(EDI 633) Teaching Social Studies and Diversity (GTC)
Syllabus of Record
Catalog Description: This course emphasizes instructional methods for teaching and
integrating social studies, economics, history, civics, geography, and diversity in elementary
and middle schools (with technological support from online resources). Focus is on the
following: problem solving, critical thinking, and democratic citizenship with strategies for
valuing people with differences in learning styles, race class, culture, gender, and disability.
Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE) National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teacher: Interstate New Teacher Assessment
Support Consortium (INTASC)
Course Standards and Assessment:
NCATE Standard 1
 Appreciate how knowledge is created, organized and linked. (NCATE 1.1, 1.3)
 Have specialized knowledge in how to convey the subject. (NCATE 1.1, 1.3)
 Generate multiple paths to knowledge. (NCATE 1.1, 1.3)
INTASC Standard 7: The teacher plans instruction based on knowledge of subject
matter, students, the community, and curriculum goals.
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Knowledge: Teacher understands learning theory, subject matter, curriculum
development, and student development; knows how to use this knowledge in
planning instruction to meet curriculum goals.
Dispositions: Teacher values both long term and short term planning as an
individual and as a member of a team.
Performances: As an individual and as a member of a team, teacher
selects/creates learning experiences appropriate for curriculum goals, relevant
to learners, and based upon principles of effective instruction. Teacher
creates/plans for learning opportunities, lessons, and activities that address
various learning styles and meet the developmental/individual needs of diverse
learners.
Common Course Assessment: Social Studies Unit Plan
Major Topics:
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Theories, Trends, Goals, Strategies, and Guidelines in Teaching Social
Studies/Diversity
National, State, and District Curriculum Standards
Michigan Grade Level Content Expectations
Citizenship Education and Democratic Values
Teaching History, Geography, Political Science, Economics, Anthropology, and
Sociology
Online resources
Current Events and Public Issues
Planning Lessons, Units, and Student Assessments
Literacy-Social Studies Integration
Course Knowledge Base:
Banks, J. (2003). Teaching strategies for ethnic studies. (7th ed.) Boston: Allyn and Bacon.
Bennett, C. (2003). Comprehensive multicultural education: Theory and practice. (5th ed.)
Boston: Allyn and Bacon.
Berson, J., Cruz, B., Duplass, J., & Johnston, J. (2004). Social studies on the internet. Upper
Saddle River, NJ: Merrill Prentice Hall.
Chapin, J. & Messick, R. (2002). Elementary social studies: A practical guide. Boston: Allyn
and Bacon.
Farris, P. (2001). Elementary and middle school social studies: an interdisciplinary
approach. Boston: Allyn and Bacon.
Hauge-Moran, J. (2003). Social studies instruction incorporating the language arts. Boston:
Allyn and Bacon.
Hoge, J., Field, S., Foster, S., Nickell, . (2004). Real world investigations for social studies.
Upper Saddle River, NJ: Merrill Prentice Hall.
Lasley, T., Matczynski, T., & Rowley, J. (2002). Instructional models: Strategies for teaching
in a diverse society. Belmont, CA: Wadsworth.
Massialas, B. & Allen, R. (1996). Crucial issues in teaching social studies. Belmont, CA:
Wadsworth.
Marshall, P. (2002). Cultural diversity in our schools. Belmont, CA: Wadsworth.
Maxim, G. (2003). Dynamic social studies for elementary classrooms. (7th ed.) Upper
Saddle River, NJ: Merrill Prentice Hall.
Nelson, M. (1998). Children and social studies: Creative teaching in the elementary
classroom. Fort Worth, TX: Harcourt Brace College Publishing.
Obenchain, K. & Morris, R. (2003). 50 social studies strategies for K-8 classrooms. Upper
Saddle River, NJ: Merrill Prentice Hall.
Savage, T. & Armstrong, D. (2004). Effective teaching in elementary social studies. Upper
Saddle River, NJ: Merrill Prentice Hall.
Symanski-Sunal, C. & Haas, M.E. (2002). Social studies for the elementary and middle
grades: A constructivist approach. Boston: Allyn and Bacon.
Welton, D. (2002). Children and their world: Strategies for teaching social studies. (7th ed.)
Boston: Allyn and Bacon.
Zarrillo, J. (2004). Teaching elementary social studies: Principles and applications. Upper
Saddle River, NJ: Merrill Prentice Hall.