SCST 391/591
Principles of Teaching Social Studies II
CRN 11655 & 11656
3 Credit Hours
Fall 2015
Instructor:
Dr. Margaret Wilson Gillikin
Office: 108 Bancroft Annex
Phone: 323-3123
E-mail: gillikinm@winthrop.edu
Classroom
Class Time
Withers 117
T 8:00-10:45 am
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: Students will explore management strategies, with more advanced
application of strategies related to planning and instruction in the social studies
classroom. Emphasis will be placed on instructional strategies that address the needs of
multiple learners while focusing on the content in state and national standards. Further,
exploration of appropriate assessment strategies will be incorporated into the unit design
process. Special attention will be placed on the content from the areas of Government,
Economics, Technology, Global Connections, and Civics.
3.000 Credit hours
Pre-requisite(s): Admission to Teacher Education Program
Co-requisites: AREA 390 and 392 or 660 and 592
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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 modify instruction and assessment for the needs of diverse
learners
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. Textbook Requirements:
Beal, Candy and Cheryl Mason Bolick. Teaching Social Studies in Middle and
Secondary Schools, 6th ed. Boston: Pearson, 2013.
Loewen, James W. Teaching What Really Happened: How to Avoid the Tyranny of
Textbooks & Get Students Excited About Doing History. New York: Teachers College
Press, 2010.
Other Resources Required: Available for free online or posted in Blackboard
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
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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.
Herczog, Michelle M. “Using the NCSS National Curriculum Standards for Social
Studies: A Framework for Teaching, Learning, and Assessment to Meet State Social
Studies Standards.” In Social Education 74, no. 4(2010): 217-222. Available online at
http://www.socialstudies.org/system/files/images/documents/7404217.pdf
Library of Congress Teaching with Primary Sources
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/index.html
LiveText account
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 three 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 391/591: Principals of Teaching Social Studies II 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.
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
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• • • • 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 on each of the 10 themes of social studies.
3. Use current South Carolina State standards for social studies planning and teaching
4. Effectively write short-range plans and long-range plans within a “unit” of teaching.
5. Demonstrate the ability to plan and deliver effective lessons.
6. Demonstrate the ability to successfully assess the effectiveness of student learning.
7. Demonstrate the ability to include content reading strategies in social studies.
8. Demonstrate the ability to plan and implement instruction.
9. 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
This course serves as a primary site for developing professionalism; therefore, active
participation in classroom dialogue is required. 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. If you must miss
class for any reason (excused or unexcused), you should email the professor prior to the
course. 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. Do not schedule doctor’s appointments that
cause you to have to miss part of this course.
Late Assignments
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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.
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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 phones are in the off position and stored during
class. The instructor of this course wishes to establish an atmosphere of trust and respect
in order for all persons to feel comfortable expressing diverse opinions or asking
questions.
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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.
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 or the Graduate School Catalog. 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. Students are particularly cautioned about the use of lesson plans they have
found online.
Live Text
The Richard W. Riley College of Education requires its 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.
ASSIGNMENTS OF EDUC 391/591
Discussion Leaders – The best way to learn new material is by teaching it; therefore,
students will lead the discussions in this class each week. Each student will be required to
help lead class twice during the semester, once during the first half and once during the
second half. You are encouraged to have a different partner each time. Partners should
read the materials thoroughly then meet to plan out the discussion. The readings for this
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class cover a number of topics each week, so discussion leaders will select the parts they
want to discuss and send a brief outline of their plans to the professor by 8 am on the
Friday morning prior to the class they will lead. Key to leading a good discussion is
having a good set of questions. These questions should include both closed and open
questions. A closed question is one that has a definite answer – often found in the text.
An open question is one that has numerous correct answers and allows the students to
think about and apply the content to real classroom settings. Good discussions move
back and forth between closed and open questions. Assessment of this assignment will
include both the outline and the ability of the leaders to generate relevant discussion on
the issues at hand.
Pedagogical Statement – During the first few classes we will explore the history,
definitions, and controversies around social studies. Students will write a 2 page
statement of what they believe social studies education should entail. What is the value
of social studies education, and what are the responsibilities of social studies teachers?
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.
10 Theme Lessons – Students will write ten (10) lesson plans, each addressing one of the
10 themes of social studies. These plans should follow the six step lesson plan model.
Unit Plan –The unit plan will thematic lesson planning for a unit you may teach during
Intern II. Since all schools in our area are on block scheduling, the unit plan should be
directed toward this set-up. It should cover a two-week period and the lessons should be
linked by a theme. The concept for the unit plan is due September 15 and should include
a “Big Question” and an outline of the unit. Completed units (with all Power Points,
assessments, and student/teacher materials) are due on November 3 and will be peer
reviewed in class. Final revisions are due November 24.
Lesson Presentation – Students will select one of their 10 Theme Lessons to teach to the
class. These will be mini-lessons and should be condensed to 15 minutes.
Quizzes – Students will take written tests on the South Carolina Standards, the National
Council of Social Studies 10 Themes, and the C3 Framework.
Reflections – Good teachers reflect on what they do and why they do it. As we read the
material for this course, we will continually shape and reshape your ideas about what
social studies is and how it should be taught. Often class discussions can provide a
different view of a topic or situation. You will write five (5) reflections on the the
readings and the discussions that occurred in class. These should address the following
questions and be approximately two pages in length. No grade will assigned for papers
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less than 1 ½ pages or more than 3 ½ pages. Each essay should address the following
questions:
1. What are the most significant points made in the readings? Be specific and
concise.
2. Why is this issue important in terms of teaching social studies at the high
school or middle school level?
3. Based on what you have learned, how might this information impact your
teaching?
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.
Pedagogical creed
Discussion Leadership
Library of Congress Intro
10 Theme Lessons
Thematic Unit Plan
Lesson Presentation (from Theme Lessons)
Quizzes
Reflections
Technology based lesson
Regular Class Participation
25
50 (25 x 2)
25
100 (10 x 10)
200
50
75 (3 x 25)
100 (5x 20)
25
50
Total:
Grading Scale: Undergraduate
93-100% = A
90-92% = A87-89% = B+
83-86% = B
80-82% = B77-79% = C+
73-76% = C
70-72% = C67-69% = D+
63-66% = D
60-62% = D50 -0% = F
700
SPECIAL NOTE TO STUDENTS: the instructors reserve the right to make
modifications in the rules, regulations and schedule of this course. Changes will be
emailed or posted in BB.
Note: Graduate students may have alternate or additional assignments.
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Date
Key
Question(s)
Readings/Class Content
8/25
Introduction
– “Who are
we and why
are we
here?”
Icebreakers, Syllabus, Reasons for
wanting to teach Social Studies, State of
the Field
9/1
“What is the
past and
purpose of
Social
Studies
Education?”
How do we
plan for
instruction?
Loewen, intro and ch. 1 (History as a
Weapon and the Tyranny of Coverage)
Beal, ch. 1 (Perspectives on Social
Studies)
Beal, ch. 4 – Organizing and Planning for
Teaching Social Studies
Loewen – chapter 2 Expecting Excellence
Unit planning
Intro to edTPA
*Theme 1
lesson
*Pedagogy
Creed
*Reflection
Disc:
(1)
“What
should we
teach?”
C3 Framework Available at
http://www.socialstudies.org/system/files/
c3/C3-Framework-for-Social-Studies.pdf
*Theme 2
lesson
*Reflection
Disc:
(2)
9/8
9/15
Assignments
(due before
class)
Leaders
Sign-up
for
discussi
on
leaders
(2 per
week)
Disc:
Gillikin
South Carolina Social Studies Standards
for Economics, Government, World
Geography, World History, and US
History
https://ed.sc.gov/agency/ccr/StandardsLearning/SocialStudiesSupportDocuments
.cfm
Herczog, Michelle M. “Using the NCSS
National Curriculum Standards for Social
Studies: A Framework for Teaching,
Learning, and Assessment to Meet State
Social Studies Standards.” In Social
Education 74, no. 4(2010): 217-222.
Available online at
http://www.socialstudies.org/system/files/i
mages/documents/7404217.pdf
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9/22
“How should
we make
curricular
decisions?”
Understanding by Design: Overview of
UbD & the Design Template, Grant
Wiggins
http://www.grantwiggins.org/documents/U
bDQuikvue1005.pdf
Grant Wiggins video
https://www.youtube.com/watch?v=4isSH
f3SBuQ
9/29
How do we
prepare our
students to
be citizens of
the 21st
century?
What
attitudes
(about the
world and
people)
should be we
project in the
classroom?
Chapter 2 – Beal- Supersizing Social
Studies
Integrated Social Studies
10/6
10/13 How can we
promote deep
understanding
instead of just
knowledge
acquisition?
10/20
10/27
?
Chapter 3 – Beale - Building Social
Concern in a Globally and Culturally
Diverse World
Loewen – chapter 3 – Historiography
Bryan McFadden - Teaching Geography
Chapter 5 – Promoting Learning
through Reflective Inquiry
Loewen – chapter 4 – Doing History
Fall Break – no class - School
attendance required if Monday or
Tuesday are your assigned days.
Chapter 6 – Engaging Students through
Collaborative Learning
Chapter 5 – How and When Did People
Get Here?
*Theme 3
lesson
*Writing 10
Big Questions
for use in
Social Studies
classes (any
subject)
*What final
expectations
would you
have for
students after
such lessons?
*Reflection
*Theme 4
lesson
*Reflection
*Intro to LOC
Disc:
(3)
Disc:
(4)
*Themes 5 & 6 Disc:
lessons
(5)
*Reflection
*Themes 7
& 8 lessons
*Reflection
Disc: (6)
*Themes 9
Disc: (7)
& 10 lessons
*Reflection
11
11/3
11/10
11/17
11/24
?
?
Chapter 7 – Skills for Citizenship
Education
Chapter 6 – Why Did Europe Win?
Chapter 8 – Adapting Social Studies
Instruction to Individual Needs
Loewen – Chaper 7 – The $24 Myth
Dr. David Vawter – Differentiate
Instruction
*Unit Plan
*Reflection
Disc: (8)
*Reflection
Disc: (9)
?
?
Beal – Chapter 9 – Using Technology to
Enhance Social Studies Instruction
Loewen – chapter 8 – Teaching Slavery
Beal – Chapter 10 – Evaluating and
Assessing Student Learning
Loewen – Chapter 9 – Why Did the
South Secede?
Loewen -Chapter 10 – The Nadir
*Reflection
Disc: (10)
*Deadline to
resubmit
Disc: (11)
10 minute content book presentations –
make us want to read your book?
book
presentations
due
12/1
?
12/9
8:00 – Final
Exam
Disc: (12)
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