BELLARMINE MISSION STATEMENT
Bellarmine University serves Louisville and the region by providing an educational environment of
academic excellence in the Catholic liberal arts tradition, where talented and diverse persons of all
faiths and ages develop the intellectual, moral and professional competencies to lead, to serve, and to
make a living and a life worth living.
Theme:
Educator as Reflective Learner
Subtheme: Developing an appreciation for the world around us
Social Studies Methods Course Description: EDUC 538/557
Application of current theories of pedagogy, instructional strategies, student assessment and
evaluation tools for teaching social studies in the high school. Topics intentionally addressed are
learning styles, special needs, diversity and technology integration
Instructor:
Dr. Susan A. Lancaster
Email Address:
slancaster@bellarmine.edu
Class web address:
http://education.bellarmine.edu/lsusan
Office Phone:
502-452-8153
Office Address:
Lenihan 28
Office Hours:
Monday and Wednesday
11:00-12:00 a.m.
Tuesday and Thursday Tuesday and Thursday
10:00-11:00 a.m. and by appointment
Meeting Times:
8:30 a.m.—3:00 p.m.
Saturday, February 4, February 11, February 18, and February 25
Course Description: Teaching Social Studies
Application of current theories of pedagogy, instructional strategies, student assessment and
evaluation tools for teaching social studies in the middle/high school. Topics intentionally addressed
are learning styles, special needs, diversity and technology integration
Assignment Format and Expectations:

Participate as a thoughtful, active, and informed member of class discussions, lectures,
individual presentations, and group activities
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Attend each class session, arrive punctually, and be prepared by having read the required assignments.
Assignments should be submitted by the due dates assigned and must be nearly word processed using 12
point font, double spaced. Assignments should adhere to the rules of Standard English grammar, spelling
and punctuation, with sources cited according to the APA Publication Manual.

All assignments, in class and out of class, must be completed by the due dates. Late
assignments are discouraged and will be accepted only with PRIOR approval of the
instructor. Late assignments will receive a five (5) point per day reduction. When obligations
are not met it is reflected in the final grade. For each assignment a detailed description and a
scoring rubric will be provided.
Kentucky New Teacher Standards Addressed
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Designs and Plans Instruction
Creates and Maintains Learning Climate
Implements/Manages Instruction
Assess and Communicates Learning Results
Reflects/Evaluates Teaching/Learning
Collaborates with Colleagues/Parents/Others
Engages in Professional Development
Knowledge of Content
Demonstrates Implementation of Technology
Objectives:
1.
2.
3.
Class members will become familiar with Social Studies curriculum .
Class members will develop standards based units based on the Kentucky Social Studies
Standards and the core content for assessment. The units will incorporate the appropriate
integration of curriculum, instruction and assessment.
Class members will integrate technology activities into content exploration
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Bellarmine University Goals and Expectations
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Students should be able to demonstrate a philosophical foundation by understanding the nature
of philosophy as fundamental to all learning and by applying philosophical reflection to issues
that affect their lives and the lives of others. (1a, f)
Students should be able to demonstrate historical and social consciousness by appreciating
cultural, racial, ethnic, and religious diversity, and by drawing upon the social sciences as a
framework for understanding individual and group behavior. (4a, e)
Students should be able to demonstrate thinking skills by using inductive and deductive modes
of reasoning; by employing analytic, logical, evaluative, and integrative thinking in processing
information and drawing conclusions; and by analyzing their thinking processes, including
how their experiences, ideas, and intuition affect thinking. (7b, c, f)
Students should be able to demonstrate communication skills by writing and speaking with
clarity, grace, and thoughtfulness, and by reading and listening with understanding and insight.
(8a, b)
Students should be able to demonstrate comprehensive integration by developing a habit of
mind that unites perspectives. (10f)
Grading Scale:
91-100 = A; 82-90 = B; 73-81 = C; <73 = F
Guidelines on submission of “I” GRADES
An Incomplete (I) grade may be recorded by an instructor if there is verification of illness, death in
the family, or some other extenuating circumstance that has prohibited the student from completing
the course work and/or taking a final exam.
Special Education Content:
Consideration will be given to locating Social Studies resources specific to the needs of children
with disabilities in the K-12 school.
Diversity:
Consideration will be given to locating Social Studies resources specific to working with students
with diverse backgrounds in K-12 schools.
Technology:
While the primary focus of this class will be directed toward developing Social Studies
methodology and practice, technology integration will showcase best practices for the K-12 setting
for teachers as well as students.
Dispositions:
EDUC 557/538 will contribute to the student’s preparation for the Professional semester.
Other Related Policies:
Statement on Instructional Modifications:
It is the University policy that students with disabilities who require modifications (academic
adjustments and/or auxiliary aids or services) for this course must contact the Disability Services
Coordinator (DSC) (Room 225 Horrigan Hall or 452-8150 ). It is the student’s responsibility to
notify the DSC and the instructor during the first week of class if he or she knows they will need
specific modifications or adjustments to allow adequate time for preparation.
Inclement Weather:
Listen to WHAS AM 84 or Channel 11 (non cable), Channel 4 on cable for school closing. In some
instances the BU web site will have closings, but it is usually the last place to be updated. In the
event that BU goes on a late schedule or classes are missed for multiple days, or a student lives in a
location that makes it impossible to get in (e.g. rural with no snow removal), information relating to
this class will be posted on the class website. Please consult http://education.bellarmine.edu/lsusan
for information specifically related to this course
Course Purpose and Assignments:
The purpose of this course is to build and strengthen the prospective teacher’s knowledge of the
methodologies of teach Social Studies. This course will serve to reacquaint the student to all
aspects of Social Studies. The prospective teacher will understand ways to introduce Social Studies
concepts to middle and high school students.
The course has been designed to assist teachers learn how to teach the required content without
“lecturing” or becoming textbook dependent. Class participants are asked to practice controlled
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choice and to integrate strategies which provide opportunities for their students to ‘own the
learning’, solve authentic problems, demonstrate mastery of content, and integrate technology for
research and project based learning activities. This approach to Social Studies does not mean
throwing out everything that has always been utilized in the classroom. On the contrary, it means
find ways to improve what teachers have been doing to enhance student learning.
Academic Honesty:
Bellarmine University is an academic community. It exists for the sake of the advancement of
knowledge; the pursuit of truth; the intellectual, ethical and social development of students; and the
general well being of society. All members of our community have an obligation to themselves, to their
peers and to the institution to uphold the integrity of Bellarmine University. In the area of academic
honesty, this means that one’s work should be one’s own and that the instructor’s evaluation should be
based on the student’s own efforts and understanding. When the standards of academic honesty are
breached, mutual trust is undermined, the ideals of personal responsibility and autonomy are violated,
teaching and learning are severely compromised, and the other goals of the academic community cannot
be realized.
Students and faculty must be fully aware of what constitutes academic honesty; claims of ignorance
cannot be used to justify or rationalize dishonest acts. Academic dishonesty can take a number of forms,
including but not limited to cheating, plagiarism, fabrication, aiding and abetting, multiple submissions,
obtaining unfair advantage, and unauthorized access to academic or administrative systems or
information. Definitions of each of these forms of academic dishonesty are provided in the Academic
Honesty section of the most recent edition of the Student Handbook. The University follows the
policies outlined below for detected acts of academic dishonesty:
1.
2.
3.
4.
Initial sanctions for instances of academic dishonesty may be imposed by the
instructor or the appropriate dean. The choice of penalty ranges from a minimum
penalty of failing the assignment or test to failing the course itself.
Following initial sanctions, all cases of academic dishonesty will be reported by
faculty to the Provost of the University, who has the authority to determine a more
stringent penalty for the reported act of academic dishonesty, depending, in part, on
the student’s previous record of academic dishonesty. The student will be required to
have a conference with the dean of his/her college, or the dean’s designee.
On the second offense during the course of a student’s academic career at Bellarmine
University, as a minimum additional penalty, the Provost will immediately suspend
the student for the semester in which the most recent offense took place.
On the third offense, the Provost will immediately dismiss the student from the
University
Instructor’s Message:
My goal for this course is for students to have a successful experience while learning how to teach
Social Studies classes. If at any time students have questions or concerns, please let me know so
that I can clarify and respond. Students may e-mail, call, or make an appointment for a face-to-face
meeting. I will make every effort to work with students to ensure a successful class experience .
Suggested Books:
Silverman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Boston : Allyn and
Bacon. ISBN 0-205-17866-9
Wolf, A. (as told to Jon Scieszka). (1989). The True Story of the 3 Little Pigs. New York : Viking. ISBN
0670827592
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Course Syllabus
Day
#
Date
S
1
Feb 4
Agenda
Saturday classes will meet from 8:30-3:00


Introductions
Newspaper as a Tool for Learning

Community Resources
“A Walking Tour With Tom Owen”

Review/ Discuss Standards Based Unit of Instruction
Standards Based Units/ Essential Questions
Subject Matter Units
Essential Questions
Final Projects
· Partner Unit Project:
High School Geography
Middle School
World Civilization Unit

Class members who will teach High School students will
develop a unit suitable for a 9th grade Geography class.

Class members who will teach Middle School students will
develop a unit suitable for a 7th grade World Civilizations
·
Individual Unit Project Economics
For next week, read and write a reflection on these two articles:
Stearns, Peter. “Why Study History,” The History Teacher.
http://www.historians.org/pubs/Free/WhyStudyHistory.htm
S
2
EDUC 538/557
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Feb 11
McNeil, W. H. “Why Study History,” The History Teacher.
http://www.kwc.edu/academic/history/whyhist.htm
Web Resources

MarcoPolo Standards Based Lessons and Resources

National Archives

Library of Congress
 Lesson Plans and Resources for Social Studies Teachers
http://www.csun.edu/~hcedu013/
 Lesson Plans and Resources for Social Studies Teachers
http://www.csun.edu/%7Ehcedu013/plans.html
 National Geographic
http://www.nationalgeographic.com/xpeditions/
 Economics
http://www.econedlink.org/
 History and Social Studies
http://edsitement.neh.gov/
 Social Studies.org An information service for educators from the
National Council for the Social Studies http://www.ncss.org/

Editorial Cartoons-- Conveying Ideas
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Review/ Discuss Standards Based Unit of Instruction
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Strategies and Techniques
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Develop Questions for Personal Oral History

Bring a copy of the Program of Studies (Middle or High)

Discussion Reflection of reading: Journal Article “Why Study
History”

For Next Week: Bring a Social Studies related article from a peer
reviewed journal for sharing and discussion. Review using Valli.
Bring a copy of the journal article and your reflection for each
class member

Desirable Questions and Questions to Avoid

Bloom
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3
Feb 18
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Power Verbs—Creating Open Response Questions-In class activity
Graphic Organizers
“Lewis and Clark” IMAX Presentation

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Walking tour of Louisville.
Supreme Court Decision and First Amendment Rights

Women Voters Voting; Primary Source Documents
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Share Personal Oral History Elections/Civil Rights (Peer/Self
Assessment)
Share Current Events Bulletin Board


S
4
Feb 25
For Next Week: Bring a Social Studies related article from a peer
reviewed journal for sharing and discussion. Review using Valli.
Bring a copy of the journal article and your reflection for each
class member
Economics Activities
Presentation of Standards Based Units Partner and Individual
Reflection of 3rd Journal Article
The syllabus is subject to change if necessary and mutually agreed to between instructor and student.
In Class/ Out
of Class
In class
Assignment
Value
20 points
Assignment
Due Date
Each week
Total of 80
points possible
Weekly bring
to class
(20 points per
week for a total
of)
Bring to:
Second class
Third class
60 points
Last class
EDUC 538/557
Spring 2006
Assignment Description
Rubrics will be provided
Attendance and participation—Students are
expected to be thoughtful, active, and informed
members of class discussions, lectures, individual
presentations, and group activities. Students are also
expected to attend each class session, arrive
punctually, and be prepared by having read the
required assignments. Of course, circumstances
beyond our control will arise during the semester and
cause an absence. Whenever possible, please notify
the instructor prior to an absence. Missing a Saturday
class is not encouraged.
Analysis of additional reading for each week.
Maximum length 2 pages, including references.
Second class: Why Study History reflection
Third class: Select a content related journal. Bring
copies of the journal article to class. Create reflection
for the journal article and site the type of Valli
Reflection. All students will receive copies of all
articles and all reflections. Your weekly reflection
score will be based on your reflection of the journal
article you select. (If possible, please select an article
with fewer than 6 pages.)
Last class: : Select a content related journal. Bring
copies of the journal article to class. Create reflection
for the journal article and site the type of Valli
Reflection. All students will receive copies of all
articles and all reflections. Your weekly reflection
score will be based on your reflection of the journal
article you select. (If possible, please select an article
with fewer than 6 pages.)
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Out of class
20 points
Feb 18
Develop an Oral History via an Interview
Rubric will be provided
Out of class
20 points
Feb 18
Out of class
Create a Current Events bulletin board.
Bring a digital image or your Bulletin Board via ppt or
Bring the Actual Bulletin Board
Rubric will be provided.
Final Partner Presentation of Standards Based
Unit of Instruction (Geography/World Civ)
----Final Individual Standards Based Unit of
Instruction (Economics)
100 points
Feb 25
Partner
Project
50 points
Individual
Project
Video tape created from the SBUI featuring a lesson
50 points
that you taught to the class where you are gathering
Video tape of
your field experience hours. The video tape may be
you teaching a
turned in during the time we meet in February or you
lesson from the
may turn the video tape in by April 10, 2006
Standards
Based Bnit.
380 Points Possible A=380-350 B= 349-300
Rubrics
will be
provided
20 points per week: Attendance and participation—Students are expected to be thoughtful, active, and
informed members of class discussions, lectures, individual presentations, and group activities.
Students are also expected to attend each class session, arrive punctually, and be prepared by
having read the required assignments. Missing a class is not encouraged.
60 points possible
Analysis of Reading (3@ 20 points/each). Reflection of assigned readings.
Employing Valli’s five types of reflection (Valli, 1997) class members will identify and develop
their paper accordingly to a specific reflection.
Guidelines below identify the distribution of points for each reading reflection. Reading
reflections should incorporate the author’s Technical Reflection, Reflection-in and on-action,
Deliberative Reflection, Personalistic Reflection or Critical Reflection (Valli, 1997).
Generally, journals should be two, double-spaced, and typed pages, and are due at classtime per
the chart information listed above.
Rubric:
5
5
5
4
1
20
EDUC 538/557
Spring 2006
Analysis of Reading
Identify major characteristics of the reading
Discuss the implications of the reading selection to middle school
of high school social studies.
Additional resources are referenced
Paper follows APA format and word processing guidelines
The type of reflection (Valli) has been identified
Points Possible per Analysis of Reading
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