Course Form (revised 5/1/12)
(Instructions: http://www.umt.edu/facultysenate/documents/forms/courseform_instructionsX.aspx)
I. Summary of Proposed Changes
Dept / Program
C&I
Prefix and Course # EDU 497
Course Title
Methods Teaching & Assessing K-8 Social Studies
Please check one or more
 New course  Delete course
of the following:
Course Changes
X Course Title  Description  Learning Outcomes
 Prerequisites  Cross-listing  Other
 Credits
from _________ to________
 Number / Level from _________ to________
 Repeatability
from _________ to________
Justification / explanation (required for ALL proposals) For new courses please provide rationale for why
the course is needed, how it fits with exiting curriculum and whether there are curricular adjustments.
This course title change reflects a renewed emphasis on assessment. The course will include additional
assessment materials and shift the focus of assessment of Social Studies towards grades 4-8.
Has the Department gone through common course Review?
X Yes  No  In process
II. Syllabus/Assessment Information Required for new courses, learning outcome changes and
course change from U to UG.
Important: please spell out learning goals and learning outcomes clearly in the syllabus.
Learning Goals are a list of what students should know, understand, or be able to do at the end of
the course, including essential information and knowledge or skills relevant to the subject area.
Learning Outcomes are measures of performance or behavior that indicate, to the teacher and the
students, that students understand the material, and what criteria differentiates among different
levels of understanding. Attach syllabus at the end of the document.
III. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
M. Schertz
Phone/ email :
2163
Program Chair(s)/Director:
T .Atkins
Dean(s):
R. Evans
Approve
 Yes  No
 Yes  No
 Yes  No
 Yes  No
All other affected programs:
 Yes  No
 Yes  No
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Signatory Comments (required for disapproval):
Please obtain signature(s) from the
Chair/Director of any such department/ program
(above) before submission
IV: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
X
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
497 Teaching Social Studies K-8
If NO: Course may be unique, but is subject to common course review. The course number may be changed
at the system level.
Short Title (max. 26 characters incl. spaces)
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
UG 497 (C&I 403) Methods: Teaching and Assessing K-8 Social Studies 3 cr. Offered autumn
and spring. Prereq., EDU 395, 370, 331, 397, 345 (C&I 300, 306, 316, 318, 410), PSCI 210S (PSC
100) HSTA 255, (HIST 269) and selected history course, GPHY 121S or 141S (GEOG 101 or 103)
and all general education/content/speciality classes. Coreq., EDU 340 450/451, 497, 497, 497 (C&I
400/401, 402, 404 and 405). Emphasis on developing, teaching, and assessing social studies
teaching/learning opportunities that incorporate literature, primary sources, and other
developmentally appropriate activities. Overarching themes address diversity, integration across the
curriculum, and understanding state and national curriculum standards.
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://www.umt.edu/facultysenate/procedures/default.aspx
The graduate increment for the EDU 497 will involve participating in a research seminar attended by all
graduate students and led on a rotating basis by participating block faculty. The seminar will meet five times
during the semester. Exact meeting dates and time are TBA. For one of these seminars, you will be
responsible for selecting a research article from a list of selected research journals, developing five discussion
questions, disseminating the research article and questions to seminar participants and leading the seminar.
Complete for Co-convened courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://www.umt.edu/facultysenate/procedures/default.aspx
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf .
Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
V. Change an Existing Course
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
C&I 497 Teaching Social Studies K-8
NO
2. Full and exact entry (as proposed) 
EDU 497 Teaching and Assessing Social
Studies
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether the change will eliminate the common course status.
5. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://www.umt.edu/facultysenate/procedures/default.aspx
YES
YES NO
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
http://www.umt.edu/facultysenate/procedures/default.aspx
Have you reviewed the graduate
increment guidelines? Please check (X)
space provided.
(syllabus must be attached)
7. Other programs affected by the change
8. Is there a fee associated with the course?
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
University of Montana
Department of Curriculum and Instruction
Fall 2011
EDU497: Teaching and Assessing Social Studies K-8
M/W 11:10-12:30/ 2:10-3:30 Room: EDUC 314
Instructor: Dr. Matthew Schertz
Email: matthew.schertz@umontana.edu
Office: Educ 304
Phone: 243-2163
Office Hours: Tuesday 1:15-4:45 or by appointment
Course Description:
This course is designed to prepare you to be an engaging social studies teacher who encourages elementary
students to become active and inquisitive social scientists. Although social studies encompasses a wide
range of disciplines which separately require a variety of skills and knowledge, with thoughtful planning
and appealing lessons you can make the theoretical richness of history, sociology, geography,
anthropology, economics and political science come alive in your classroom community. During our
sessions we will experiment with a variety of approaches to the teaching and assessing social studies.
We will begin the course by reflecting on our own experiences as students of social studies while
simultaneously critiquing some traditional approaches to teaching the discipline. We will then discuss
cultural universals, which will provide a conceptual framework for studying anthropology and history. We
will also engage in primary source analysis, interpret artifacts, and examine archival photographs.
Following this we will address geographical analysis and work on mapping skills. Towards the conclusion
of the class we will focus on facilitating deliberative democracy in our classrooms by studying the
Philosophy for Children program.
Course Objectives
1) Understand and apply social science research to elementary and middle school curricula.
2) Engage in methods of inquiry utilized by social scientists.
3) Create primary source materials that can be used within the classroom.
4) Contribute to an online database of social science research.
5) Teach and asses social science lessons.
6) Learn how to facilitate communities of inquiry in elementary school classrooms.
Required Texts:
All the readings for this class can be found on Moodle.
Course Requirements
Requirements include class attendance, active participation in discussions, and the completion of all
readings, assignments and papers. All work must be completed by the due dates.
Assignments/Assessments
1) Class Participation
2) Archival Work
3) Spatial Thinking Analysis
(partnered assignment)
4) Images Project
5) Lesson Plan/Teaching Analysis
(potential partnered assignment)
Total Possible Points for Course:
Total Possible Points
40 pts
50 pts
50 pts
50 pts.
50 pts
Due Date
Continuous
September 21st
October 19th
November 4th
December 14th
240 pts
TOTAL POINT GRADE CONVERSION
A 240-223
A- 222-218
B 212-199
B- 198-194
C+ 193-189
C 188-175
C- 174-170
D 169-146
F 146- 0
Grading Policy
Please note that I expect well-written work. Please edit your work and have a capable peer read it over
before handing it in. All assignments must be handed at the beginning of class or posted before class
begins as indicated in the calendar. Barring extreme circumstances, I will not accept late work.
A work is thought provoking, analytical, original, exceeds my expectations and is written in clear,
compelling prose.
B work indicates enduring understanding of the assignment and has a minimal amount of prose issues.
C work indicates that you understand the assignment but have neglected to spend the necessary time or
effort to explore it in a thorough and carefully planned manner. Sloppy prose.
D work indicates a complete lack of effort throughout the assignment.
F work is even worse.
Academic Integrity Policy for this class:
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by
the course instructor and/or a disciplinary sanction by the University. All students need to be familiar with
the Student Conduct Code. The Code is available for review online at
http://ww.umt.edu/SA/VPSA/index.cfm/page/1321 .
I expect all graded work that is handed in this semester to be wholly completed by you and/or your partner.
Do not copy lessons off the internet from other sources. It is important for you to think through the process
of lesson planning.
If you utilize information that was created by someone else-the anthropological archive and image database
come to mind-you must cite the source of the material using APA format.
Professional Behavior Expectations:
The Teacher Education Faculty at The University of Montana expects teacher candidates to value learning
and demonstrate exemplary professional behavior, both in class and during field work. Teacher candidates
missing more than three class sessions (excused or unexcused) during the ten-week session do not meet
these professional behavior expectations and will not qualify for placement in the five-week field
component of this course. Teacher candidates with a D or below at the end of the ten-week session will
not qualify for placement in the five-week field component of this course.
NEED HELP?
All students face obstacles that may interfere with academic success. I want you to succeed and will do my
best to help you meet the standards of our course despite problems that may arise. However, you must talk
with me in a timely way. If issues or concerns arise then please email me or come see me during my
office hours.
Students with disabilities will receive reasonable accommodations for this course. To request course
modifications, please contact me as soon as possible. I will work with you and Disability Services in the
accommodation process. For more information, visit the Disability Services website or call 406.243.2243
(Voice/Text).
Graduate Credit
All graduate students must complete a graduate increment for this course. The graduate increment for the
block will involve participating in a research seminar attended by all graduate students and led on a
rotating basis by participating block faculty. The seminar will meet five times during the semester. Exact
meeting dates and time are TBA. For one of these seminars, you will be responsible for selecting a research
article from a list of selected research journals, developing five discussion questions, disseminating the
research article and questions to seminar participants and leading the seminar.
GRADED ASSIGNMENTS:
Class Participation and Attendance: 40 points
Class participation and attendance are important elements of the course grade, and you cannot participate if
you are absent. Therefore, you are expected to attend every class unless a compelling reason requires that
you not attend. Poor attendance, defined as missing more than two class sessions, will lower your
participation grade by 20 points per additional absence. This applies to everyone. Only family
emergencies, medical emergencies and religious holidays will be excused. Make sure that you arrive on
time to class. Arrival after attendance has been taken may be recorded as an absence.
Your participation grade will be determined by the quality of the contributions you make to classroom
dialogue and your willingness to engage in social studies activities. In regards to class discussions,
thoughtful responses, intriguing questions, and comments which build upon the existing conversation are
all traits of good dialogue. Attempting to control the dialogue, engaging in badgering and/or focusing on
the quantification of contributions negatively impacts the dialogical experience. Sleeping, chatting with a
neighbor, staring listlessly, texting in class, facebooking and watching the clock are all indications that you
aren’t present in class. In addition to participating in discussions, active engagement in the performance of
social studies lesson plans is critical to becoming a good pedagogue. Come prepared to work and have fun.
I like to see inquisitiveness, enthusiasm and humor in my classes.
I reserve the right to administer simple comprehension- based pop quizzes to ensure that readings
have been completed. Failing a pop quiz will impact your participation grade.
Anthropological Archive: 50 points
Each of you will contribute to an online database of anthropological research which will allow everyone in
the class to learn specific content that they can use in their classrooms. Using the cultural universal
questions we will explore in class, research a Native American Tribe. Then create a PowerPoint
presentation which can be adapted for use in the classroom. Your PowerPoint presentation should examine
the specific cultural information in a visually rich, compelling format. You should include links, maps,
pictures, drawings etc. when presenting the world of the people you are studying. The final slide should
include a list of references. Post your PP in the assignment folder for grading and in the forum so your
peers can have access to it
Point breakdown for anthropology assignment:
You address the cultural universals with sufficient detail while still making that information accessible to an
elementary audience. Up to 10 points.
Your PP is visually rich and aesthetically pleasing. The images are clear and the text is balanced. Your writing is
clear, Your PP projects well on a large screen.
Up to 10 points.
You take full advantage of the digital world by utilizing a variety of links, maps, pictures, drawings etc. in your PP.
Up to 10 Points.
You include a list of references on the final slide.
Up to 10 points
You go online and view the PPs of your classmates. Comment and provide constructive feedback on at
least 10 peer PPs.
Up to 10 points
You can use APA, Chicago or MLA to cite your references.
Spatial Thinking Analysis (partnered assignment): 50 points
Using the “Modes of Spatial Thinking” as a conceptual guide, you and a partner will analyze a geographic
location. You can choose a relatively large location, like a state, or a smaller local such as a city, town,
national park, bay, island, river delta, etc.
For this assignment you need to hand in your analysis of the location in question. You should include
map(s) of the location along with a typed response to the spatial thinking skills questions. Ignore
questions 1 and 8. Answer all the other questions. When answering the questions, write out the question
first and then answer that question in paragraph form.
When I assess your work I will be checking to make sure that you have really thought about the space you
are analyzing. Each question is worth roughly 5 points. The “exceptions” question is a bonus question
worth 5 points. Answer the questions as accurately and thoroughly as possible. Come see me during my
office hours if you have any questions.
.
Images Project: 50 pts
For this project you need to gather enriching primary source materials that can be used in an elementary
classroom. Create a thematic collection of 10 photographs/pictures/maps. You can photocopy materials
from books and/or magazines, and download materials from the internet. Try your best to find images that
aren’t copyrighted. If copyright permission is needed to use the images from a source, you must seek
permission by writing the owner of the copyright. Compose and send a letter to the publisher/owner of the
materials. Hand in the copy of the letter you sent with the assignment if applicable. Bring a copy of the
letter to the copy center with you in case they ask about it.
You can use black and white or color images, but make sure they are of high quality and appropriately
sized (11x17) for classroom use. Get them laminated at the copy center. Make sure that the images are
historically rich. They should make us think deeply about events/circumstances and cultural universals.
When you hand in the photographs you need to include a typed rationale for the images you have chosen.
Provide an overview of how you would use the photographs in a lesson plan and then briefly describe the
details of each image. Citations for the images must also be included in APA, Chicago or MLA format.
Do not wait until the last minute to do this assignment. You should pick a theme early on in the semester
and dig for materials. If everyone rushes to laminate their images before class starts, employees at the
copy center might get upset.
When I assess your image project I will ask myself the following: Each question is worth up to 10 points
1) How well do the images work together thematically?
2) What individual images are chosen? How well do they support the theme in question?
3) Are the images conceptually rich? I should be able to engage in a photo analysis of each image.
4) Are these images well chosen in regards to quality/visual representation?
5) Is the accompanying rational well composed?
Lesson Plan/Teaching Analysis: 50 pts.
Each of you will individually create a Social Studies lesson plan and teach it in your mentor’s classroom.
For this assignment you will hand in your lesson plan and also a thoughtful analysis of the whole
experience. While each of you will be individually responsible for teaching a separate social studies
lesson, you can hand this in as a partnered assignment. Some of you will undoubtedly plan your lessons
and reflect on those lessons together. If you do hand this in as a partnered assignment make sure that you
address both of the lessons when analyzing student work and during the reflection
Your lesson plan and analysis should include the following
1) Individual lesson plan(s) which clearly indicate(s) outcomes or learning targets, is aligned with MCPS
and/or NCSS standards, utilizes a form of social science analysis, lucidly describes a step by step plan for
running the class, and details a means of assessing outcomes or learning targets. (15 points)
2) Include 3 samples of student work. Provide a written evaluation of the assessment process. Did you initiate
a pre/post test? Why or why not? Were the learning targets met in the three examples provided? Were
these representative of the class? Discuss why these examples were chosen. What can we learn from them?
Would a different instructional strategy or assessment process have been appropriate for any of the three
students? (15 points)
3) A reflection piece wherein you process various aspects of the lesson(s). (15 points)
a. Reflect upon the” lesson plan observation form” when completing this section of the assignment.
Using your partner/mentor’s comments and your own judgments regarding lesson preparation and
execution, identify strengths and areas in need of improvement.
b. Describe your original plans to utilize a form of social science analysis during the lesson. What
curricular materials did you use? How did you ensure that your lesson was both content rich and
allowed children to experience a social science?
If you needed to teach a unit or chapter in a text, what other lessons plan ideas might you come up
with? How would you provide access to distinct social science disciplines when using a textbook?
Calendar
August 29th
Agenda: Introductions and discussion of Syllabus
August 31st
Assignment: Read Loewen Chapters 2 & 3 on Blackboard
Agenda: What is history?
September 7th
Assignment: Read the Ten Thematic Strands from the National Standards on Blackboard.
Agenda:
1) We will discuss the Missoula County Social Studies Curriculum Standards which are also
located on blackboard.
2) Discussion of Cultural Universals
September 12th
Assignment: 1) Read Brophy and Alleman on blackboard
2) Read Zachold on blackboard
Agenda:
Mythology lesson plans
September 14th
Assignment: 1) Read Burstein Hutton on blackboard.
2) Read Gray and Owens article on blackboard.
3) Read Rulli article on blackboard.
Agenda:
What is a primary source?
September 19th
NO CLASS. I will be attending a conference.
Assignment: Work on your anthropological research assignment
September 21st
Graded Assignment: Anthropological Research due in assignment folder and in forum.
Agenda: Analyzing Images
September 26th
Assignment: Go review your classmates PPs in the discussion board over the next week. Provide
constructive feedback to at least 10 of your classmates. This is part of your participation grade.
Agenda: Artifacts
September 28th
Assignment: http://digonsite.com/ Make sure to read the “Archeology in the Classroom” article by
Chris Sandlund in the Parents & Teachers section
Agenda: Archeology
October 3rd
Assignment: Read Stevens Hatfield on blackboard
Agenda: Assessing Globe and Map Skills
October 5th
Assignment: finish PP reviews & bring 150 pennies to class
Agenda: Analytic Geography
October 10th
Assignment: work on spatial thinking analysis
Agenda: Analytic Geography
October 12th
Assignment: work on spatial thinking analysis
Agenda: Monuments and Memorials
October 17th
Bring photocopies or a digital representation of Philosophy for Children materials to class
Agenda: Begin Philosophy for Children
October 19th
Graded Assignment: Spatial Thinking Analysis Due
Agenda: The Doll Hospital Chapter 3
October 24th
Assignment: TBA
Agenda: The Doll Hospital Chapter 4
October 28th
Assignment: TBA
Agenda: Assessing Philosophy for Children
October 31st
Assignment: Read Savage article on Blackboard
Agenda: teaching economics
November 2nd
Assignment: work on images project
Agenda: Bringing it all together
November 4th
Graded Assignment: Archival Images Project Due
Agenda: Share Images
November 7th-December 13th
Immersion in local schools
December 14th
Mandatory Exam Week Meeting
Lesson Plan Projects are due at the exam meeting
Revised 8-23-11