SOCS - Social Science Education
SOCS - Social Science Education
SOCS 5000 Interdisciplinary Course
SOCS 5080 Topics in Classroom Computing (1-3)
Students entering the program are required to take the
interdisciplinary course. There are opportunities to work across
discipline lines with faculty from other departments, to help
develop minicourses to meet specific needs, and to work with
teachers from all educational levels in a cooperative manner that
encourages sharing of knowledge. May be repeated for credit if
content differs.
Participants examine a specific topic, programming language, or
application methodology for using computers in the classroom,
especially in the language arts and the social studies. May be
repeated for credit if content varies.
• Global Awareness (2-3)
Students explore the issues, philosophies, and
methodologies in teaching global awareness education in
grades K-12. Topics arising from the present nuclear-age,
interdependent civilization, including population, values, the
environment, diplomacy, and international economics are
addressed. The inclusion of these issues in elementary and
secondary school curriculum is also examined.
• Multiethnic Education (3)
This course examines issues arising from the debate as
to the manner in which curriculum reflects the diversity of
American society. This course explores various viewpoints
regarding minority and set gender curriculum issues, as well
as the meaning of Eurocentric approaches to the past and
present.
This course is designed to assist participants in gaining an
overview of significant social studies curricula being used at
the secondary level. It also introduces students to the area of
historiography, which enables them to understand specific ways
students can grasp the historical process.
SOCS 5030 Contemporary World Affairs (2-3)
A crucial feature of the twentieth century has been the
globalization of human society. Participants in this course
examine the key world issues affecting us, including their origins,
current status, and prospects for the future. Particular emphasis
is on global survival issues and their interrelationships. May be
repeated for credit if content differs.
SOCS 5040 Modern Asian Civilization: Modern China
(3)
Students examine the background of Western impact on
traditional China, the revolution in China leading to the creation
of the People’s Republic of China, and current U.S. relations with
China. The course focuses on 10 to 15 problem questions using
readings and discussions. May be repeated for credit if content
differs.
SOCS 5050 Studies in Character Education (3)
This course examines the psychology and application of character
and values education as it relates to humane education. Students
reflect on the developmental perspectives of prosocial behaviors
such as cooperation and compassion. Research on programs that
aim to instill student values (e.g. responsibility, prosocial behavior,
kindness) are evaluated. Classroom applications of character
education programs are explored.
SOCS 5070 Teaching Methods for Adolescents (3)
The focus of this course is teaching strategies, curricular
approaches, classroom methods, resources, and materials for
working with middle school, junior high, and senior high school
students. Discussion covers the practical classroom applications
of various theories and research in adolescent development.
Webster University 2016-2017 Graduate Studies Catalog DRAFT
This course focuses on the role of the teacher as a leader in
the classroom, school and wider community. Students examine
the different ways in which teachers provide leadership both
inside and outside the classroom. The positive effects of teacher
leadership in areas such as instructional coaching, adoption of
technological innovations, service through school committees
as well as local and national advisory boards will be explored.
Evidence based approaches to teacher leadership and their effect
on student learning will also be examined.
SOCS 5200 Independent Study (1-3)
Students with special interests or needs that are not met by
existing curricula may request that a member of the faculty
supervise an independent study. Together the student and faculty
member decide the content of the independent study and the
criteria for evaluation. In no case is an independent study set
up when an existing course already covers the subject. May be
repeated for credit if content differs.
SOCS 5201 Advancement to Candidacy (0)
In this course, candidates reflect on completed program
experiences that demonstrate their attainment of professional and
key program goals. Candidates complete a reflective essay about
their professional growth experience in the program and impact on
student learning. These documents are electronically submitted
via the assessment system. Depending on major, candidates may
be asked to select the thesis vs non-thesis option. Prerequisites:
minimum of 9 graduate credit hours in program; at least one
required course.
SOCS 5210 In-Service Education (1-4)
Various graduate in-service courses are offered that are not part
of the existing curricula but provide experiences important to the
academic and professional development of educators. Consult
the semester course listings for specific topics. Prerequisite:
prior approval of the advisor. May be repeated for credit if content
differs.
SOCS 5230 Cultural Geography (3)
This cultural geography course will study people and places.
Cultural geography focuses on how people make and structure
locations. The course will study how we organize space and
society while we interact with each other in places and across
space. How we make sense of others and ourselves in our
locality, region and world will be studied. Such topics as religion,
language, urbanization, globalization among others will be used to
accomplish this study.
SOCS 5250 Topics in Economic Education (3)
Students work with new materials in economics education and
study selected topics in economics. May be repeated for credit if
content differs.
SOCS 5260 Topics in Geography (3)
A combination of work with experimental units in geography
as well as geographical concepts, the course is of interest to
teachers seeking ways to make geography more relevant to the
lives of students. May be repeated for credit if content differs.
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Course Descriptions
SOCS 5010 Social Studies for Secondary Schools (2-4)
SOCS 5190 School as a Workplace for Teacher
Leaders (3)
SOCS - Social Science Education
SOCS - Social Science Education
SOCS 5270 Westward Expansion in the United States
(1-3)
This course examines significant developments in the expansion
of the United States into the western territories. Events such
as The Louisiana Purchase, The Lewis & Clarke Expedition;
The Missouri Compromise and the California Gold Rush will be
explored. May be repeated for credit if content differs.
SOCS 5280 Early Civilizations of the Americas (3)
This course examines significant developments in the expansion
of the United States into the western territories. Events such
as The Louisiana Purchase, The Lewis & Clarke Expedition;
The Missouri Compromise and the California Gold Rush will be
explored. May be repeated for credit if content differs.
SOCS 5400 Issues in Education
This course provides an opportunity to examine a selected issue
area in education through readings, discussion, and individual
projects. May be repeated for credit.
• Family Transitions (3)
Students in this course examine the impact of modern family
dynamics on young children and adolescents. Topics include
family stress, blended family dynamics, and single-parent
families. Emphasis is placed on the teacher’s role in working
with parents and students experiencing these transitions.
• St. Louis History (2-3)
Students are engaged in a chronological, thematic approach
to teaching St. Louis history within the content of national
American history. Use of primary materials and material
culture in the classroom is emphasized. Students are
expected to produce and teach a St. Louis history lesson
plan based on primary materials and to write short papers
(two to three pages) based on assigned readings/discussion
questions during the course.
• Urban Education (3)
This course examines contemporary issues in education
through means of discussion, reading, and individual
projects. Participants study key controversies, such as
busing, open enrollment, the urban school, and teacher
movements.
SOCS 5410 In-Service Topics (1-3)
In-service courses are designed to provide MAT degree-seeking
students with practical applications of contemporary research
and methodology to improve classroom effectiveness. These
courses have been approved for the MAT with prior approval of
the student’s advisor. May be repeated for credit if content differs.
SOCS 5490 Seminars in Social Sciences (1-3)
Seminars are designed to focus on contemporary research and
classroom application of these data. May be repeated for credit if
content differs.
SOCS 5600 Globalization & Education: Systemic
Perspectives (3)
This course explores the effects of modern developments in the
international political economy that have led to the expansion
of cross-national educational comparisons. Such comparisons
have accentuated the global achievement gap and the changing
role of the state in education. Moreover the emergence of
standardization and accountability measures in schools is directly
correlated with international trends. The effect of these ongoing
trends on educational policy and schooling will be explored.
Particular attention will be paid to the educational impact of
globalization on minority, indigenous and vulnerable communities.
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Students will also survey the role of technology, communications,
governance, popular media and their place in the advancement
of globalization such that educational institutions also reflect their
influence. The interaction of local and global phenomena that
influence educational policy and practice are practical, ongoing
areas of concern within the course.
SOCS 5610 Interactive Explorations in History &
Geography (3)
This course enables educators to explore geographical spaces
and historical developments using interactive modeling software.
In this course students use spatial modeling tools to explore
physical geography and historical themes. Spatial and GIS tools
will be used to explore social science themes such as human
rights crises, conflict and historical events. Students will take a
critical approach to the study of historical events. Core aspects
include reflection and unit development.
SOCS 5680 Historical Biography (3)
This course examines the lives and influences of one or more
persons in American society who have shaped historic events in
the 19th and 20th centuries. Focus is on how historic personalities
contributed to the dialogs and activities which have supported
the advancement of individual rights and freedoms in the struggle
for equal access and participation in the United States. May be
repeated for credit if content differs.
SOCS 5690 American Government (2-3)
This course focuses on the decision-making process in American
government by examining several case studies. There will be
extensive class discussions and advanced level examination
of the dynamics of government in the United States. May be
repeated for credit if content differs.
SOCS 5700 Middle School History and Philosophy (3)
Students examine the history of the middle school movement
and its evolving philosophy. Implications for school design,
organization, and curricula are also studied. Prerequisite: PSYC
2250 Adolescent Psychology or EPSY 5540 Psychology of Early
Adolescence.
SOCS 5750 Special Institute
Webster offers various institutes to provide a wide range of
workshop experiences and contemporary topics within the social
science program. May be repeated for credit if content differs.
For more specific and current information, see the current course
offerings.
• Colonial Williamsburg Field Study (3)
Enjoy a field based course where Pre-service students
will be engaged in the Living History museum at Colonial
Williamsburg, Virginia, and will be exposed to new
pedagogical practices in the field of the social sciences.
Theoretical paradigms from multiple intelligences,
constructivism, living history, and museum interpretation will
be explored. Students will live in the historic museum for 4
days/3 nights and immerse themselves in eighteenth-century
Virginia culture. Expert historians, interpreters, social studies
educators, archivists, and curators along with a professor and
master teacher will lead the course. This course will meet
certification methods requirements for elementary, middle,
and secondary certification in social studies.
• Eighteenth Century Tidewater Virginia (3)
Explores the social and material culture of eighteenth-century
tidewater Virginia. Emphasis areas include gender issues,
Native American, European, and African interactions that
helped shape and define the American character.
Webster University 2016-2017 Graduate Studies Catalog DRAFT
SOCS - Social Science Education
SOCS - Social Science Education
• Understanding the African-American Child (2-3)
This course is intended to provide students with research
and data about issues in the black experience that affect
motivation, discipline, and cognition. Information is shared
about learning styles, the psychology of performance,
curriculum materials, and teaching strategies that can be
applied to classroom instruction.
SOCS 5760 Middle School Curriculum and Instruction
(3)
Students examine curricular and instructional strategies for the
middle school. Interdisciplinary curricula, evaluation of instruction
and learning, instructional technologies, and personalization of
learning are discussed. Prerequisite: SOCS 5700 Middle School
History and Philosophy.
SOCS 5840 Comparative Educational Systems (3)
Comparing educational systems from various countries increases
international understanding and provides insights into our
own education methodology and values. Each participant is
responsible for researching a particular system and providing an
abstract for class evaluation and discussion.
SOCS 6000 Advanced Graduate Certificate Project (3)
Course Descriptions
The advanced graduate certificate (AGC) project is the
culminating experience in the AGC program. The student chooses
a faculty member to supervise this final project. Examples include
a presentation or demonstration for a class, a school district,
a local board of education, or a community group; a paper or
research project which might be published or distributed within an
appropriate school, community group, or for a large audience; or
an action project designed and implemented within the student's
place of employment. Prerequisite: permission of the AGC
coordinator.
SOCS 6001 Integrated Project in Social Science
Education (3)
In this course students develop and implement a comprehensive
project in their specialization area in social science education.
The project may be a field-based design, implementation and
evaluation of a course, program or curriculum, or a professional
development plan for other educators. It may also be a research
project.
SOCS 6250 Thesis in Social Science Education (3)
The student completes a thesis project under the supervision
of two faculty members. The thesis option is recommended for
those considering graduate study at the doctoral level. All theses
must follow university guidelines and be deposited in the Webster
University library. Prerequisite: EPSY 5800 Applied Research.
Webster University 2016-2017 Graduate Studies Catalog DRAFT
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