KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
EEU 304 Teaching Social Studies Methods in Pre-K-4
I.
Course Description:
A. Teaching Social Studies Methods in Grades Pre-K-4 is designed to teach preservice teachers, entering the field in Pre-K-4, different approaches to
teaching social studies. The course helps to prepare pre-service teachers to
implement social studies concepts and content where ever they can integrate it
into multiple content areas. The course will also focus around the ten National
Council of Social Studies Themes which are Culture, Time, Continuity and
Change, People, Places, and Environment, Individual Development and
Identity, Individuals, Groups, and Institutions, Power, Authority, and
Governance, Production, Distribution, and Consumption, Science,
Technology, and Society, Global Connections, Civic Ideals and Practices.
3 c.h, 3 s.h.
II.
Course Rationale:
Students are expected to learn a variety of social science content knowledge at
different grade levels, including the focus on PA History in the fourth grade
across the Commonwealth. Teachers should have the appropriate depth and
breadth of content knowledge to support successful classroom teaching and
student academic achievement. Effective instruction in the social sciences
depends on teachers with knowledge in the social science disciplines; knowledge
about the ways in which students learn these disciplines; the ability to plan and
deliver effective instruction; and skills in assessing student learning in order to
modify instruction and deliver successful interventions.
III.
Course Objectives/ Student Learning Outcomes:
1. Candidates will be able to identify, plan and apply their knowledge of
developmentally appropriate social studies lessons.
2. Candidates will be able to demonstrate and apply knowledge of the standards
published by the National Council for the Social Studies (NCSS)
http://www.ncss.org/standards/ and incorporate those standards in their
teaching practices.
3.
Candidates will be able to demonstrate and apply their understanding of the five
overarching principles for social studies instruction.
4. Candidates will be able to demonstrate and apply their knowledge of
Pennsylvania’s learning standards pre-K through grade 4 for social studies.
5. Candidates will be able to use the skills of data collection, analysis, collaboration,
decision-making, and problem-solving.
A.
Relationship to Standards
Course
Objectives/ #1
Student Learning
Outcomes
PDE
Subject Matter
Pedagogy
2.A
NAYCE
Standard
2L Social Studies
INTASC
Standards 1-7, 9
Course
Objectives/ #2
Student Learning
Outcomes
Course
Objectives/ #3
Student Learning
Outcomes
Course
Objectives/ #4
Student Learning
Outcomes
Course
Objectives/ #5
Student Learning
Outcomes
Subject Matter
Pedagogy
2.5 a
Standard
2L Social Studies
Standards 1-7, 9
Subject Matter
Pedagogy
2.5 b
Standard
2L Social Studies
Standards 1-7, 9
Subject Matter
Pedagogy
2.5 c
Standard
2L Social Studies
Standards 1-7, 9
Competency 2
Assessment
Standard #8
ACEI
Development #1
Curriculum #2.4
Instruction #3.13.5
Development #1
Curriculum #2.4
Instruction #3.13.5
Development #1
Curriculum #2.4
Instruction #3.13.5
Development #1
Curriculum #2.4
Instruction #3.13.5
ITSE
Standards 1-5
Standards 1-5
Standards 1-5
Standards 1-5
Assessment
#4
B. Relationship to Conceptual Framework:
Kutztown University Conceptual Framework
Professional Methodology is modeled through the use of in-class experiences, small and
whole group instruction and viewing videos of children in classroom settings. These are
explained to the candidates as “methods of teaching using various strategies”.
Communication is evident through written assignments, oral presentations and the study
of social studies vernacular. Scholarly Inquiry is demonstrated through the use of
professional materials, particularly from the National Council of Social Studies (NCSS).
Reflection is a key component of the course through written quick writes, writing journals
and discussion. Cultural Awareness is integrated throughout the course using
multicultural materials and each chapter of the assigned text contains information and
examples of various multicultural teaching strategies. Organization and Classroom
Management will be addressed as in-class activities are modeled and practiced by the
students. Technology will be woven throughout the course by the students using the
Internet, in class presentations, and professor instructional strategies.
IV.
Assessment
A.Core Assignment
Will be added when faculty teach the course.
B.
Other Assessments based on a subset of the following:
May include but not limited to: reflective writing, group projects, class discussion,
simple research, class participation, demonstrated disposition toward learning, tests, text
analysis, presentations, portfolios, reflective observation reports, ,content-based
assessment with accommodations, lesson plans, analysis of assessment results with
instructional recommendations.
V.
Course Outline
A.
B.
D.
D.
F.
G.
What is social studies?
1. past practice
2. present practice
3. standards based
4. developmentally appropriate
The NCSS standards/themes
a. The study of culture
b. Time, Continuity and Change
c. People, Places, and Environment
d. Individual Development and Identity
e. Individuals, Groups, and Institutions
f. Power, Authority, and Governance
g. Production, Distribution, and Consumption
h. Science, Technology, and Society
i. Global Connections
j. Civic Ideals and Practices
The five overarching principles for social studies instruction
a. Social studies teaching and learning are powerful when they are
meaningful;
b. Social studies teaching and learning are powerful when they are
integrated;
Social studies teaching and learning are powerful when they are
values based;
d. Social studies teaching and learning are powerful when they are
challenging by expecting students to strive to accomplish the
instructional goals, both as individuals and as group members;
e. Social studies teaching and learning are powerful when the learning is
active.
Pennsylvania’s learning standards pre-k through grade 4 for social studies
(additional to the 10 NCSS themes)
a. Geography
b. History
1. Including Pennsylvania
2. Make effective use of inquiry and analysis tools (documents, web
resources, analysis, as well as relevant subject matter in other
disciplines such as economics, political science, and the natural
sciences)
c. Economics
d. Civics and Government (Civic Competence)
e. Political Science Government
Assessment that enables students to use the skills of data collection,
analysis, collaboration, decision-making, and problem-solving.
Adapting curriculum to meet the needs of all children
a. Special needs
b. ELL
VI.
Instructional Resources
Berson, M., Cruz, B., Duplass, J. & Johnston, J. (2007 3rd ed.). Social Studies on the
Internet. Pearson/Merrill/Prentice.
Brophy, J. & Alleman, J. (2007 2nd ed.). Powerful Social Studies for Elementary students.
Thomson/Wadsworth.
Center for Civic Education (2006). Project Citizen: A We the People Portfolio –Based Program:
Level 1. National Conference of State Legislatures.
Duplass, J. (2008 2nd ed.). Teaching Social Studies: Strategies, Standards, and Internet
Resources. Houghton Mifflin.
Ellis, A. (2007 8th ed.). Teaching & Learning: Elementary Social Studies. Pearson/Allyn &
Bacon.
High/Scope Educational Research Foundation (2006). Preschool key experiences: Initiative and
Social Relations. High/Scope Press.
Johnson, A. (2006). Making Connections in Elementary and Middle Social Studies. Sage.
Maxim, G. (2006 8th ed.). Dynamic Social Studies for Constructivist Classrooms: Inspiring
Tomorrow’s Social Scientists. Pearson/Merrill/Prentice.
Melendez, W. & Beck, V. (2007 2nd ed.). Teaching Young Children in Multicultural
Classrooms: Issues, Concepts, and Strategies. Thomson/Delmar Learning
Parker, W. (2009 13th ed.). Social Studies in Elementary Education. Allyn & Bacon.
Savage, T. & Armstrong, D. (2008). Effective Teaching in Elementary Social Studies.
Pearson/Merrill/Prentice.
Seefeldt, C. (2005 7th ed.). Social Studies for the Preschool/Primary Child.
Pearson/Merrill/Prentice
Sunal, C. & Haas, M. (2008 3rd ed.). Social Studies for the Elementary and Middle
Grades: A Constructivist Approach. Pearson/Allyn & Bacon.
Wallace, M. (2006). Social Studies: All Day, Every Day in the Early Childhood
Classroom. Thomson/Demar Learning.
Zarrillo, J. (2008 3rd. ed.). Teaching Elementary Social Studies: Principles and Applications.
Pearson/Merrill/Prentice.