ELE 3340SOCIAL STUDIES FOR ELEMENTARY SCHOOL CHILDRENSYLLABUS
Instructors: Stephen, Barford, Carpenter
UNIT THEME: Educator as Creator of Effective Educational Environments: Integrating diverse
students, subjects, strategies, and societies.
Catalog Description: ELE 3340: Social Studies for the Elementary School Children (3-0-3). Planning and
organizing for instruction, material selection, and evaluation in social studies. Field based activities will be
provided in Elementary Education 4000. Prerequisites; Elementary Education 3000; and concurrent
enrollment in Elementary Education 3290, Elementary Education 4000, and Elementary Education 4880, or
permission of department chair.
Course Purpose: ELE 3340 is structured to assist in preparing preservice students to teach social studies in
elementary and middle schools. Course goals include helping preservice students to develop: a) confidence in
their teaching abilities; b) knowledge of social studies content and sequences; and c) the ability to select and
utilize developmentally and age appropriate materials and techniques. ELE 3340 is essential in helping
preservice teachers acquire knowledge, interactive and informational processing skills, attitudes, and
commitments necessary for effective teaching of the social studies in elementary and middle schools.
College of Education and Professional Studies (CEPS)Outcomes for all Early Childhood, Elementary,
and Middle Level Education (EC/ELE/MLE) classes:
1
Foster students’ desire for lifelong learning and model one’s desire for lifelong learning, including
self-evaluation.
2
Demonstrate effective communication skills.
3
Strive for positive development of students’ intellectual, social, and moral skills and behaviors.
4
Design instruction that develops and utilizes the cognitive and affective processes by which students
learn.
5
Demonstrate a knowledge of facts and an understanding of fundamental principles, ideas, and
relationships among various knowledge domains.
6
Demonstrate knowledge of past and present developments, issues, research, and social influences in
the field of education.
7
Utilize technology to support teaching and learning.
Outcomes Specific to ELE 3340:
1
Enhance the concept and experience of thoughtful democratic citizenship.
2
Utilize vital social issues and current events in lesson planning.
3
Demonstrate a firm knowledge base in the social sciences, including history, anthropology,
economics, geography, political science, psychology, and sociology, as well as the humanities.
4
Design integrated and themed curriculum for comprehensive social studies.
5
Create learning environments to invite development of healthy self concept and pro-social behaviors.
6
Foster appreciation of individual uniqueness, cultural pluralism, and citizenship in the global village.
7
Promote cooperation and conflict resolution so that the classroom, the school, and the community can
be democratic microsocieties.
8
Identify criteria by which one decides what will be learned and what instructional strategies will be
employed to deliver that learning.
9
Incorporate state, national, and National Council for the Social Studies standards in social studies
lesson planning and instructional delivery.
10
Incorporate up-to-date technology and telecommunications in lesson planning and instructional
delivery.
11
Promote higher-order thinking and decision making based upon involvement with critical social
issues.
12
Design authentic, appropriate, and varied forms of evaluation for social studies.
13
Manage the social studies classroom to optimize academically engaged time.
14
Teach so that critical citizenship education can result in constructive social action.
Learning Model: Social Systems
This model is constructed to take advantage of the collective energy people generate when working together
by building learning communities. Learning is viewed as an interaction between the student and critical
aspects of the school and home environment and focuses on the whole ecosystem, not just the learner. The
model is designed to lead students to define problems, explore various perspectives of the problems, and study
together to master information, ideas, and skills. The teacher organizes the group process and disciplines it,
helps the students find and organize information, and ensures a vigorous level of activity and discourse.
(Models of Teaching by B. Joyce, M. Weil, and B. Showers; 1992; Boston: Allyn and Bacon.)
Texts:
Welton, David. A., and Mallan, John T. Children and Their World: Strategies for Teaching Social
Studies. 6 Edition. Boston: Houghton Mifflin Company, 1999.
th
National Council for the Social Studies. Expectations of Excellence: Curriculum Standards for the
Social Studies. Upper Saddle River, NJ: Prentice-Hall, Inc., 1998.
Supplemental Materials: Provided by instructor.
Course Requirements and PointsGrading Scale
Final Exam = 100 pt.A = 92% or higher
B = 91% to 83%
Midterm Exam = 50 pt. C = 82% to 75%
D = 74% to 67%
Projects/Units/Guides = 100 pt. F = 66% or below
Projects, units, and/or guides require students to
demonstrate proficiency in word processing and
application of technology skills in researching topics
from multiple sources, including the World Wide Web.
Group Presentations = 10-25 pt. each
Group presentations require students to utilize appropriate
terms and apply productivity tools which may include LCD
panel projectors; printers; software such as Power Point,
Claris, HyperStudio; or other overhead displays
and technology tools.
Journal/Internet Reviews = 10-25 pt. each
Journal/Internet/Website reviews require students to
locate relevant social studies sources and provide an
evaluation by submitting a rubric-based reaction
paper utilizing word processing.
Participation = 25 pt. Participation expectations of students include attendance, discussion, and engagement in
regular correspondence via email between and among peers, course instructors, and other
professionals.
Note: The syllabus is tentative and subject to change according to class needs and decisions. Specific
guidelines for projects and presentations will be distributed and discussed in advance of due dates. Attendance
and participation are essential. If you are absent, you obviously cannot participate. No late work will be
accepted, with the exception of special circumstances.
COURSE OUTLINE
WEEK SESSION CONTENT READING ASSIGNMENTS
SOCIAL STUDIES CONTEXTS:
1 Overview: Course/Requirements 2 Social Studies Dynamics Prologue, Chapter 1
Democratic Citizenship 3 Social Studies Knowledge Base Chapter 2
•Group Presentations 4 Diversity - Cultural Pluralism Chapter 3
Children’s Literature
Videos
Simulations
Group Presentations
Technology
SOCIAL STUDIES FRAMEWORK:
5 Social Studies Programs Chapter 4
Goals and Standards
Curriculum Models
•Technology 6 Instructional Themes Chapter 5
Children’s Literature
The Arts
•Group Presentations 7 Values Education Chapter 6
•Moral Dilemmas
•Simulations 8 Values Education Chapter 6
Special Interest Groups
Censorship
SOCIAL STUDIES INSTRUCTION:
9 Literacy Chapter 7
Learning Styles 10 Teaching Strategies Chapter 8
Cooperative Learning 11 Active Learning Chapter 9
•Demonstrations 12 Planning/Orchestrating Instruction Chapter 10
Integrated Projects
Multidisciplinary Lessons
Co-Teaching 13 Assessment Chapter 11
•Rubrics 14 Processing Information Chapter 12
•Critical Thinking
•Simulations 15 Maps, Globes, and Graphics Chapter 13
Resources
Technology
•Children’s Literature 16 Other Instructional Tools Chapter 14
Resources
Children’s Literature
World Wide Web 16 Course Review/Closing Thoughts Epilogue
Suggested Journals for Article Reviews
Educational Leadership Social Education American Education Elementary School Journal Phi Delta
Kappan Schools in the Middle Journal of Staff Development Childhood Education Learning The Reading
Teacher Educational Forum The Clearing House Journal of Teacher Education The Social Studies Teacher
Social Studies & The Young Learner Theory and Research in Social Education
Suggested Article Topics
Cultural Diversity Mastery Learning Curriculum Racism Global Education Poverty At-Risk Students
Teaching Styles Inclusion Curriculum Integration Community Involvement Technology Moral/Character
Education Cooperative Learning Standards Authentic Assessment Instructional Strategies The Internet
Suggested Readings: (* Denotes CEPS Knowledge Base author.)
Avery, P. and Graves, M. 1997. “Scaffolding Young Learners’ Reading of Social Studies Text.” Social
Studies and The Young Learner, 9, 10-14.
* Banks, J. 1992. “Multicultural Education: For Freedom’s Sake.” Educational Leadership, 49,
32-36.Berman, S. 1990. “Educating for Social Responsibility.” Educational Leadership, 48,
75-83.Boyer. E.L. 1990. “Civic Education for Responsible Citizens.” Educational Leadership, 48,
4-7.Brett, M. 1996. “Teaching Extended Class Periods.” Social Education, 60, 77-79.
* Brophy, J. et al. 1992. “Fifth Graders’ Idea About History Expressed Before and After Their
Introduction to the Subject.” Theory and Research in Social Education, 20, 440-489.
* Bruner, J. 1983. “Education as Social Intervention.” Journal of Social Issues, 39, 129-141.
________. 1961. The Process of Education. Cambridge, MA: Harvard University Press. Connor, M.
1997. “Teaching United States History Thematically.” Social Education, 61, 203-205.
* Dewey, J. 1938. “What is Social Study?” Progressive Education, 15, 367-369.
Denton, K. and Muir, S. 1994. “Making Every Picture Count: Ethnicity in Primary Grade
Textbook Photographs.” Social Education, 58, 156-158.
Enedy, J., Graham, P. T., and Cline, P. 1994. “An Interdisciplinary Approach to Teaching
Christopher Columbus.” Social Education, 58, 149-151.
Fryemier, J. et al. 1996. “Values and the Schools: Sixty Years Ago and Now.” Phi Delta Kappa
Research Bulletin, 17, 1-2.
Fulwiler, B. and McGuire, M. 1997. “Storypath: Powerful Social Studies Instruction in the
Primary Grades.” Social Studies and The Young Learner, 9, 4-7.
Gartenhaus, A.R. 1993. Minds in Motion: Using Museums to Expand Creative Thinking. San
Francisco: Caddo Gap Press.
Grelle, B. and Metzger, D. 1996. “Beyond Socialization and Multiculturalism: Rethinking the Task of
Citizenship Education in a Pluralistic Society.” Social Education, 60, 147-151.
* Glasser, W. 1990. “The Quality School.” Phi Delta Kappan, 71, 424-435.Hilliard, A.G. 1992. “Why We
Must Pluralize the Curriculum.” Educational Leadership, 49, 12-15.Hirsch, E.D., Jr. 1987. Cultural
Literacy: What Every American Needs to Know. Boston: Houghton
Mifflin.
Hoffbauer, D. and Prenn, M. 1996. “A Place to Call One’s Own: Choosing Books about
Homelessness.”Social Education, 60, 167-169.Hollister, B. 1995. “Social Math in the History Classroom.”
Social Education, 59, 14-16.
* Hunter, M. 1988. Mastery Teaching. El Segundo, CA: TIP Publications.
* Johnson, D.W. and Johnson, R.T. 1990. “Social Skills for Successful Groupwork.” Educational
Leadership, 47, 29-33.
________. 1989. Cooperation and Competition: Theory and Research. Edma, MN: Interaction
BookCo.Kirkman, J. 1995. “Teaching about Local History Using Customized Photographs.” Social
Education, 59,11-13.Koeller, S. 1996. “Multicultural Understanding Through Literature.” Social Education,
60, 99-103.Kozol, J. 1991. Savage Inequalities. New York: Crown Publishers.Lamme, L. 1994. “Stories from
Our Past: Making History Come Alive for Children.” Social Education, 58,159-164.Lindquist, T. 1995.
Seeing the Whole Through Social Studies. Portsmouth, NH: Heinemann.________. 1997. Ways That
Work: Putting Social Studies Standards into Practice. Portsmouth, NH:Heinemann.Miculka, L. 1997.
“Photographs Slide into the Classroom.” Social Studies and The Young Learner, 9, 810.
National Council for the Social Studies. 1981. “Essentials of the Social Studies.” Social Education, 45,
162-164.
________.1994. Expectations of Excellence: Curriculum Standards for the Social Studies.
Washington, DC: NCSS.
* Parker, W.C. 1990. “Assessing Citizenship.” Educational Leadership, 48, 17-22.Ravitch, D. 1989. “The
Revival of History: A Response.” The Social Studies, 80, 144-149.Romanowski, M. 1996. “Problems of Bias
in History Textbooks.” Social Education, 60, 170-173.Rowe, J. 1990. “To Develop Thinking Citizens.”
Educational Leadership, 48, 43-44.Schur, J. B. 1995. “Students as Social Science Researchers: Gender
Issues in the Classroom.” SocialEducation, 59, 144-147.Scott, K. 1995. “Seventy-Five Years Later …
Gender-Based Harassment in Schools.” Social Education,59, 293-297.Selwyn, D. 1995. “Arts and
Humanities in the Social Studies.” Social Education, 59, 71-77.Shotick, J. and Walsko, G. 1997. “Using
Children’s Theater to Teach Economics.” Social Studies and TheYoung Learner, 9, 11-13.Simmons, J. S.
(ed.). 1994. Censorship: A Threat to Reading, Learning, Thinking. Newark, DE:International Reading
Association.
* Slavin, R. 1990. “Cooperative Learning Models for the 3 Rs.” Educational Leadership, 47, 31-33.
Yeager, E., Doppen, F., and Otani, E. 1997. “State History and African American History: An
Interdisciplinary Civil Rights Approach.” Social Studies and The Young Learner, 9, 14-17.
Note: Various themed issues of Phi Delta Kappan, Educational Leadership, and Social Education are of
exceptional value and relevance.
Suggested Websites
National Council for the Social Studies
Illinois State Board of Education
The PBS Democracy Project
The White House
Library of Congress World Wide Web Home
Page
Smithsonian Institution
Web Museum
US Holocaust Museum
Museum of Fine Arts
Discovery Channel Online
The History Channel
Arts & Entertainment Channel
PBS Online
Social Studies
History/Social Studies Site for K-12 Teachers
Internet Resources for Social Studies Education
GlobaLearn
Art & Art Education
Historic Documents
Gateway to World History
Economics Resources for K-12 Teachers
Children’s Literature
World Health Organization
Wall Street Journal
USA Today
http://www.ncss.org
http://www.isbe.il.us
http://www.pbs.org/democracy
http://www.whitehouse.gov
http://lcweb.loc.gov
http://www.si.edu
http://www.emf.net/louvre
http://www.ushmm.org
http://www.mfa.org
http://www.discovery.com
http://www.historychannel.com
http://www.AandE.com
http://www.pbs.org
http://www.csun.edu
http://www.execpc.com
http://www.indiana.edu
http://www.globalearn.org
http://www.artusa.org
http://www.ukans.edu
http://neal.cstate.edu
http://ecedweb.unomaha.edu
http://www.ucalgary.ca
http://www.health.org
http://www.wsj.com
http://usatoday.com