MAT 652 Syllabus
Social Studies in the Elementary School and Integrated Learning: Social
Studies, Art, Music, and Information Literacy
Course Description: MAT 652 – Credit 3 hrs. An integrated course in methodology for
teaching social studies, art, music, and information literacy to diverse groups of
learners in elementary and special education classes. Thematic units will be
designed to include integrated content from the four curriculum areas.
Development of literacy competencies for informational text and children’s
literature are integrated into instructional planning, teaching, and assessment.
Prerequisites for MAT 652: SARTE STATUS, MAT 611, MAT 630, and MAT 640,
Acceptable introductory portfolio
Text:
Maxim, G.W. (2010). Dynamic Social Studies or Constructivist
Classrooms (9th ed.), Boston: Allyn & Bacon.
Course Objectives:
Upon completion of this class, the student should be able to:
1.
define social studies and its role in the curriculum. (CK, SM) InTASC Standard 4
2.
describe the major goals of social studies education and demonstrate ways to
address these goals. (CK, SM) – diversity, -technology InTASC Standard 4 and 5
3.
relate the roles of facts, concepts, and generalizations to the social studies
curriculum. (CK, SM) InTASC Standard 4, 5, and 8
4.
define and describe the use of basic, as well as advanced, social studies skills.
(CK, SM, KL) -technology InTASC Standard 4, 5, and 8
5.
describe the scope and sequence of social studies education.(CK, SM, PS) –
diversity, -technology InTASC Standard 4, 7, and 8
6.
describe and demonstrate how social studies relate to other aspects of the
elementary school curriculum. (CK, SM, KL) – diversity, -technology InTASC
Standard 1, 3, 4, and 5
7.
develop various teaching strategies in social studies education.(SM, KL) InTASC
Standard 4, 5, and 8
8.
discuss the contributions of the various social sciences to the social studies
curriculum (includes anthropology, economics, geography, history, political
science, and sociology). (CK, PS) – diversity, -technology InTASC Standard 4
9.
discuss global, national, and local concerns in social studies education. (CK, SM,
PS) – diversity, -technology InTASC Standard 4 and 5
10.
describe the role of current events education. (CK, SM, PS) – diversity, -technology
InTASC Standard 4 and 8
11.
develop lessons which integrate various curricular areas with social studies
instruction. (CK, SM, KL, PS) – diversity, -technology InTASC Standard 1, 4, and
7
12.
develop evaluation techniques appropriate for assessing the content, processes,
and attitudes in social studies education.(CK, SM, KL, PS) – diversity, -technology
InTASC Standard 5 and 6
13.
develop an awareness and appreciation for different cultures.(CK, SM, KL, PS) –
dispositions – diversity InTASC Standard 8 and 9
14.
develop strategies to promote a global perspective and to help students live
productive lives in the 21st century (CK, SM) -dispositions – diversity, -technology
InTASC Standard 4, 5, 8, and 9
15.
16.
17.
18.
20.
21.
22.
develop strategies for teaching students to use a wide variety of data sources,
including direct observation, artifacts/ realia, graphics, literature, technology, and
the arts. (CK, SM, KL, PS) – diversity, -technology InTASC Standard 4, 5, and 8
develop strategies for teaching students about democratic processes and
institutions within the context of a multicultural society and civic participation.
(CK, SM, KL, PS) – diversity, -technology InTASC Standard 5
develop strategies for teaching value, moral, and character education. (CK, SM,
KL, PS) InTASC Standard 5
describe and use the National Standards and Themes for Social Studies.(CK, SM,
KL, PS) – diversity, -technology InTASC Standard 5, 7, and 9
create and teach thematic units, based on national and state standards, that
integrate content and skills from social studies, arts, music, and information
literacy. (PS, KL, SM, CK) – diversity, -technology InTASC Standard 4, 5, 7, and 9
implement effective classroom management strategies to maximize student
learning (SM, KL) – diversity InTASC Standard 1, 2, and 3
identify and address, throughout the curriculum, the special needs of students
from diverse cultures, socioeconomic levels, and other groups. (KL, SM) –
diversity InTASC Standard 2
Activities and Assessments:
 Participation (in class and on-line): Complete all class activities and homework
assignments based on discussions, readings, and teaching episodes both in class and
posted on Moodle. Several assignments will be submitted to the instructor and/or
classmates on paper or possibly through email as prescribed by the instructor. All work
will be assessed using the rubrics posted on Moodle. Field experiences are included in
this assessment. Email communication is an essential part of this course. Only your
SLU email address can be used, as per University policy. Any email correspondence
with the instructor must have your last name, course number, and assignment or question
topic identified in the subject section. Ex.: Smith, 652, question about observations.
 Microteaching: Participate in a microteaching episode that demonstrate specific
strategies discussed in the course. This small teaching episode will be presented to the
other students enrolled in this course and may be videotaped by the instructor for peer
and self-critique.
 Observation (5 hours): Each candidate must complete 5 hours of observation of the
teaching of Social Studies in an elementary classroom.
 Implemented Unit/Lesson Plans/Assessment Plan: You must complete and implement
2 units that integrate Math, Science, and Social Studies with lesson plans for 5
consecutive hour and a half lessons in the afternoon and an Assessment Plan for Unit 1
and 10 for Unit 2 based on the design taught in this course and you must receive a
Satisfactory rating to receive credit for the course. Your implementation of these
lessons will be observed in Unit 1 and a videotape must be submitted for Unit 2. You will
be assessed using the rubrics on PassPort.
 Final Assessment: Complete a multiple-choice/short answer/constructed response exam.
NOTE: Candidates who obtain total scores in unit teaching observations and/or videotapes that
average less than 80% on any section of the instructor or mentor teacher/principal evaluations or
receive a 1 in any category by the instructor will receive no higher than a D for the course. The
candidate will be required to repeat the course in order to continue progression in the program.
Artifact(s) appropriate for Portfolio: All students must complete a portfolio submitted to the
College of Education to demonstrate achievement of program objectives. Information will be
provided during the first semester of course work. The portfolio will be updated during each
subsequent semester. A record of field experiences, an implemented lesson plan along with
instructor evaluation of planning and teaching, and an assessment plan are the required artifacts
and must be submitted on Passport.
Absence/Tardy Policy:
 Participation, Collaboration, and Professionalism are an important component of this
course. You should attend all classes (including field experiences) and participate in
class discussions, cooperative activities, Moodle/on-line assignments and school-based
assignments in a professional manner. Professional behavior should be displayed at all
times in the schools (including your attire during observations and direct teaching
experiences) and the classroom and will be included as part of your grade in the course.
Field experiences are included in this assessment. You will be graded on attendance,
professionalism, and participation according to the rubric posted on Blackboard.
Professionalism includes appropriate behavior in the classroom and out in the field.
Classroom behavior that interferes with the instructor’s ability to conduct the class or the
ability of students to benefit from instruction is not acceptable. Examples may include
routinely entering class late or leaving early, using mobile phones or other electronic
devices, talking while others are speaking or without being recognized, arguing with
others in a manner that “crosses the line of civility”, or participating in class while
noticeably under the influence of alcohol or drugs. Classroom behavior which is deemed
inappropriate and cannot be resolved by the student and faculty member may be referred
to the Office of Judicial Affairs by the student and the faculty member for
administrative/disciplinary review as per the code of Student Conduct found at
www.selu.edu/StudentAffairs/Handbook/2003/codeofconduct.html.
Note: Excessive absences (more than 1), tardiness, and other unprofessional behavior as
described above during field experiences will result in a deduction of professionalism points.
Please speak to the instructor in regard to unusual circumstances.
Late work/Make up work: Due to the progressive nature of this course, no late work will be
accepted for assignments listed on syllabus. In the case of out-of-class assignments, peer
reviewed work and in-class activities-points will be deducted from professionalism/participation
scores. If you plan to be absent, it is your responsibility to check Moodle or contact another
student to view homework assignments and submit them during the next class meeting.
Grade calculations: (assessment based on rubrics posted on Moodle)
ALL work should be typed unless otherwise indicated by the instructor. Work should be
grammatically correct including spelling which is included as part of the overall assessment of
work. Candidate work samples may be kept by the instructor as exemplars for program
accreditation purposes. All identifying information will be removed when specific work samples
are used. Students are advised to keep a back-up copy of all work submitted. Submission due
dates are listed in (bold).

Participation/Reflection/ Class Assignments
Cooperative Work/Presentations>>>>>>>>>>>>>>>40 points (10 point rubric x4
includes a Dr. Seuss reading project Geography project which are weighed more heavily
than daily assignments)
Note: You cannot obtain full credit for the above unless you attend and participate in all
classes/field experiences (calculated at the end of the course).




Unit 1 (includes Assessment Plan & Self-Reflection)>75 points
Unit 2 (includes Self-Reflection) >>>>> >>>>>>>120 points
Microteaching>>>>>>>>>>>>>>>>10 points (rubric x2)
Instructor Observations/Teaching Video/DVD of Implemented Lesson Plans
1. Unit 1 >>>>>>>>>>>>>>>>20 points (COMPASS/LaCET x 5)
2. Unit 2 >>>>>>>>>>>>>>>>20 points (COMPASS/LaCET x 5)

Classroom Observations>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 5 points
Submitted in class and on Passport 2.5 before Practicum 1 and 2.5 before Practicum
II
 Final Exam>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>40 points
Points Possible = 340 (100%-93=A, 92%-85=B, 84%-77=C, 76%-69=D, below 69%e=F)
Last Day to Drop Class: Determined by the university.
Policies:
 Cell Phone: Mobile phones should be turned off in class unless you have spoken to the
instructor prior to class.
 Moodle: This course is Moodle enhanced; you are expected to check each week to
review, complete assignments, and review/print handouts (especially if you are absent).
 Children in the Classroom: It is against University policy to bring children to class.
 Plagiarism: Any references/resources used in submitted work including lesson plans
must be cited according to APA format (5th edition) or a 0 will be assigned. Cheating on
examinations, plagiarism, improper/lack of acknowledgement of sources, and the use of a
single essay or paper in more than one course without permission are considered very
serious offenses and shall be grounds for disciplinary action as outlined in the current
General Catalogue. This includes all material used in panel presentations.
 Self-Identification: If you are a qualified student with a disability seeking
accommodations under the Americans with Disabilities Act, you are required to selfidentify with the Office of Disability Services, Room 111, Student Union. No
accommodations will be granted without documentation from the Office of Disability
Services.
 University Correspondence Policy: Uses of non-Southeastern e-mail addresses for
communication with students regarding University business or educational matters are
not acceptable as security and confidentiality for off-campus accounts are unknown. Use
your Southeastern E-mail address for this course as well as the required format.
******Ex.: Smith, 652, question about observations.
 Program Retention: Students will be permitted to enroll in any Education and
Educational Psychology course only twice. Students will be permitted to repeat only two
Education and Educational Psychology courses.
 PRAXIS: Student teachers and interns must successfully pass all required parts of the
Praxis prior to student teaching or an internship effective with the Fall Semester 2003.
PASS-PORT REQUIREMENTS
Field Experiences: As you complete field experiences, you are required to enter them into
PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility
to collect classroom student data on all field experiences. Field Experience Data Collection Forms,
specifically Form C, are available on the Department of Teaching and Learning homepage under
Student Information, Field Experience link.
Professional Development Activities: As you complete any professional development activity,
you are required to enter it into PASS-PORT.
Questionnaires: At the beginning of the semester, log into PASS-PORT and complete any
assigned questionnaire task. It is advisable to periodically check your task list for additional
requests throughout the semester.
Artifacts: Teacher candidates are required to upload portfolio specified artifacts (assignments)
and/or any other artifact the instructor deems necessary for evaluation.
Student Teaching Requirements for Elementary and Secondary Education
Refer to Office of Performance Assessment web page: www.selu.edu/Academics/Education/opa.html
Due Dates for all students:

Microteaching>>>>>>>>>>>>>>>>10 points (rubric x2) March 31 and April 2

Classroom Observations>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 5 points
Submitted in class and on Passport 2.5 before Practicum 1 and 2.5 before Practicum
II
Due Dates for students assigned to Dr. Schulte:
 Unit I – Monday, Feb. 24
 Unit II – Monday, April 14
 Reflection I –Monday March 17
 Assessment Plan – Monday, March 17
 Reflection II – Monday, May 12
 Video Teach unit II – Monday, May 8 or sooner
Knowledge Base
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230-231.
Downey, M. T. & Levstik, L. S. (1991). Teaching and learning history. In J. P. Shaver
(Ed.), Handbook of research on social studies teaching and learning. New York:
Macmillan, 400-410.
Edinger, M., & Fins, S. (1998). Far away and long ago: Young historians in the
classroom. York, Maine: Stenhouse.
Fehn, B., & Koeppen, K. E. (1998). Intensive document-based instruction in a social
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Tiedt, P. L., and Tiedt, I., (1999). Multicultural teaching : a handbook of activities, information,
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Alexandria, Va. ASCD.
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