussion
2.
08/29/11
Beal, Ch.3
Primary Sources
3.
09/05/11
None
Labor Day
Primary
Sources
Asm’t
None
Put Social Studies
Standards and CTQS
into an online portfolio
that will contain
important documents
Threaded Discussion
4.
09/12/11
Beal, Ch.4
Organizing and
Planning
P 39-40: 10
themes of
Framework of
SS Standards
Effective Teaching
Strategies- What works
and what doesn’t. What
to use when.
5.
09/19/11
Beal, Ch.3
Social Studies Content
Ch 3 p 80, #13
Threaded
Discussion
The Social Sciences:
Geography, History ,
Economics, Political
Science, Anthropology,
Sociology, Psychology
6.
09/26/11
Teaching
Articles
Beal, Ch.3
Beal, Ch.5
Finding resources for
effective teaching
strategies
4
Lesson Plan
for
Taskstream
Readings’
Ch 5 p 156
#5. Threaded
Discussion
No class
Colorado Academic
Standards
Effective Teaching
Strategies
Session/
Date
7.
10/03/11
Required
Readings
Beal, Ch.8
Topics
Asmts
Class work
Individuals, groups and
institutions
8.
10/10/11
Beal, Ch.5
Content-Specific Lesson
Plans
Ch8. 0 245,
#4-5.
Threaded
Discussion
Threaded
Discussions:
Simulations,
role playing,
questioning
strategies,
small groups,
cooperative
learning
Creation of
worksheets
and activities
Civics LP
--p. 214 #3
Detecting bias
in campaign
ads
p. 225,
Fig.8.2,
creating
issues-based
unitsthreaded
discussions
Creating
Effective
Instructional
Strategies
List of
appropriate
uses of
technology
and media in
the Social
Studies
Classroom
None
Diversity, culture,
ethnicity, individual
behaviors and group
behaviors.
Core Assignments:
History, Geography,
Economics, Civics
Lesson plans
Strategies to increase
student achievement
9.
10/17/11
Beal, Ch.6
10.
10/24/11
Beal, Ch.7
11.
10/31/11
Beal,Ch.8
US and its role in the
world, Country Focus
and Global Focus
12.
11/07/11
Beal, Ch.9
Content
13.
11/14/11
Beal, Ch.10
Technology/Media
14.
11/21/11
15.
11/28/11
16.
12/05/11
None
Thanksgiving
Break
Differentiation and
Brain Research
Evaluation and
Assessment Strategies,
Blooms
Beal Ch.11
Beal, Ch.12
Concepts, Fact vs.
Opinion, Problem
Solving
The Responsibility of
Citizenship in a
Democracy
5
Social Studies skill
development
TCAP skills
Necessary skills
Learning Strategies
None
Unit Plan
Online folder
containing
assessment
tools and
Ways to assess, rubrics,
test creation, reliability
and validity, assessing
competence
Session/
Date
Required
Readings
17.
12/12/11
Topics
Asmts
resources
Web sites and Resources Share online
Compiled during
folder with
semester
fellow
classmates
Class work
Strategies for Student
Engagement, Effective
Instruction, Cooperative
Learning,
ASSIGNMENTS
Assignment
Primary Sources
Creating Effective
Instructional Strategies in
lesson plans
Creating Wellconstructed lesson plans
Core assignments:
Content Lesson Plans:
History
Core assignments:
Content Lesson Plans:
Geography
Core assignments:
Content Lesson Plans:
Economics
Web Site and Resources
online folder.
Description (see detailed
assignment instructions and
rubrics in Blackboard.)
Create a short example or locating
and using primary sources
effectively in a lesson.
CTQS
Assessment Methods
I.3, III.4
Demonstrate that you can effectively
create and implement the
instructional strategies portion of a
lesson plan.
II.3
Use TaskStream template to create
the lesson for your first observation.
I.1-5, III.2,
III.8,
Use to create a lesson for
TaskStream
Using the TaskStream template and
the related Colorado Acadmic
Standards and Evidence Outcomes,
develop a lesson plan for teaching a
history lesson that utilizes a graphic
organizer
I.2, I.1, I.3,
I.4
Lesson plan rubric
Using the TaskStream template and
the related Colorado Acadmic
Standards and Evidence Outcomes,
develop a lesson plan for teaching a
geography lesson that utilizes maps
or Google Earth
I.1, I.2, I.3,
I.4
Lesson plan rubric
Using the TaskStream template and
the related Colorado Acadmic
Standards and Evidence Outcomes,
develop a lesson plan for teaching an
economics lesson that utilizes a
graphic organizer
I.1, I.2, I.3,
I.4
Lesson plan rubric
In this semester-long project you will
be creating and adding to, an online
folder of Web sites and resources
that will be useful to you in lesson
planning.
III.4
Online web/resources folder
6
Assignment
Core assignments:
Content Lesson Plans:
Civics
Unit Lesson Plan
Description (see detailed
assignment instructions and
rubrics in Blackboard.)
Using the TaskStream template and
the related Colorado Academic
Standards and Evidence Outcomes,
develop a lesson plan for teaching a
civics lesson incorporates facts,
generalizations or opinions
worksheets.
Using the TaskStream template,
develop a plan for a unit you intend
to teach.
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CTQS
Assessment Methods
I.1, I.2, I.3,
I.4
Lesson plan rubric
I.1-4, III.1,
III.2, III. 1-8
Unit plan rubric