Syllabus for EDU 311
Social Science for Children
Dr. Rachel Peeples
Fall 2014
Box 4009
Clinton, MS 39058
(601) 925-3407
peeples@mc.edu
EDU 311 – Social Science for Children
3 semester hours credit
I.
COURSE TITLE:
II.
PREREQUISITES/COREQUISITES:
III.
COURSE DESCRIPTION: This course is designed specifically for pre-service
elementary school teachers, grades K-8. The emphasis is placed on the teacher’s role as
decision-maker in planning the content of the social studies program, arranging the
environment, guiding the learning process, and organizing and managing instruction.
IV.
INTEGRATIVE RATIONALE: The ability to live in a changing democratic society in
a world marked by increasing interdependence among societies requires the development
of the highest levels of civic and social competence. All students need opportunities to
develop an understanding and appreciation of their own cultural heritage and the heritage
of others, of social change, of functions of the family and other institutions, of the core
societal values and of various perspectives on human affairs. This course is designed to
not only meet the specific goals of the course but also to be a coherent part of the overall
program design for teacher education at Mississippi College. Some representative
examples are noted here. Social studies teaching methods build upon and integrate with
the students’ background in this content area including the social studies requirements in
the college core curriculum. All of the primary pillars of the program are found in EDU
311. The course is driven, in part, by the National Council for the Social Studies (NCSS)
standard as well as the Mississippi Curriculum Framework for social studies. Secondly,
since multicultural perspectives and mutual respect are crucial in a democratic society,
diversity is not only woven throughout this course but the topic is also highlighted in a
full unit of instruction. Technology is also an important component of the course.
Virtually, nothing is done as part of course requirements that is not assessed either
formally or informally. Authentic assessment strategies are noted whenever applicable.
This course is one of four referred to as the “Professional Block”. Approximately onethird of the course is spent in a field-based practicum. Each course component draws the
candidate’s attention to the best practices in teaching the social studies. Finally,
candidates are given numerous opportunities as a part of this course to reflect, analyze
and improve based on their reflection. It is on the basis of this rationale that we believe
the course to be a relevant and necessary program component leading to a “competent,
caring, Christian who is as a teacher will be a “reflective practitioner.”
V.
COURSE OBJECTIVES:
A.
B.
C.
D.
Social Studies core and EDU 300
Admittance into the TEP
Must be taken with EDU 312, 321, 439, 458
Describe the current status and relevance of social studies education in terms of
curriculum, student attitudes, materials, and trends with emphasis upon the
interrelationship of thinking and learning.
Evaluate the major rationales or purpose for social studies education and how
each relates to content selection and teaching practices.
Discuss how social studies curriculum is determined and how changes are made.
Explain how the principles of developmental psychology relate to teaching
social studies at the elementary level.
2
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
Compare the major approaches to values education and explain the role of values
education in a democratic society.
Explain the prevailing arguments for and against multicultural and global
education emphasizing the importance of respect for the worth and uniqueness of
all individuals.
Describe approaches to social studies education that would facilitate providing for
individual differences (i.e., cultural, physical, cognitive, and social differences)
and the aims of public law 94-142.
Explore curriculum considerations for primary and intermediate grade social
studies programs.
Discuss the importance of developing reading skills in the social studies to
encourage independence in learning.
Demonstrate a variety of teaching, strategies, methods, activities, media, and
materials for developing skills in social studies with an emphasis upon group
activities and cooperative learning.
Construct model unit plans and lesson plans for elementary social studies at
various grades with emphasis on short- and long-term goals and objectives and
integration of other subject areas.
Discuss the pros and cons of utilizing various evaluation devices in the social
studies.
Develop lesson plans according to STAI procedures.
Demonstrate an understanding of the social studies and a positive, enthusiastic
and professional attitude toward the teaching/learning of the social studies.
Identify specific techniques used for diagnosis and prescription according to
learning ability and style.
NOTE: Additional objectives for each text chapter will be provided in class.
VI.
ACADEMIC INTEGRITY: It is expected that a student attending Mississippi College
will be scrupulously honest. Therefore, plagiarism and cheating will be dealt with in
accordance with the policies of the University. These policies are stated in the current
College Catalog.
VII.
COURSE TOPICS: The major topics to be covered are:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Library resources available through electronic databases and the stacks to
supplement social studies.
The definitions of social studies, why we teach it, and its state/national curriculum
patterns.
Curriculum considerations for primary level social studies.
Curriculum considerations for intermediate level social studies.
Citizenship education as a most fundamental goal of social studies education.
Character education.
Cultural learning through classroom organization and instruction.
Current events as part of social studies curriculum.
Issues of language and literacy learning within the social studies
Chronological time; map and globe skills; technologies for the social studies.
Instructional resources particularly appropriate in social studies.
3
L.
M.
N.
Planning for social studies instruction.
Effective instructional strategies for social studies instruction.
Assessment techniques and tools for evaluating progress in the social studies.
VIII. INSTRUCTIONAL METHODS: A combination of lecture, class discussion and
cooperative activities will be used for most class sessions. Time will be devoted to a
discussion of outside readings and reviews of research studies. Some sessions will be
supplemented with group work involving problem solving/critical thinking activities.
Other sessions will include videotapes on related topics.
IX.
ASSIGNMENTS: All assignments must be submitted as scheduled. Assignments
submitted late will result in lowering of points/grade. Generally, for each day an
assignment is turned in late, 10 points will be deducted. Assignments turned in later than
one week after the due date will not be accepted. The final grade received in this course
will be based upon the following:
A.
B.
C.
D.
E.
F.
G.
Reflections, Social Studies Activities
Biography Project (Bio-Box and Bio-Poem)
Literature Response Group
Jackdaw Kit +
Lesson Plan Unit
Field Experience
Exams
A.
Reflections, Biography Project (Bio-Box and Bio-Poem)
5%
5%
5%
10%
20%
20%
35%
5%
During class students will work individually and in various sized groups on social studies
issues, problems, projects and methods. Attendance, active participation and quality of
work will be assessed.
Reflections: Reflective thoughts are to be e-mailed to the professor each day after
class. Reflections must be received by the day following each class period. Reflections
not received by this time will not be accepted.
This is a journal of your thoughts and reactions to each class- not a repeat of what was
said or done in class. These reflective thoughts and reactions to the things that are
discussed and that take place in class should be e-mailed each day to peeples@mc.edu
B.
Biography Project (Bio-Poem and Box)
5%
Each student will choose one biography of his or her choice to read. A bio-poem and a
biography box will be completed describing the life and characteristics of this person.
These projects will be presented to the class.
4
C.
Literature Response Group
5%
Small groups of students will be assigned a quality children’s literature book. Each
group will develop a reading plan, read, share, and write summaries for each chapter.
The group of students will teach one lesson plan using the book and develop a final
project representing the book.
D.
Jackdaw Kit +
10%
Each student will initiate and organize a collection of primary source materials, historical
artifacts, applicable children’s literature and a virtual field trip about a single topic
suitable for use in teaching social studies. At least sixteen items should be included and
referenced to the state frameworks and common core curriculum. The collection will be
turned in and presented to the class. The kit will be accompanied with a brief written
explanation explaining how the items could be used to enhance social studies instruction,
as well as for what grade level the kit is intended. Please see the assignment rubric for
specific requirements.
E.
Lesson Plan Unit
20%
Students will develop a series of 3-5 social studies lesson plans relating to the Jackdaw
Kit+ unit. This unit will be planned for a specific grade level and will relate to state
framework objectives and standards from the common core curriculum. Please see the
assignment rubric for specific requirements.
F.
Field Experience and Seminar
20%
Twenty-four hours of seminar and a minimum of sixty hours of block teaching
experience are required for each BLOCK COURSE, EDU 311, 312, 321, and 439.
These hours are mandatory to successfully complete the BLOCK COURSES;
therefore, attendance for both is mandatory. Absences will be recorded in each
block course (EDU 311, 312, 321, and 439) and penalties will apply as stated in
that course syllabus.
The seminar consists of meetings to discuss generic topics and trends. Topics included
are: Understanding by Design (UbD), Teacher Dispositions & Character Traits;
Authentic Assessment; Data Analysis; Interpretation of Data; Evaluation of Data;
Modifying Instruction Based on Analysis of Data; Response to Intervention, and
Classroom Management.
The block teaching experience requires teacher candidates to be assigned to an
elementary classroom for a minimum of three hours per day, five days a week for a
three to four week period. While in the classroom, the teacher candidate is expected to
write and teach a minimum of one, 30-minute lesson per day in one of the content
areas. Candidates will be observed for feedback by the classroom teacher each day and
a minimum of 2 times by a university supervisor. These visits will be judged on the
following criteria:
5
 organization of a professional notebook
 accuracy of lesson plan
 appropriate delivery of the lesson
 professional demeanor
A post observation conference will be held to discuss criteria compliance.
All MC students will be required to pass a background check before being allowed to
participate in field experiences. This will be done through Certified Background. The
cost will be approximately $50.
All teacher education students will be required to purchase a Tk20 account beginning in
Fall 2009. The Tk20 system will allow you to:
 Build your artifacts electronically, online. Your artifacts will stay with you,
so you can use them for years, even after graduation.
 Receive quicker feedback on your work from your instructors and mentors.
 Create electronic portfolios for documenting your work for presentation to
the faculty and prospective employers.
 Have a fully documented record of your field experience work and your
experience with student teaching/clinical practice.
 Fill out all your application forms online. This includes applications for
admission to the program and for student teaching.
 Receive updates on job openings and possibilities (to be activated very soon)
Additionally the TK20 system will help us serve you better by providing instant data for
advising and by providing data to help us improve our programs. There will be a onetime charge of $100 for a Tk20 account. This can be purchased online or through the
bookstore. There will be a mark-up at the bookstore, but this option will allow students
to request compensation from financial aid (if eligible) to purchase the account.
G.
Exams
35%
Three exams will be administered during the course of the semester. Quizzes will be
periodically administered in order to evaluate students’ progress. A comprehensive final
may be given. No make up of quizzes will be allowed.
X.
EVALUATION: All assignments will be evaluated using a rubric provided prior to the
completion of each assignment. The relative value of each assignment is noted in section
IX. of the syllabus. The course calendar states the due dates for each assignment. If a
student experiences difficulty in meeting a deadline he/she should inform the professor
before the due date stated in the calendar. Generally, regardless of the excuse, ten points
will be deducted for each class period an assignment is late. Assignments turned in more
than one week after the due date of the assignment will not be accepted. Class
presentation dates will be assigned in class several days in advance of the presentation.
No make-up presentations will be made. No make-up/extra credit will be permitted
except in emergency situations. In case of emergencies, and with prior approval, an
assignment may be e-mailed to peeples@mc.edu. The following grading scale is used for
this course:
6
A = 95 – 100
D = 70 - 74
XI.
C = 75 – 84
B = 85 -94
F = Below 70
OTHER COURSE INFORMATION:
A.
Class attendance: Students are expected to attend class, to carry out all assigned
work on time, and to complete written exams in the class period designated.
University policy regulates class absences and no credit can be given in a course
in which a student misses more than 25% of the class time. The final grade will
be lowered one letter grade for every two unexcused absences. Tardies and
early class departures count toward the number of absences so students
should plan to arrive on time and remain until the end of the class period. If
a student does arrive late, it is his/her responsibility to tell the instructor at
the conclusion of the class period. Two tardies/early departures will count as
one unexcused absence. Unless there is an emergency, doctor’s
appointments, airplane flights, etc. should not be scheduled during class
time. If a student misses more than the number of class periods specified in
University policy and believes that there are reasonable explanations for the
absences, she/he may appeal absences to the Dean of the School of Education.
Students may obtain a Student Absence Appeal Form from the Dean’s Office.
B.
Make-up exams: There are three (3) exams in the course. The dates are identified
on the course calendar. If a student must miss an exam, the professor should be
notified immediately and arrangements will be made for the student to make up
the exam in a timely manner.
C.
Students are responsible for all material in the required text. Knowledge of the
material will be assessed through class participation, daily assignments, quizzes,
and exams.
D.
Your reflective journals must be e-mailed.
.
Sample journal writing
In class this week, Mary brought up the issue of corporal punishment. While I
don’t personally believe in it, I was very interested in her remarks and I was
amazed at the number in the class who supported her ideas. How can people be
so cruel? Surely in the year 2014 we can find a better way to deal with
students!! Since I feel this way, I was grateful for your advice to discuss the
expectations of a potential principal before I take a job. —Thanks, --Fred
E.
Students needing extra help should see the professor and schedule time for a
conference. My office is located in L210. My office phone number is (601) 9253407. Office hours will be posted. Other appointments may be made as needed.
7
XII.
TEXT AND BIBLIOGRAPHY:
A.
Text:
Zarillo, J. (2012). Teaching Elementary Social Studies. Boston: Pearson.
See published Bibliographies of References, Children’s Literature Recommendations,
and Related Technology Tools at the end of each chapter in the social studies text.
Cognate Readings:
Current articles in The Social Studies and Social Education
B.
Other references:
Bloom, B.S. et al. (1956). Taxonomy of educational objectives, handbook 1:
Cognitive domain. New York, NY: David McKay.
Ellis, A. K. (1986). Teaching and learning elementary social studies. (3rd ed.).
Boston, MA: Allyn & Bacon.
Evans, R. & Saxe, D. (1996). Handbook of teaching social issues. Washington,
D.C.: National Council for the Social Studies.
Farris, P.J., (2007). Elementary and middle school social studies: An
interdisciplinary approach. (5th ed.). New York: McGraw-Hill
Gorski, P.C. (2005). Multicultural and Education and the Internet; Intersections
and Integrations. (2nd ed.).
Boston: McGraw-Hill.
Grant, C.A. & Sleeter, D.E. (1997). Making choices for multicultural education:
Five approaches to race, class, and gender. (2nd 3d.) Englewood Cliffs, NJ: PrenticeHall.
Haas, M.E. & Laughlin, M.A. (eds.) (1996). Meeting the standards: Social
studies reading for K-6 educators. Washington, DC: National Council for the Social
Studies.
Johnson, A.P. (2010). Making Connections in Elementary and Middle School
Social Studies. Los Angeles: Sage.
Krathwohl, D.R., Bloom, B.S., & Masia, B. B. (1964). Taxonomy of educational
objectives: Affective domain. New York, NY: David McKay.
Krey, D.M., (1998). Children’s literature in social studies: Teaching to the
standards. NCSS Bulletin No. 95. Washington, DC: National Council for the Social
Studies.
Lee, J. (2008). Visualizing Elementary Social Studies Methods. Hoboken, NJ:
John Wiley & Sons.
8
National Council for Geographic Education. (1994). Geography for life:
National geographic standards. Washington, DC: National Geographic Society.
National Council for the Social Studies. (1996). Fostering civic virtue:
Character Education in the social studies. Washington, DC: National Council for the
Social Studies.
Obenchain, K.M. &Morris, R.V. (2007). 50 Social Studies Strategies for K-8
Classrooms. (2nd ed.).Upper Saddle River, New Jersey: Merrill Prentice Hall.
Parker, W.P. (2009). Social Studies in Elementary Education. (2009). Boston:
Allyn & Bacon.
Reeves, A.R. (2012). Where Great Teaching Begins. Alexandria, VA: ASCD.
Robb, L. (2001). 35 Must-Have Assessments and Record-Keeping Forms for
Reading. New York: Scholastic Professional Books.
Robb, L. (2003). Teaching Reading in Social Studies, Science and Math. New
York: Scholastic Professional Books.
Robb, L. (2008). Differentiating Reading Instruction. New York: Scholastic.
Robb, L. (2009). Assessments for Differentiating Reading Instruction. New
York: Scholastic Teaching Resources.
Robb, L. (2009). Reading Strategy Lessons for Science and Social Studies. New
York: Scholastic.
Robb, L. (2010). Teaching Reading in Middle School. New York: Scholastic.
Wade, R. C. (ed.) (2000). Building bridges: Connecting classroom and
community through service-learning in social studies. Washington, DC: National
Council for the Social Studies.
Zarnowski, M. & Gallager, A. (eds.). (1993). Children’s literature and social
studies: Selecting and using notable books in the classroom. Washington, DC: National
Council for the Social Studies.
Zarrillo, J. (2008). Teaching Elementary Social Studies. Upper Saddle River, NJ:
Merrill Prentice Hall.
9