EDUC E547
Advanced Study in the Teaching of Social Studies in Elementary Schools
Fall 2010
Instructor:
Dr. M. Gail Hickey,
Professor of Educational Studies
Office:
Neff Hall, 240G
Contacts:
(260) 481-6458 (voice mail)
hickey@ipfw.edu (work e-mail)
drhickey@ymail.com (home e-mail)
Office Hrs:
M-T, 4:00-4:30pm,
W, 3:00-4:30pm,
and by appointment
Course Description
E547, Advanced Study in the Teaching of Social Studies in Elementary Schools, is a graduate course
intended students who wish to broaden their expertise in the area of elementary social studies education
through in-depth study of related topics and issues, and through development of curriculum materials for
classroom use.
Textbook
Turner, T. N. (2004). Essentials of elementary social studies (3rd ed.). Boston, MA: Allyn & Bacon.
REQUIRED
National Council for the Social Studies (2011). National curriculum standards for social studies: A
framework for teaching, learning, and assessment. Waldorf, MD: National Council for the Social
Studies. RECOMMENDED
Course Requirements
This graduate course is taught as a seminar. Therefore, regular attendance and active engagement are
expected. Come to class prepared to discuss assigned textbook readings and/or curriculum resources and
strategies, and interact with classmates in a mutually beneficial learning community. Formal written
assignments are due at 4:30pm on the date announced. Student-led discussions and presentations take the
place of a final examination in this course.
It is expected that graduate students always will turn in their best work, and will follow directions stated
on the syllabus and/or appendices. Spelling, grammar, punctuation and style errors in written work will
detract from individual student's grades.
Style: All formal written assignments must be double spaced in minimum 12 pt. black typeface; the only
exception is an instructional unit, which may be single-spaced. Avoid italics except for emphasis or
book/journal titles. Final drafts must be printed on white 8.5"x11" paper and use a formal pagenumbering system. Follow APA style within text and for the bibliography (helpful hints for using APA
style are available on-line from the IPFW Writing Center). Always staple all assignments more than one
page in length in the upper left corner, and always put your name on the first page of each assignment.
Assignments turned in without a name will earn a grade of zero. Please contact the IPFW Writing Center
for writing assistance. Even those students who are confident of their writing skill should ask someone to
proofread their assignments before printing the final copy.
Unless prior arrangements have been made with instructor’s knowledge and approval (i.e., an
individualized study format), more than two absences of any kind will prevent students from earning an
A in this course (see Course policies for further details). If students must be absent, arrive late, or leave
class early, it is the student's responsibility to contact a classmate to find out what was missed and/or
arrange to receive copies of outside readings or handouts.
Course Policies
Students are expected to be familiar with IPFW and School of Education policies pertaining to
attendance, makeup tests, cheating/plagiarism as well as withdrawal, incompletes and evaluation.
Questions about assignments, course requirements, and/or the course syllabus are appropriately asked at
the beginning of each class meeting. This practice gives all students access to the same information at the
same time. Students should formulate questions before class, and come to class prepared to request
clarification during the first few minutes of class. Questions about grades and/or grading decisions will
not be discussed. Students with questions or concerns about grades and/or grading decisions are advised
to make an appointment to meet with the instructor in her office, and to bring a copy of both the course
syllabus and relevant assignment to the meeting. Your instructor regrets that, for medical reasons, she is
unable to remain after class for individual conferences.
Written assignments are due at 4:30pm on the date announced. Late assignments and makeup
assignments are not accepted. Should an unusual or emergency situation arise, any special arrangements
must be cleared with the instructor prior to assignment due date unless the instructor agrees with the
student that prior arrangements were not possible. If such an emergency should arise, the student must
request special consideration from the instructor during a scheduled appointment or through a series of email communications. In the interest of fairness to all students, no conferences or conversations
regarding special consideration of assignment due date(s) will take place in the classroom (please
schedule an appointment or e-mail the instructor). A grade of Incomplete will not be assigned to any
student who has failed to follow these instructions.
The IPFW Student Handbook and the School of Education Student Behavior Checklist outline student
behaviors that detract from learning and prevent others from learning effectively. Students are expected
to contribute to a positive learning environment during class meetings. Specifically, students will:
•
•
•
Refrain from speaking with other students while the instructor or a classmate addresses the class
Engage in relevant discussion during small group time
Turn off cell phone prior to entering classroom
Private conversations between and among students will not be tolerated inside our classroom during class
meetings. If you must have a private conversation with a classmate, please leave the room or prepare to
be asked to leave.
Cell phone use will not be tolerated inside the classroom during class meetings. All cell phones must be
set to off or have ringer silenced prior to entering the university classroom.
Modification of Course Syllabus/Schedule
Your instructor reserves the right to modify and/or change the Course Syllabus or course schedule as
needed. You will be informed orally of any changes during regular class meeting times.
Course Goals (applicable to NBPTS Propositions and SOE Framework, as indicated) SEE Appendix A
In this course, students will have opportunities to:
1. Acquire a basic understanding of national and state social studies curriculum standards, and develop
an instructional resource for teaching these standards in the elementary classroom (1,2,3; 1,4,6).
2. Explore recent research on social studies teaching and learning in elementary schools, and consider
one’s own teaching in the perspective of recent research (4,5; 1,2,3,4,5,6).
2
3. Engage in a reflective teaching exercise designed to elicit critical analysis of teaching performance,
the teaching/learning process, and the use of specific social studies curriculum resources (4,5; 2,4,6).
4. Demonstrate, through successful completion of assignments, understanding of current trends and
issues in social studies education and related research (1,2,3; 1,2,3,4,5,6).
Cross-indexing of Course Objectives
The assignments and experiences outlined in the Course Syllabus reflect connections between the
mission and conceptual framework for the IPFW School of Education; the core propositions of the
National Board for Professional Teaching Standards; and E547 course goals. (See Goals, above, for
cross-indexing codes, and Appendix A for other relevant information.)
Multiculturalism/Diversity
Issues related to student diversity are addressed in this course, including issues related to differences in
individuals and groups. Worldviews of students, parents, teachers, and members of the community are
explored and considered in terms of curricular and instructional contexts.
Disabilities
If you have or acquire a disability and would like to find out what special services and accommodations
may be available are advised to contact Services for Students with Disabilities in WU 118 & 218 (4816657).
Writing Center
If you need or desire help with written communication skills while completing assignments in E547,
contact the IPFW Writing Center. The following services are provided by the Writing Center: on-line
consulting (www.ipfw.edu/engl/wchome.htm); free writing handouts (punctuation, APA style, etc.); use
of style manuals, dictionaries, and/or grammar guides.
ASSIGNMENTS
Written Reflections/SOE Program Assessment
In August 2004, the IPFW SOE Educational Studies Department mandated a Course-Related Artifact and
an Artifact from an Educational Setting per graduate course. Forms are found at
http://www.ipfw.edu/educ/assets/documents/UAS_ElemSec_Conceptual_Framework_Forms.pdfhttp://w
ww.ipfw.edu/educ/assets/documents/UAS_ElemSec_NBPTS_Forms.pdf
Your instructor is required to provide the IPFW School of Education (SOE) with a Written Reflection
and Rubric for each student enrolled in the course. Should you wish to retain a copy for your IPFW SOE
Portfolio, it will be necessary for you to turn in two (2) copies of each Written Reflection and Rubric.
The SOE copy will not be returned.
Course-Related Artifact Reflection (SOE Unit Assessment System, Aug. 2004)
Students may develop a written reflection based on the Social Studies Curriculum Assessment or the
Standards Project.
Artifact from an Educational Setting Reflection (SOE Unit Assessment System, Aug. 2004)
EDUC E547 students are required to analyze and reflect upon an example of P-12 student work.
Standards Project (300 points possible: 200 paper, 100 presentation)
SEE Appendix B
Choose one (1) to complete, and make an oral presentation during class (SEE Appendix F). The
Standards Project will emphasize one (1) social studies curriculum theme recognized by the National
Council for the Social Studies (NCSS). Lessons, activities, and/or learning resources included will reflect
relevant Indiana Social Studies Standards. Select from the list below, or see instructor for alternatives:
3
Literature-based collection
Learning module
Instructional unit
Social Studies Curriculum Assessment (200 points possible: 100 paper, 100 presentation)
SEE Appendix C
Choose an elementary social studies textbook and relevant teacher's guide to assess (samples are
available in the IPFW Curriculum Lab). Critique these using Curriculum Assessment Guidelines, write a
formal report, and give an oral presentation (SEE Appendix F).
Professional Development: Reflective Teaching (400 points possible: 300 paper, 100 presentation)
SEE Appendix D
Teach all or part of the Standards Project to young students, reflect on the experience, and make an oral
presentation during class (SEE Appendix F).
In-Class Assignments and Participation (100 points possible)
Students may expect to work independently or in small groups in class, in the IPFW Curriculum
Laboratory, in the Helmke Library. To receive full credit, students must be present and actively engaged.
Grading
Final grades will be determined using the following formula:
951 - 1000
901 - 950
851 - 900
801 - 850
800 & below
A
B
C
D
F
GRADING RUBRICS
Written Assignments
Exemplary:
Follows all instructions; free from grammar/style errors; articulate; analytic; highly reflective (300
points)
Accomplished:
Follows all instructions; one or two minor grammar/style errors; clearly written;
analytic; reflective (285 - 299 points)
Developing:
Follows instructions; several grammar/style errors; communication relatively
clear; somewhat analytic; demonstrates some reflection (270 - 284 points)
Fails to follow some instructions; several grammar/style errors; communication
may be muddled; somewhat analytic; surface reflection (269 points and below)
Beginning
Oral Presentations
Exemplary:
Succinct summary of key points; speech and handout/visuals free from errors; lively presentation
style or memorable quotation shared; example(s) displayed or passed around; handout relevant and
of general interest (100 points)
Accomplished:
Succinct summary of key points; one or two minor oral and/or written errors;
instructive presentation style; example(s) displayed or passed around; handout relevant and of
general interest (90 - 99 points)
Developing:
Summarizes key points; several oral and/or written errors; presentation adequate
4
but lacks "spark"; example(s) displayed or passed around; handout successfully communicates key
points (70 - 89 points)
Beginning:
Key points shared; several oral and/or written errors; presentation somewhat disorganized or
presenter seems unprepared; example(s) forgotten or not presented; handout of general interest (69
points and below)
5
Instructor qualifications
Dr. M. Gail Hickey is Professor of Education and Senior Faculty in the IPFW School of Education
(SOE). She has been a member of the IPFW SOE faculty for more than 20 years, and is the first SOE
faculty member ever to be promoted on the basis of excellence in Research. Dr. Hickey brings more than
25 years experience as a teacher educator, elementary classroom teacher, and teacher of the gifted to the
IPFW graduate degree program. She has published more than 80 articles in journals and other scholarly
outlets, and has presented more than 150 papers at educational conferences in the United States and
abroad. In addition, Dr. Hickey is the author of Bringing History Home: Local and Family History
Projects for Grades K-6 (1999, Allyn & Bacon), the author or coauthor of ten college textbook chapters,
and coauthor of the 22 textbooks in Scott Foresman's (2003; 2005; 2008) social studies series for grades
K-6. Dr. Hickey's scholarly writings are published in Teachers College Record, Social Education, Gifted
Child Quarterly, Roeper Review, Gifted Child Today, TEACHING Exceptional Children, International
Journal for Educational Reform, International Journal of Social Education, Journal of Geography,
Asian Journal of Women's Studies, and Oral History Review, among others. She has served as Visiting
Research Fellow at The University of Colorado's Center for the Study of Race and Ethnicity, the
University of Minnesota's Immigration History Research Center, and other renowned institutions. Dr.
Hickey is the 2005 recipient of the Dean's Faculty Recognition Award for Research.
Dr. Hickey's scholarship is recognized locally, nationally, and internationally. Her contributions to the
field of teacher education are cited nationally in Who's Who in America, Who's Who Among American
Women, Who's Who in American Education, Outstanding Young Women of America, and internationally
in Who's Who in the World. She is active in professional educational organizations, having served as a
member of the Executive Governing Board of the National Social Science Association, officer and
member of the Executive Board of Directors for the College and University Faculty Assembly of the
National Council for the Social Studies (NCSS), chair of the NCSS Publications Committee, chair of the
NCSS Elementary Advisory Committee, chair of the NCSS Early Childhood/Elementary Community,
officer and member of the Board of Directors for the Indiana Council for the Social Studies, among
others. Dr. Hickey is listed with the National Council for the Social Studies as a national social studies
expert, with the National Research Center for Gifted Education (Storrs, CT) as a national consultant in
reading and social studies for gifted learners, with the National Center for Excellence in Critical
Thinking (Sonoma, CA) as a national consultant in teaching for thinking, and with the Library of
Congress (Washington, DC) as a national consultant in oral history methodology. She serves on the
editorial boards for both national and international journals. In addition, Dr. Hickey is the recipient of an
Excellence in Education Teaching Award.
6
APPENDIX A
SOE Vision Statement, Mission Statement, Conceptual Framework, and
National Board for Professional Teaching Standards (NBPTS) Core Propositions
IPFW School of Education Vision Statement
We seek to build with you, our students, our stakeholders, and ourselves ... Scholar-Practitioner learning
communities for engaging in a democratic and diverse society.
The Mission of the IPFW School of Education (adopted 1/10/96)
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
1.
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic
society;
2.
Improving the human condition by creating positive learning environments;
3.
Becoming change agents by demonstrating reflective professional practice;
4.
Solving client problems through clear, creative analyses;
5.
Assessing client performance, creating and executing effective teaching, counseling and
educational leadership, by utilizing a variety of methodologies reflecting current related research;
6.
Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and
effectively communicating with all stakeholders.
IPFW School of Education Conceptual Framework: A Learning and Leadership Model
We in the School of Education are committed to the following conceptual framework for our programs:
1.
Democracy and Community
Effective educators (as broadly defined as pre-service and in-service teachers, administrators, and
counselors), such as teachers, counselors, and administrators need to be part of a dynamic educational
community as a model for the climate of community they hope to create. To do this, these educators need
an understanding of the moral, cultural, social, political, and economic foundations of our society.
Consequently, the SOE should foster a democratic, just, inclusive learning community among its
students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and
their students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need
7
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach,
and of students. Consequently, the SOE should immerse educators in nurturing learning communities that
deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and
reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as
they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their profession and in their
communities.
National Board for Professional Teaching Standards (NBPTS) Core Propositions
1. Teachers are committed to students and their learning.
a. Teachers recognize individual differences in their students and adjust their practice
accordingly;
b. Teachers have an understanding of how students develop and learn;
c. Teachers treat students equitably;
d. Teachers' mission extends beyond developing the cognitive capacity of their students.
2. Teachers know the subjects they teach and how to teach those subjects to students.
a. Teachers appreciate how knowledge in their subjects is created, organized and linked to other
disciplines;
b. Teachers command specialized knowledge of how to convey a subject to students;
c. Teachers generate multiple paths to knowledge.
3. Teachers are responsible for managing and monitoring student learning.
a. Teachers call on multiple methods to meet their goals;
b. Teachers orchestrate learning in group settings;
c. Teachers place a premium on student engagement;
d. Teachers regularly assess student progress;
e. Teachers are mindful of their principal objectives.
4. Teachers think systematically about their practice and learn from experience.
a. Teachers are continually making difficult choices that test their judgment;
b. Teachers seek advice of others and draw on educational research and scholarship to
improve their practice.
5. Teachers are members of learning communities.
a. Teachers contribute to school effectiveness by collaborating with other professionals;
b. Teachers work collaboratively with parents;
8
c. Teachers take advantage of community resources.
9
APPENDIX B
STANDARDS PROJECT INSTRUCTIONS
IMPORTANT!
Assessing Social Studies Lessons on the Web and Elsewhere
Well-planned lessons state the intended topic, suggested grade level, and goal or objective or learning
outcome(s) to be met. Well-planned lessons also include: list of materials needed; initiating
activity (or Introduction); adequate description of students’ and teacher’s roles during lesson; conclusion
or concluding activity; provisions for assessment of learning; attention to diversity.
Lessons which adhere to the Constructivist Model are teacher facilitated rather than teacher directed.
Lessons assessed for EDUC E547 should reflect the Constructivist Model through: teacher facilitation;
student choice; balance of group/individual work; literacy integration; thinking/inquiry approach;
developmental appropriateness.
STANDARDS PROJECT ALTERNATIVES
LITERATURE-BASED ACTIVITIES COLLECTION
Literature-based means instruction and learning opportunities planned around children’s trade books.
Children’s books used must be cited in a May/June issue of Social Education (the annual listing of
recommended children’s trade books for teaching social studies — Helmke Library maintains a
collection of these books). First, select a grade level for the project’s focus (e.g., K-1, 2-3, 4-5, 6-8).
Second, select one (1) curriculum standard from National Social Studies Themes to provide an
instructional focus for collecting Literature-Based items. List relevant state social studies curriculum
standards for each item. Include activities, lessons, and/or instructional resources for five (5) children’s
trade books.
The Literature-Based Activities Collection will be organized in five sections, one to represent each book
used. The cover page includes the title “Literature-Based Activities”, the relevant national social studies
curriculum theme, intended grade levels, your name, the date, and a rationale for teaching children about
the theme (see NCSS theme descriptions, at www.socialstudies.org, for help in writing a rationale).
The first page of each section will include the complete APA bibliographic citation for that particular
book, a 1-2 sentence annotation indicating how the book relates to social studies content or concepts, and
an indication of its linkage with state and national social studies standards/theme (list the related
National Social Studies Curriculum Theme(s) and include state social studies standard(s) appropriate to
the recommended grade level).
The second page of each section will provide a brief (half-page or less) summary of the plot. This page
also must include at least one idea for introducing the book to the class (“introducing” means grab their
attention, stimulate their thinking, make them wonder about something, get their engines going — it does
not mean “show the book to the class and start reading”).
The rest of each section will be devoted to actual activities to use
1)
as the book is being read,
2)
after reading particular sections/chapters of the book, and
3)
after the whole book has been read or shared.
Include at least one activity per book suggested by Turner's text (include page number). The actual
number of activities included per book is up to you. Three is too few; thirty is too many. Use or develop
only quality activities, and find a happy medium. Only the paper is turned in — not the books used.
10
[NOTE: Lessons, activities, and other instructional resources found online must be assessed using the
format outlined in "Assessing Social Studies Lessons on the Web and Elsewhere," above.]
LEARNING MODULE
A Learning Module is a collection of concepts and content related to a particular social studies topic or
issue. A Learning Module is not a formal instructional unit; instead, it is an organized collection of
resources and activities that may later be developed into an instructional unit — or that may be used to
supplement an existing textbook unit.
First, identify a social studies-related topic or issue deserving of in-depth exploration at a particular grade
level (e.g., K-1, 2-3, 4-5; or 6-8).
Second, select one (1) curriculum theme from National Social Studies Themes to provide focus for
collecting Learning Module items, and include relevant state curriculum standard(s) by grade level(s) for
each item.
Third, now "the hunt" begins: hunt for materials, primary and secondary sources, children's trade books,
resource books for students and/or teachers, A/V resources, computer programs, and other relevant
instructional resources. (Include and identify at least one activity or resource suggested by Turner's text,
cited by page number or numbers.) Keep careful notes during the hunt: record APA bibliographic
citations, and develop annotations (short descriptions) for each item found during the "hunt". Hunting
grounds might include the IPFW Curriculum Laboratory, the periodicals section of the Helmke Library,
public libraries, and school libraries, local businesses such as Arts United, other teachers' files (with their
permission, of course!) and the Internet. [NOTE: Lessons, activities, and other instructional resources
found online must be assessed using the format outlined in "Assessing Social Studies Lessons on the
Web and Elsewhere," above.]
Format: Lastly, organize your materials into a paper to be turned in to your Instructor. Only the paper
copies will be turned in; do not turn the actual materials referenced in your paper. Use the following
format:
The cover page includes the topic or issue being explored (with related national and state social studies
standard indicated), intended grade level range, your name, the date and a rationale for teaching children
about this particular topic/issue (use NCSS Curriculum Themes and Indiana social studies standards to
help you articulate the rationale).
The second page includes several suggestions for introducing the topic or issue to the intended grade
level. The third and succeeding pages include relevant descriptions and/or annotated citations, such as
related bulletin board(s) illustrations, descriptions of learning stations, annotated citation lists of
children's trade books and teacher or student resource books, lists of primary and/or secondary sources
with citations or instructions for obtaining these, A/V resources, academic websites, and/or computer
programs (provide bibliographic citations and brief description for each). Organize by subtopic or type.
INSTRUCTIONAL UNIT
Develop a thematic or interdisciplinary unit designed to emphasize a particular social studies concept at a
specific grade level (e.g., K-1, 2-3, 4-5, 6-8). (Theme or interdisciplinary instructional units include
instruction in more than one content area, such as social studies and science, social studies and language
arts, social studies and the fine arts, or even social studies and several subjects). After determining the
concept, select a National Council for the Social Studies curriculum theme to provide instructional focus.
Include relevant state social studies curriculum standards.
Start by familiarizing yourself with the identified national social studies standard/theme. Brainstorm
11
possible related topics and/or subtopics until you hit upon a topic important to your classroom (see
Turner's text for topic/themes appropriate for various grade levels). Examine related resources, and talk
to your peers about the selected topic while continuing to brainstorm possible content area connections
within the theme. Then use Inspiration® (or a similar computer drawing program) or create a thematic
web, showing how you plan to incorporate the various content areas (social studies, science, language
arts, etc.). You are now ready to begin collecting instructional resources and activities, which will be the
bulk of the unit. (NOTE: Include at least one activity or idea suggested by Turner's text and site the page
number or numbers.)
Format — The cover page includes the name of the unit and related national social studies curriculum
theme, intended grade level range, your name, the date, and a rationale for teaching children about this
particular theme (see NCSS theme descriptions, at www.socialstudies.org, for help in writing a
rationale).
The second page illustrates your thematic web and several suggestions for introducing the theme to
students at the identified grade level (introducing means “grab their attention” or “start their engines”).
The bulk of the thematic unit includes specific teaching suggestions (commonly called “activities”) for
learning about the theme selected. Be creative! Some will prefer to develop actual lesson plans, while
others may simply collect and organize appropriate ideas, resources, and activities from which
elementary students will pick and choose. [NOTE: Lessons, activities, and other instructional resources
found online must be assessed using the format outlined in "Assessing Social Studies Lessons on the
Web and Elsewhere," above.] Cite sources for others’ ideas in APA bibliographic format wherever used.
12
APPENDIX C
SOCIAL STUDIES CURRICULUM ASSESSMENT
Use either the Question/Answer or the Narrative approach to develop your Social Studies Curriculum
Assessment Report. Those using the Question/Answer approach will type in questions below just as they
appear, then type answers in the space below each question. Those using the Narrative approach will type
in paragraph format, with each paragraph devoted to one question in a way that leaves no doubt which
question is being addressed.
Remember to create a report cover page, staple in the upper lefthand corner, turn the report in on or
before the due date announced, and share your findings orally in class.
Items to be included on the report cover:
Your name
The title of the curriculum resource assessed
Publisher and date of publication
Intended grade level(s)
Answer these questions completely in the text of the report:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Who are the authors? What are their qualifications? (Do not answer this question by simply
copying the author’s institutional affiliation from the front of the book — actually reflect on if or
how their background qualifies them to be involved in the development of a curriculum such as
this. If information on authors is not provided, consult publisher website and/or use toll free
telephone number to discover author information available from these sources)
What is the philosophical base? (i.e., is a philosophy stated? what is your corporation’s
philosophy for this content area? does the document reflect the corporation’s philosophy? why or
why not?)
What are the goals? (are goals listed? if not, do objectives seem to take the place of goals? if
neither are available, what are your corporation’s goals?). How do these goals compare with
national and/or state curriculum standards for this content area? Illustrate your comparison in
chart or other visual format.
Are objectives reflected in the lesson plans? Give an example.
Are appropriate strategies outlined for special needs learners (including gifted, learning disabled,
mildly mentally handicapped, culturally different)? Give examples for each.
Are lessons and/or learning activities appropriate for the intended level? Why or why not?
How is learning measured or assessed? Is authentic assessment a feature of this curriculum? Are
the assessment procedures consistent with the philosophy and goals? Give an example.
Are quizzes, mastery tests, blackline masters, workbooks, A/V resources, related readings,
charts, graphs, maps, posters, webpages, and/or PowerPoint slides provided? What is their
quality? If none of the above are provided, would the curriculum benefit from their inclusion?
Give examples.
Is the textbook content current in every way? If not, provide examples. If so, explain.
What would you say are the major strengths of this curriculum resource? What are the major
weaknesses?
13
APPENDIX D
PROFESSIONAL DEVELOPMENT: REFLECTIVE TEACHING
The purpose of the Professional Development Project is to stimulate exploration about the
teaching/learning process as it relates to social studies, encourage reflection about one’s own teaching
and instructional planning, and provoke thinking about the pros and cons of using particular curriculum
resources/materials.
This assignment actually is a mini-Action Research Project. You will be researching the process and
effects of teaching identified social studies-based content to students in a particular setting (grade,
rural/suburban/urban, socioeconomic, and other considerations) by reflecting on the use of your
Standards Project in a P-12 classroom. Teach all or part of your Standards Project; take field notes (both
during the teaching and after) on the teaching and learning processes and dynamics that occur;
incorporate the lesson(s) and/or activities, field notes, and concrete examples of related P-12 children’s
work in a written report with contextually rich description (fully describe what happened during the
instruction). Use guidelines listed below to develop your written report.
Guidelines for Professional Development Project: Reflective Teaching
Include the following information on the Cover Page of your written report:
Your name
Grade level of the children you taught
The activity or teaching resource you used (cite source, APA style)
Your instructional goal and related objective(s) or desired outcome(s)
Related state and/or national social studies standard(s)
Within the text of your written report, answer all of the following questions* in narrative format:
What did I want the children to learn?
How did I go about teaching this?
What happened?
Did the students respond as I expected? If not, what did they do? Why did the students
in this way?
respond
How did the curriculum resource I used affect children’s learning? What do I (and other
teachers) who intend to use this curriculum resource in the future need to know about
how it affects teaching and learning?
When I teach this again, what will I do differently? Why?
*Source: Hickey, M. G. and Turner, T. N. (1989). Bringing focus and cohesion to a field-based program.
The Teacher Educator, 25, 3: 8-12.
14
APPENDIX F
INSTRUCTIONS FOR ORAL PRESENTATIONS
Social Studies Curriculum Assessment
The 5-7 minute oral presentation will proceed as indicated:
Your name
The title, grade level, publisher, and publication date of your textbook
One (1) thing that surprised you during the assessment
Strengths of this curriculum resource
Weaknesses of this curriculum resource
Standards Project
The 5 minute oral presentation includes these items:
Introduction (topic, grade level(s), format used, curriculum theme/standard)
Highlight (One favorite parts described – DO NOT list or describe all
activities/lessons)
Areas needing further development
Professional Development: Reflective Teaching
The 8-10 minute oral presentation includes these items:
Curriculum theme/standard, grade level
Brief overview (answer reflective teaching questions orally using your own words)
Visuals of actual P-12 students’ work (examples, copies, photos, or a short video
clip (video clip of three minutes or less may be used during presentation)
A one- or two-page handout of general interest to classmates
15
EDUC E547:
Advanced Study in the Teaching of Elementary Social Studies
Course Schedule
Fall 2010
Tuesday, Aug. 24
Introduction; Syllabus;
Ch. 1 — Today’s Elementary
Social Studies
*Standards Proj. 1st pg. due 9/7
Tuesday, Sept. 14
Tuesday, Aug. 31
Tuesday, Sept. 7
Ch. 2 — Mkng Plns Teach;
IPFW Curriculum Lab, NF 237
*Standards Proj. 1st pg. due 9/7
Standards Proj. 1st pg. due!
Tuesday, Sept. 21
Tuesday, Sept. 28
Ch. 3 — The SS Program;
Standards Project discussions
Ch. 4 — Making Textbook
Units Work for You
Ch. 5 — Assess & Eval in SS
*Standards Proj. due 10/19
*Standards Proj due 10/19
*Standards Proj due 10/19
Tuesday, Oct. 5
Tuesday, Oct. 12
Ch. 6 — Read, Writ, & Tech.
IPFW Fall Break —
NO CLASS MEETING
Standards Proj. Presentations
Standards Project due!
*Standards Proj due 10/19
*Curric. Ass. 1st pg. due 10/26
*Standards Proj due 10/19
Tuesday, Oct. 26
Tuesday, Nov. 2
Tuesday, Oct. 19
Tuesday, Nov. 9
Ch. 7 — Study, Map, Time
Curric. Assess. 1st pg. due!
Ch. 8 — Tchng Thinking;
Curric. Ass. Presentations
CONFERENCE —
WORK NIGHT
*Curric. Assess. due 11/2
Curric. Assess. due!
*Reflective Tchg. due 11/16
Tuesday, Nov. 16
Ch. 9 — Character Educ
Reflective Tchg. due!
Tuesday, Dec. 7
Reflective Teaching
Presentations II
Tuesday, Nov. 23
Tuesday, Nov. 30
Ch. 10 — Simulation/Drama
Reflective Teaching
Presentations I
Written Reflections due!
*Written Reflections due 11/30
Tuesday, Dec. 14
Finals Week;
Conferences as needed
16
Happy Holidays!
17