San Diego State University
Dual Language and English Learner Education
SPRING 2015, CVLCC
Course Title:
Course Time:
Course Instructor:
DLE 911, Social Studies Methods for Bilingual Elementary Students
Thursdays, 4:00-6:40 PM,
Dr. Jorge Ramírez, jorge.ramirez@cvesd.org
Office Hours:
Thursdays before or after class, and at CVLCC by appointment
Required Texts:
Harman, C. (2008). A People’s History of the World. Verso, London.
Moyn, S. (2010). The Last Utopia: Human Rights in History. Harvard Press.
Other Material:
Content Standards and Curriculum Frameworks for the Social Studies found at:
http://www.cde.ca.gov/be/st/
Common Core Standards for Literacy
http://www.cde.ca.gov/ci/cc/
Articles and other reading assignments will be given on/or before assigned lectures.
Course Description:
The Purpose for This Class
Our class, then, will work toward fulfilling these compelling goals for our students, no matter their age or grade. To this end, we
will explore standard and community-based materials that can enhance our teaching of history-social studies. We will practice
designing lessons and learning events. We will learn strategies to develop content literacy in history-social studies, how to use the
child’s world as a source of material and ideas that will engage our students in the study of history-social studies.
Course Objectives and Teacher Performance Expectations (TPEs):
You will be able to:
2

Identify and use reading, writing, listening, and discussion strategies for meta-cognition, content acquisition, and language
development that enhance cognitive academic learning in the social studies (TPEs 1, 2, 4, 5)
 Learn how to design lesson plans for the Pre-Reading, Reading, and Post-Reading phases of instruction that utilize small and
whole-group contexts (TPEs 1, 4, 5, 6, 7, 8, 9, 10, 13)
 Understand and utilize strategies for content vocabulary development (TPEs 1, 4, 5, 6, 7, 8, 9, 13)
 Utilize community-based and trade materials and texts to enhance content literacy (TPEs 1, 4, 5, 6, 7, 8, 9, 13)
 Learn about alternate assessment strategies and tools (TPEs 1, 3, 5, 6, 7, 8, 13)
 More specifically, our course will emphasize TPEs 1, 3, 4, 8, 14, and 16
3
Here is a list of TPEs.
TPE
#
1
Specific Pedagogical Skills for Subject Matter
Instruction
2
Monitoring Student Learning During Instruction
3
Interpretations and Use of Assessments
4
Making Content Accessible
5
Student Engagement
6
Developmentally Appropriate Teaching Practices
7
Teaching English Learners
8
Learning About Students
9
Instructional Planning
10
Instructional Time
11
Social Environment
12
Professional, Legal, & Ethical Obligations
13
Professional Growth
14
Social Justice: Linking with the School Community,
Serving as a Mediator of Culture
15
Biliteracy: Bicognition
16
Community & Culture
4
Course Requirements and Assigned Values
1.
2.
3.
4.
5.
In-Class Discussions, Activities, Readings, Stay On-task! (8 pts per class session)
Assigned Journal Entries
Student Interview (Signature Assignment)
Multimedia presentation of Self/Community
CAT Lesson Cycle—this is same product as your CAT
120 points
30 points
100 points
50 points
100 points
400 points
Points and Grade Equivalents
400-376 (100-94%)
375-360 (93-90%)
359-340 (89-85%)
339-320 (84-80%)
=A
= A= B+
=B
319-300 (79-75%)
299-280 (74-70%)
279-260 (69-65%)
259-240 (64-60%)
= B= C+
=C
= C-
Description of Product Types:
1. In-Class Lesson Plan Construction—after presentation by instructors of strategies for, prior knowledge/
concept/vocabulary development, expository text, writing to learn and action-based lessons, students will work in
pairs/triads to construct lessons that apply selected strategies. Lessons will be presented in class via posters and oral
explanation.
2. Journal Entries--will be assigned at various points in the semester based on readings, class discussions, or other stimuli.
Other options might include reflections based on experiences and insights gained attending Professional or Parent
Conferences or Workshops, or other community events that become available. Students will synthesize their thoughts and
ideas generated by the input from the conference, workshop, etc. Essays can also be assigned when compelling events or
class developments warrant such a product.
3. Student Interview--The Student Interview follows a format to be presented in class; this interview will focus on student
interests and academic needs and will be used to design mini-lessons. You will interview two students in any one grade
(from grade 3 to 6). One will be a high achiever OR an average achiever, and one will be a struggling student. Based on
your analysis of the data, you will suggest interventions for each student that will help them learn/achieve more effectively
in social studies.
4. Multimedia Presentation of Self—you will work individually to design an imovie/animoto based on your perception of
self to introduce community in the classroom.
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5. Social Studies CAT—After modeling by your instructor, you will follow prompts provided to you that will help you
design a 4-5 day learning cycle that will focus on your planning, specifically these components: Making Content
Accessible; Understanding Language Demands and Supporting Academic Language Development.
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The Ten Primary Themes of Social Studies, from National Council of the Social Studies
(NCSS)
Culture - Social Studies programs should include experiences that provide for the study of culture and cultural diversity, so that
the learner can:
A. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs
and concerns;
B. give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames
of reference;
C. describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and
influence behavior of people living in a particular culture;
D. compare ways in which people from different cultures think about and deal with their physical environment and social
conditions;
E. Give examples and describe the importance of cultural unity and diversity within and across groups.
Time, Continuity, and Change - Social Studies programs should include experiences that provide for the study of the ways
human beings view themselves in and over time so that the learners can:
A. demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons
for the difference in views;
B. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and
construct simple timelines; identify examples of change; and, recognize examples of cause and effect relationships;
C. compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they
contribute to our understanding of the past;
D. identify and use various sources for reconstructing the past, such as documents, letters, diaries, map, textbooks, photos, and
others;
E. demonstrate an understanding that people in different times and places view the world differently;
F. Use knowledge of facts and concepts, drawn from history, along with elements of historical inquiry to inform decision
making about and action taking on public issues.
People, Places and Environment - Social Studies programs should include experiences that provide for the study of people,
places, and environments, so that the learners can:
A. construct and use mental maps of locales, regions, and the world that demonstrate an understanding of relative location,
direction, size, and shape;
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B. interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs;
C. use appropriate resources, data sources, and geographic tools such as atlases, databases, grid systems, charts, graphs, and
maps to generate, manipulate, and interpret information;
D. estimate distance and calculate scale;
E. locate and distinguish among varying landforms and features, such as mountains, plateaus, islands, and oceans;
F. describe and speculate about physical system changes such as seasons, climate and weather, and the water cycle;
G. describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes,
playgrounds, classrooms and the like;
H. examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem
changes in selected locales and regions;
I. explore ways that the earth’s physical features have changed over time in the local region and beyond and how these
changes may be connected to one another;
J. observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena
such as floods, storms, and drought;
K. Consider existing uses and propose and evaluate alternative uses of resources and land in the home, the school, the
community, the region, and beyond.
Individual Development and Identity - Social Studies programs should include experiences that provide for the study of
individual development and identity so that the learner can:
A. describe personal changes over time such as those related to physical development and other personal interests;
B. describe personal connections to place-especially place as associated with immediate surroundings;
C. describe the unique feature of one’s nuclear and extended families;
D. show how learning and physical development affect behavior;
E. identify and describe ways family, groups and community influence the individual’s daily life and personal choices;
F. explore factors that contributes to one’s personal identity such as interests, capabilities, and perceptions;
G. analyze a particular event to identify reasons individuals might respond to it in different ways;
H. Work independently and cooperatively to accomplish goals.
Individuals, Groups and Constitutions - Social Studies programs should include experiences that provide for the study of
interactions among individuals, groups, and institutions, so that the learner can:
A. identify roles as learned behavior patterns in group situations such as student, family member, peer, playgroup member, or
club member;
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B. give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on
people, events, and elements of culture;
C. identify examples of institutions and describe the interactions of people with institutions;
D. identify and describe examples of tension between and among individuals, groups, or institutions, and how belonging to
more than one group can cause internal conflicts;
E. identify and describe examples of tension between and individual’s beliefs and government policies and laws;
F. give examples of the role of institutions in furthering both continuity and change
G. Show how groups and institutions work to meet individual needs and promote the common good and identify examples of
where they fail to do so.
Power, Authority, and Governance - Social Studies programs should include experiences that provide for the study of how
people create and change structures of power, authority, and governance, so that the learner can:
A. examine the right and responsibilities of the individual in relation to his/her social group such as family, peer group, and
school class;
B. explain the purpose of government;
C. give examples of how government does or does not provide for needs and wants of people, establish order, and security,
manage conflict;
D. recognize how groups and organizations encourage unity and deal with diversity to maintain order and security;
E. distinguish among local, state, and national governments and identify representative leaders at these levels such as mayor,
governor and president;
F. identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations;
G. explore the role of technology in communications, transportation, information processing, weapons development, or other
areas as it contributes to or helps resolve conflicts;
H. recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as
fairness, equity and justice.
Production, Distribution, and Consumptions – Social Studies programs should include experiences that provide for the study of
how people organize for the production, distribution and consumption of goods and services, so that the learner can;
A. give examples that show how scarcity and choice govern our economic decisions;
B. dstinguish between needs and wants;
C. Identify examples of the various institutions that make up economic systems such as families, workers, banks, labor
unions, governments agencies, small businesses, and large corporations;
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D. give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions,
government agencies, small businesses, and large corporations;
E. describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and
exchange of goods and services;
F. describe the influence of incentives, values, traditions, and habits on economic decisions;
G. explain and demonstrate the role of money in everyday life;
H. describe the relationship of price to supply and demand;
I. use economic concepts such as supply, demand, and price to help explain events in the community and nation;
J. apply knowledge of economic concepts in developing a response to a current local economic issue such as hoe to reduce
the flow of trash into a rapidly filling landfill.
Science, Technology, and Society – Social studies programs should include experiences that provide for the study of
relationships among science, technology, and society, so that the learner can;
A. identify and describe the examples in which science and technology have changed the lives of people such as in
homemaking, child care, work, transportation, and communication;
B. identify and describe examples in which science and technology have led to changes in the physical environment such as
the building of dams and levees, offshore drilling, medicine from rain forests, and loss of rain forests due to the extraction
of resources or alternative uses;
C. describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological
knowledge such as conservation of resources and awareness of chemicals harmful to life and the environment;
D. identify examples of laws and policies that govern scientific and technological applications such as the Endangered Species
Act and environmental protection policies;
E. suggest ways to monitor science and technology in order to protect the physical environment, individual rights, and the
common good.
Global Connections – Social Studies programs should include experiences that provide for the study of global connections and
interdependence, so that the learner can;
A. explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or
lead to misunderstanding;
B. give examples of conflict, cooperation, and interdependence among individuals, groups, and nations;
C. examine the effects of changing technologies on the global community;
D. explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues such as
pollution and endangered species;
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E. examine the relationships and tensions between personal wants and needs and various global concerns such as the imported
oil, land use, and environmental protection;
F. investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children
and religious groups and the effects of war.
Civic Ideals and Practices - Studies programs should include experiences that provide for the study of the ideals, principle, and
practices of citizenship in a democratic republic so that the learner can;
A. identify key ideals of the United States democratic republican form of government such as individual human dignity,
liberty, justice, equality, and the rule of law, and discuss at their application in specific situation;
B. identify examples of rights and responsibilities of citizens;
C. locate, access, organize, and apply information about an issue of pubic concern from multiple points of view;
D. identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a
democratic republic;
E. explain actions citizens can take to influence public policy decisions;
F. recognize that a variety of formal and informal actors influence and shape public policy;
G. examine the influence of public opinion on personal decision making and government policy on public issues;
H. explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form
of government;
I. describe how public policies are used to address the issues of public concern; recognize and interpret how the “common
good” can be strengthened through various forms of citizen action.
NCSS THEMES AND THE ACADEMIC DISCIPLINES
CULTURE
TIME, CONTINUITY, AND CHANGE
PEOPLE, PLACES, AND ENVIRONMENTS
INDIVIDUAL DEVELOPMENT AND IDENTITY
INDIVIDUALS, GROUPS, AND INSTITUTIONS
POWER, AUTHORITY, AND GOVERNANCE
PRODUCTION, DISTRIBUTION, AND CONSUMPTION
SCIENCE, TECHNOLOGY AND SOCIETY
GLOBAL CONNECTIONS
CIVIC IDEALS AND PRACTICES
Anthropology, Geography
History
Geography, Anthropology
Sociology, Psychology
Political Science, Sociology, Anthropology
Political Science
Economics
History, Anthropology, Political Science
Geography, Anthropology, Political Science
Political Science, History
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Class Schedule—SUBJECT TO CHANGE
Please Bring Reading Assignments or textbook-based presentations as scheduled
CLASS
MEETING
#1/ 01-22
#2/01-29
ASSIGNMENT/READING
DUE ON THIS DATE
 Chapter 2 Freire, excerpts for
table discussions
 Chapter 1 hooks, critical
thinking

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#3/02-5
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#4/02-12

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
California Social Studies
Standards
Bring you grade-level
History/Social Studies
Textbook
Chapter 2 hooks, democratic
education
Bring you grade-level
History/Social Studies
Textbook
Chapter 4 hooks,
decolonization
Bring your grade-level
California social studies
content standards
Bring you grade-level
History/Social Studies
Textbook
Chapter 5 hook, integrity
CLASS SESSION TOPICS & ACTIVITIES

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Introduction to Course
Overview of Social Studies CAT and Social Studies coursework
Ten Themes of the Social Studies Standards, National Council of the Social
Studies
Role of the teacher and student relationship
Introduction of self as educator
Introduction and discussion of education
Group discussion of purpose of self as educator
Overview of CA content and skills standards for History and Social Studies
Modeling structure for student engagement

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Colonization/decolonization of History/Social Studies
Teaching with Integrity
Review themes of History/Social Studies


Group activities related to Geographic Awareness
Hands-on with Concept Development, Vocabulary Development & Prior
Knowledge
Charts: Social Studies Disciplines, their Central Questions, Concepts, and
Generalizations
Overview of Student Interview


12
#5/02-19

#6/02-26


#7/02-28
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#8/03-5

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#9/03-12


Bring you grade-level
History/Social Studies
Textbook
Common Core Literacy
Standards in History/Social
Science
California State Standards for
History Social Studies
Common Core Literacy
Standards in History/Social
Science
California State Standards for
History Social Studies
Article: Tiered Questions
Bring you grade-level
History/Social Studies
Textbook
Bring common core and
History/Social Science
Standards
Reading: Purpose and
reasoning behind Gradual
Release of Responsibility
Reading: Geography as skill
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What is student engagement? Discussion of the levels of engagement
Teaching with Integrity
The importance of integration of subject areas
Planning Social Studies throughout the academic year
Creating purpose before instruction of content
Introduction to Literacy in Social Studies (read/write connection)

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Assigned Group deconstruction of standards to create theme and purpose
The art of Questioning to engage thinking
Goal Frameworks: Aims a teacher holds for his/her students
How does Literacy tie into History/Social Studies to engage student
thinking?
Create a list of books to support instruction
Develop framework of planning (know your curriculum)
Review: Teaching Strategies that engage student thinking.
Reversing the role of teacher to the role of student
Creating content for learning and exploration
Create a list of evidence to support student learning through Literacy
(read/write connection)
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Develop lessons that focus on Gradual Release of Responsibility
How do teachers engage all Learners and keep to High Expectations
Design first Lesson that engages International, national, state and local
perspectives (geography, culture, beliefs, norms and attitudes)
13
#10/03-19


Article: Multicultural
Education in American
Schools
Article: SB 48 and the CLAS
Act Initiative
03/26
#11/04-2

CVLCC (Office)
#12/04-09

#13/04-16


Bring rough drafts of your
CAT, including the original
lesson you will be redesigning—MANDATORY
Student Interview Due
Multimedia Presenations
#14/04-23
#15/04-30

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#16/05/07

CAT Due on April 27
Student Interview Due
Multimedia Presenations
Student Interview Due
Multimedia Presenations


Assigned Group create a lesson that encompases a multicultural perspective
Group Discussion Senate Bill 48 and our role as educators


SPRING BREAK
Appointments (optional)


Small group peer feedback on your CAT drafts
Discussion of instructional routines to enhance teaching of History/Social
Science
Discussion of student engagement
Presentation of Student Interviews in Small Groups/Peer Feedback
Lesson Presentations (Spanish)
Multimedia Presentation of Self
Presentation of Student Interviews in Small Groups/Peer Feedback
Lesson Presentations (Spanish)
Multimedia Presentation of Self
Lesson Presentations (Spanish)
Multimedia Presentation of Self
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