SCST 390
Principles of Teaching Social Studies I
CRN 12007
Fall 2015
Instructor:
Dr. Margaret Wilson Gillikin
Office: 108 Bancroft Annex
Phone: 323-3123
E-mail: gillikinm@winthrop.edu
Classroom
Class Time
Withers 117
MW 3:30-4:45
The primary purpose of social studies is to help young people develop the ability
to make informed and reasoned decisions for the public good as citizens of a culturally
diverse democratic society in an interdependent world.
-National Council of Social Studies.
Office Hours:
108 Bancroft:
Monday: 9-11
Wednesday: 1-3
365 Bancroft
Tuesday: 1-3
Other times by appointment: I have a number of students to observe this semester,
so my schedule will change weekly. I am also glad to use Skype, FaceTime, or
Google Hangout for virtual office hours.
Catalog Description: Exploration and application of strategies related to planning,
instruction, content reading, and content literacy in the social studies classroom.
Emphasis will be placed on applying knowledge from content courses to design lessons
associated with state and national standards. Special attention will be placed on content
from the areas of Culture, History, Geography, Psychology, and Sociology. Prerequisite:
HIST300. Notes: Offered in the fall only. Specifically designed for students planning to
pursue social studies certification through an undergraduate program or the MAT5.
Textbook Requirements:
Larson, Bruce E. and Timothy A. Keiper. Instructional Strategies for Middle and High
School, 2nd ed. New York: Routledge, 2013.
Chapin, June R. A Practical Guide to Middle and Secondary Social Studies, 4th ed.
Boston: Pearson, 2015.
Monte-Sano, Chauncy, Susan De La Paz, and Mark Felton. Reading, Thinking, and
Writing About History: Teaching Argument Writing to Diverse Learners in the Common
Core Classroom, Grades 6-12. New York: Teachers College Press, 2014.
LiveText account
Additional Resources:
Understanding by Design: Overview of UbD & the Design Template, Grant Wiggins
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards:
Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History is
Available at http://www.socialstudies.org/system/files/c3/C3-Framework-for-SocialStudies.pdf
South Carolina Standards for Social Studies (Economics, World History, US History, US
Government, and World Geography), middle school SS standards listed by grade level
https://ed.sc.gov/agency/ccr/Standards-Learning/SocialStudiesSupportDocuments.cfm
Others may be posted in Blackboard.
Course Goals:
1. To familiarize students with the underlying theories that guide social studies
education
2. To provide students with opportunities to formulate their own theory of social
studies education
3. To give students the opportunity to practice writing and delivering social studies
lessons
4. To acquaint students with national and state standards established for social
studies courses
5. To explore ways to improve literacy through the content of social studies classes
University-Level Competencies (ULCs) – Teachers are called upon to exemplify all of
the University-Level Competencies in their daily work. Through our discussions of both
pedagogy and social studies content areas in this class, students will explore how each of
these competencies is necessary for effective work in a public school classroom.
Competency 1: Winthrop graduates think critically and solve problems. Competency 2: Winthrop graduates are personally and socially responsible. Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live. Competency 4: Winthrop graduates communicate effectively. Professional Memberships: Students are encouraged to join the National Council of
Social Studies and its local state affiliate. Student membership is $43 and includes
subscriptions your choice of Social Education or Social Studies and the Young Learner
plus The Social Studies Professional newsletter. Your will also have access to online
publications such as Middle Level Learning and U. S. History Collection.
The South Carolina Council for the Social Studies has student membership for $5.
Professional Conference: Winthrop’s Social Studies Education Program will take a
group of students to the annual SCCSS conference this year in Greenville, South
Carolina. The majority of the events are scheduled for Friday September 25, so we will
make this a day trip. Details are found at www.sccss.org/2015-Annual-Conference.
Registration is $50 for university students and this includes a year membership to the
SCCSS. More details will be coming about this.
Overview and Purpose
Grounded in the belief that a teacher must be an educational leader, this course is
part of a series of four courses designed to move those preparing for careers in education
through a program committed to self discovery and pedagogical study, curiosity, critical
thinking, inquiry, independent learning and reflection on one’s learning. The mission of
the College of Education is to prepare educational leaders who are life-long learners.
SCST 390: Principals of Teaching Social Studies I focuses on both the 10 NCSS
Standards and the five themes in the College’s framework through which this mission is
accomplished: The Learner, Society, Curriculum, Teacher and Educational Leader. As
one of the final core course taken at the pre-professional level, EDUC 391 objectives
meet the Framework objectives found at
http://coe.winthrop.edu/COE/undergraduatece.htm
The National Council for Accreditation of Teacher Education (NCATE) and the College
of Education faculty believe that every child should be taught by teachers who are well
prepared and competent. To this end, EDUC 391/591 provides preservice educators
experiences in pedagogical studies to develop an understanding of research and
experience-based principles of
• effective management of instruction
• instructional strategies for promoting positive interactions
• engagement in learning and self-motivation
• planning for assessing student performance
Student Learner Outcomes
1. Define and defend the foundational underpinning of social studies by developing a
personal rational for teaching social studies.
2. List, describe, and create lesson plans for five (5) of the national standards.
3. Use current South Carolina State standards for social studies planning and teaching
4.
5.
6.
7.
8.
9.
Effectively write lesson plans.
Demonstrate the ability to plan and deliver effective lessons.
Demonstrate the ability to successfully assess the effectiveness of student learning.
Demonstrate the ability to include content reading strategies in social studies.
Demonstrate the ability to plan and implement instruction.
Use the concepts of differentiation to alter lesson plans.
Class Policies and Procedures
Expectations
Students are expected to come to class prepared to discuss the assigned readings and
related topics. This means carefully reading all assigned materials and bringing copies of
those readings to class.
Attendance
EDUC 390 is a class in which student interaction is essential. Your perceptions,
experiences and ideas are important to the learning environment. Therefore, students with
more than two unexcused absences may have their final grade lowered one letter. See
catalogue for extended absences. An absence does not relieve you of the responsibility to
get an assignment in on the due date. You are also responsible for information and
assignments presented during an absence.
Tardy/Leaving Class
Students are expected to be on time and remain the entire class period. Two tardies/early
departures will be counted as one absence.
Late Assignments
All assignments must be submitted in order to receive credit for the course. Assignments
are to be turned in before the class begins. Assignments turned in after class starts or to
the instructor’s office, or by electronic submission, will be considered late. Late
assignments may be penalized 10 % of the point value for each day (24 hour period)
late or fraction thereof. Deadlines may be extended for students with adequate cause
(to be determined by the instructor); examples of “adequate cause” include illness and
death in the family. Students who are absent from class and require extensions should
communicate with the instructor as soon as possible.
Failure to take a test at the assigned time/date may result in a zero for that test.
Revision/Clarification of papers, reports, tests, etc.
If any work is returned to you for clarification, correction, etc., it is due back to
the instructor the next class period. If work is redone, the original must always
accompany the revised copy.
Students with Disabilities/Need of Accommodations for Access:
Winthrop University is committed to providing access to education. If you
have a condition which may adversely impact your ability to access academics
and/or campus life, and you require specific accommodations to complete this
course, contact the Office of Disability Services (ODS) at 803-323-3290,
or, accessibility@winthrop.edu. Please inform me as early as possible, once
you have your official notice of accommodations from the Office of Disability
Services.
The Office of Victims Assistance Syllabus Statement
The Office of Victims Assistance (OVA) provides services to survivors of sexual assault,
intimate partner violence, and stalking as well as educational programming to prevent
these crimes from occurring. The staff assists all survivors, regardless of when they were
victimized in obtaining counseling, medical care, housing options, legal prosecution, and
more. In addition, the OVA helps students’ access support services for academic
problems resulting from victimization. The OVA is located in 204 Crawford and can be
reached at (803) 323-2206. In the case of an after-hours emergency, please call Campus
Police at (803)323-3333, or the local rape crisis center, Safe Passage, at their 24-hour
hot-line, (803)329-2800.
Teacher Candidate Behavior and In-Class Behavior
Students are expected to exhibit behavior reflective of an emerging
educational leader. This includes actively participating in class discussions/activities and
exhibiting respect for fellow learners. Therefore, all persons will refrain from eating or
drinking in class or talking while others are talking. As a sign of respect for all members
of our learning community, please be sure that all cell phone and beepers are in the off
position and stored during class. The instructors of this course wish to establish an
atmosphere of trust and respect in order for all persons to feel comfortable expressing
diverse opinions or asking questions.
Dispositions
Dispositions are defined by the National Council for Accreditation of TeacherEducation
(NCATE) as
“the values, commitments, and professional ethics that influence
behavior toward students, families, colleagues, and communities and
affect student learning, motivation, and development as well as the
educator’s own professional growth.”
The growth of a teacher candidate includes the areas of dispositions as well as their
ability to plan and deliver a lesson. Our responsibility as faculty is to insure that our
teacher candidates conduct themselves professionally in all areas. Should a teacher
candidate demonstrate inappropriate behaviors we are obligated to document and discuss
our concerns with the individual. For more information please see
http://coe.winthrop.edu/sas/dispositions.htm
Academic Dishonesty
Cheating, plagiarism, or any other form of academic dishonesty will result in your
receiving an ‘F’ in this course. For examples of infractions of academic discipline, please
consult the Undergraduate Bulletin. Some instances of academic misconduct include
providing or receiving unauthorized assistance in academic work, using the same work
for two or more courses, and presenting someone else’s work as your own.
Live Text
Starting fall 2007, the Richard W. Riley College of Education is requiring students to
sign up for access to LiveText. This is an online management tool that will strongly
reinforce your learning experience. During your program at Winthrop, you will have the
opportunity to use Livetext in a variety of ways that will benefit you. Once you have
signed into the program, it is available to you for the next five years. While Livetext can
be used for peer reviewing and instructor review and evaluation, you manage who may
visit and view specific work, thus maintaining control over your own work and keeping
your portfolio confidential. You can download public presentations, musical
performances, auditions, lesson plans, unit plans, portfolios and so forth which may later
be shared with prospective graduate schools or employers. Livetext, therefore, serves not
only as a learning tool but also as a repository that allows you to collect your work, to
evaluate it for particular audiences, and to reflect on what has been learned from that
work. You will need to purchase your LiveText account at the Bookstore.
REQUIREMENTS OF EDUC 390
Field Experience
Student in SCST 390 will spend at least 10 hours in a public school social studies
classroom this semester. You may use your placement for EDCO 305 if you are enrolled
in this course. Otherwise, you will be placed for this course. During this time, you will
observe the host teacher as he/she leads class paying particular attention to (1) the flow of
the class and how the teacher keeps the students engaged, (2) the ways the teacher
attempts to connect the material to prior knowledge or real-life experiences of the
students, and (3) the kinds of material that seem to cause the most difficulty for the
students. These observations will be submitted as a 3 to 4 page paper. In addition, you
should coordinate with the host teacher so that you will have an opportunity to work oneon-one with another student and an opportunity to work with a small group of students.
Assignments
Library of Congress – The LOC offers a wealth of resources for teachers. In order to
acquaint students with these, a series of professional development programs have been
created and posted on their website. Students will complete the first of these entitled
“Introduction to the Library of Congress.” A certificate is available for printing at the
end and will serve as proof you completed this assignment.
Lesson Log – You will write six lesson plans for this class – one covering each of the
following areas: Culture, US History, World History, Geography, Economics, and
Psychology. These should follow the 6 step lesson plan (Goals/Objectives, Motivation,
Presentation, Application, Evaluation, Closure). Textbooks are available in the
Instructional Technology Center. Each lesson should include the grade level. See
attached rubric for more details.
Library of Congress Teaching with Primary Sources
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/index.html
Mini-teaching with Primary Sources – This less will be 20 minutes in length and will
be an originally created history lesson using primary sources. You will need to follow
the 6-step lesson plan model for this plan. Written plans must be submitted according to
the schedule.
Mini-teaching lessons – You will select 2 of your six lessons to teach to the class. These
lessons will be approximately 20 minutes in length, so you will need to condense your
material so that you are actually teaching and not just telling us what you planned to do.
Technology-based Lesson – You will create a lesson using technology as a primary
component. Many of the schools in our area have distributed computers or tablets to their
students. This may cover any social studies content you choose but should be linked to
state and national standards.
Quizzes – you will have periodic quizzes throughout the semester (one of which will
concern the South Carolina state standards). Keep up with the reading.
Literacy lesson presentation – chapters 3-8 in the Monte-Sano text offer ways that
literacy can be taught through history lessons. Each student will select one of these
chapters to present. You are encouraged to use these creatively so that you are teaching
this material to your classmates.
Video taped lesson – You will spend between 10-20 hours in a public school classroom
as part of this course. If you are taking EDCO 305, the same placement will be used for
this course. You will do X hours for EDCO 305 and Y hours for SCST 390. You may
not count the same visitation hours for two different classes. You will video tape a 30
minute lesson and submit it electronically for this course using LiveText.
Field Observation – see description above
Library of Congress Assignments
Lesson Log
Mini-teaching lessons
Technology Assignment
South Carolina State Standards quiz
Quizzes/tests
Literacy Lesson
Video taped lesson
Field observation
Oral Book Report
60 (6 @ 10)
120 (6 @ 20)
75 (3 @ 25)
25
20
100
25
50
25
50
525
Grading Scale: Undergraduate
93-100% = A
73-76% = C
90-92% = A70-72% = C87-89% = B+
67-69% = D+
83-86% = B
63-66% = D
80-82% = B60-62% = D77-79% = C+
50 -0% = F
SPECIAL NOTE TO STUDENTS: the instructors reserve the right to make
modifications in the rules, regulations and schedule of this course.
Date
Big Question
8/26
8/31
What is this class?
What is the history of
social studies education?
9/2
How do we plan for a
social studies class?
9/7
9/9
Labor Day
How do we plan for the
diversity of students in our
classrooms?
What do we teach?
9/14
9/16
What is the big picture of
what goes on in a social
studies classroom?
Readings
Assignments - due
at the beginning of
class
Chapin – 1 (Middle and
Secondary Social
Studies)
Chapin – 2 (Planning
for Social Studies)
LOC # 1
Larson – 1 (The
Classroom Learning
Community)
Larson – 2
(Constructing
Classroom Curriculum)
Chapin – 3 (Basic
Teacher Instruction
Methods)
Mini-teaching with
Primary Sources
LOC # 2
Primary source
lesson plans due
LOC # 3
9/21
9/23
9/28
9/30
10/5
10/7
10/12
10/14
10/19
10/21
10/26
10/28
11/2
11/4
How can we create a
student-centered
classroom?
What do we want students
to be able to do?
Chapin – 4 (Active,
Student-Centered
Strategies)
Larson – 3 (Preparing
Learning Targets and
Assessing Student
Learning)
How do we construct tests? Chapin – 5 (Using
Multiple Assessments
and Evaluation)
What should we consider
Larson – 4 (Long- and
when writing unit plans and Short-Range Planning)
lesson plans?
How can teacher-made
Larson – 5
presentations be effectively (Lecture/Interactive
employed?
Presentation)
How do we engage students Chapin – 6 (Teaching
in the study of history?
History)
SC State Standards
What kinds of questions
Larson – 6
best encourage student
(Questioning)
learning?
How do we prepare
Chapin – 7 (Teaching
students for citizenship in
Civic Education and
the United States and in the Global Education)
world?
Fall Break
How do we help students
Larson – 7 (Concept
work through
Formation)
understanding concepts?
How can interactive
Chapin – 8 (Teaching
learning help students to
Geography)
understand the world they
live in?
How do we plan for and
Larson – 8
carry out cooperative
(Cooperative Learning)
learning activities?
What are the difficulties in Chapin – 9 Teaching
teaching economics and
Economics and the
behavioral sciences and
Behavioral Sciences
how can we plan for these
subjects?
How can simulated
Larson – 9
activities assist student
(Simulations, Roleunderstanding?
Play, and Dramatization
LOC # 4
Culture Lesson
LOC # 5
Mini-lessons
LOC # 6
U.S. History
Lesson
Mini-lessons
SC Standards quiz
World History
Lesson
Mini-lessons
Geography Lesson
Mini-lessons
Technology lesson
due
Economics Lesson
11/9
11/11
11/16
11/18
How can we engage
students in debates and
discussions?
How can investigation
enhance student learning?
How do we help students
develop reading strategies
in our history classes?
How do we model the
practices of historians for
our students?
11/23
11/25
11/30
12/2
12/8
Thanksgiving Break
How do we evaluate
students’ abilities to read,
think, and write like
historians?
What other questions or
concerns do we have about
teaching social studies?
3:00 pm
Larson – 10
(Discussion and
Debate)
Larson – 11 (StudentDirected Investigation)
Monte-Sano – 1 (On
Integrating History and
Literacy)
Monte-Sano – 2
(Teaching Disciplinary
Literacy Through a
Cognitive
Apprenticeship)
Monte-Sano – 3-8
Mini-lessons
Monte-Sano – 9
(Assessing Historical
Thinking and Writing
Outcomes)
Wrap-up Day
Field Observation
Report Due
Final Exam
Book Presentation
Psychology Lesson
Mini-lessons
Literacy Lesson
Video taped lesson
due to LIveText
Presentation of
assigned chapter
Last date to
resubmit an
assignment
*** This schedule is subject to change by the professor. Changes will be announced in
class and communicated in writing through email and/or on Blackboard.