SEC 405 Theory and Practice in Teaching Secondary Social Studies (9-12)
Course Description: Co-requisite SEC 421 Field Experience Block 3: Secondary
Teaching (1). Emphasis on theory, curriculum development (including interdisciplinary
and global), inquiry, critical thinking, classroom management, instructional strategies and
selection of appropriate instructional materials. Focus on planning and teaching practices,
including adaptations to diverse needs of students.
Course Objectives:
 Students will develop a philosophy of social studies teaching consistent with the
mission of the National Council for the Social Studies — students develop
knowledge, intellectual skills, and civic values necessary for fulfilling the duties
of citizenship in a participatory democracy.
 Students will utilize research and inquiry to inform decision making about
effective social studies instruction.
 Students will develop a critical analysis of the relationship between the goals of
social studies education and the larger social and political context.
 Students will apply theories of instructional design by developing a course
syllabus specific to a high school social studies course, a unit plan and lesson
plans which correspond to the North Carolina Standard Course of Study, daily
instructional objectives, and assessments which appropriately evaluate student
learning. All of these components of instructional design should incorporate a
variety of strategies and resources that accommodate students from diverse
backgrounds.
 Students will design an interdisciplinary unit and create a lesson plan with global
connections.
 Students will identify key components of effective classroom management
 Students will develop a variety of assessments which demonstrate an ability to
appropriately evaluate student learning.
 Students will use their field experience to inform discussion of the theory and
practice of effective social studies teaching
Textbook:
Hoge, J. D.; Field, S. L.; Foster, S. J.; and Nickell, P. (2004). Real-World Investigations
for Social Studies: Inquiries for Middle and High School Students Based on the Ten
NCSS Standards (Spiral-bound). Upper Saddle River, NJ: Pearson.
Topics:
NC SS Curriculum, National Standards in S. S.
Goals of teaching Social Studies
High School as a Learning Environment
Planning: Lesson Plans and Long Range Plan
Teaching US History
Teaching Civics and Economics,
Assessment
Interdisciplinary learning
Teaching World History
Professionalism and Classroom Management
Peer Teaching
Teaching Diverse Learners
Global connections
Field Experience Reflections
Perspectives in Teaching Social Studies
Assessment:
Students will be assessed on a variety of assignments including:
Reading responses
Course, unit, and lesson design
Peer teaching
Social Studies educator paper.
Total
20
40
20
20
100
Grade: A: 100-90; B: 89-80; C: 79-70; D: 69-60; F: 59 or below
References:
Applebee, A., Adler, M., & Flihan, S. (2007). Interdisciplinary curricular in middle and
high school classrooms: Case studies of approaches to curriculum and instruction.
American Educational Research Journal 44(4), 1022-1039.
Merryfield, M., Jarchow, E., & Pickert, S. (1997). Preparing teachers to teach global
perspectives. Thousand Oaks: Corwin Press.
Martorella, P., Beal, C., & Bolick, C. (2005). Teaching social studies in middle and
secondary schools. Columbus: Merrill Prentice Hall.
Wineburg, S., & Grossman, P. (2000). Interdisciplinary curriculum: Challenges to
implementation. New York: Teachers College Press.
Zevin, J. (2000). Social Studies for the twenty-first century. Mahwah: Lawrence Erlbaum