COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
Course Prefix and Number: SSE 6636
Course Title: Trends in Secondary Social Science Education
Regular Instructor (s)
J. Howard Johnston
Course Prerequisites: Last or Second to Last Fall or Spring Semester Enrollment
Course Description
This course is designed for graduate students to research the history, theory, practices and current
trends of social science education and to develop a personal, academic social science philosophy.
Course Goals & Objectives
Upon successful completion of this course, students should be able to:
A. Understand historical and contemporary issues in social studies education and social
studies curriculum and instruction;
B. Analyze contrasting points of view about the role, purposes and functions of a social
education; FEAP2E; ATP1B1D
C. Conduct analyses of contemporary issues in social studies education, including their
origins in policy and practice, curriculum, implications for instruction, and effect on
student learning; FEAP2E; ATP1B1D
D. Successfully complete the SSE Master’s degree comprehensive examination. FEAP2E;
ATP1B1D
Standards Accomplished
FEAP 2e Models clear, acceptable oral and written communication skills –for MATs
NCATE Advanced Teacher Preparation
1b. PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES
Candidates in advanced programs for teachers demonstrate an in-depth understanding of
the content of their field and of the theories related to pedagogy and learning. They are
able to select and use a broad range of instructional strategies and technologies that
promote student learning and are able to clearly explain the choices they make in their
practice.
1d. STUDENT LEARNING FOR TEACHER CANDIDATES
Candidates in advanced programs for teachers have a thorough understanding of the
major concepts and theories related to assessing student learning and regularly apply
these in their practice. They analyze student, classroom, and school performance data and
make data-driven decisions about strategies for teaching and learning so that all students
learn. They are aware of and utilize school and community resources that support student
learning.
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Course Outline, typical topics
A Post-American World and the SSE Program
Public Perceptions of Social Studies
Goals and Purposes of Social Studies
The Social Studies Curriculum
Whose History
Multicultural and Diversity Issues in the Social Studies
High Stakes Assessment & Accountability
Social Studies and Pressure Groups
Future of Social Studies
Technology and Social Media
Evaluation of Student Outcomes
A. Pedagogical and Content Knowledge. For 80% to 95% of the grade will be based on teachers
demonstrating an in-depth understanding of the content of their field and of the theories related
to pedagogy, technology, and learning by:
1. Completing test, projects, reflective papers, interviews, journals, etc.
2. Participation in class.
3. Completing a Comprehensive Exam
Standard met: CF all; NCATE 1b & 1d.
B. Professional Disposition. For 5 to 20% of the final course grade, will be based on students’
demonstration of the dispositions appropriate to the profession primarily through the subjective
evaluation using such criteria established by the SSE Program.
Assignment
Critical Task:
Comprehensive Exam
MATs
Standard
M. Eds
NCATE
FEAPS
2e. Models clear, acceptable oral and written communication
skills;
1b. PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES
Candidates in advanced programs for teachers demonstrate an in-depth understanding of the
content of their field and of the theories related to pedagogy and learning. They are able to select
and use a broad range of instructional strategies and technologies that promote student learning
and are able to clearly explain the choices they make in their practice.
1d. STUDENT LEARNING FOR TEACHER CANDIDATES
Candidates in advanced programs for teachers have a thorough understanding of the major
concepts and theories related to assessing student learning and regularly apply these in their
practice. They analyze student, classroom, and school performance data and make data-driven
decisions about strategies for teaching and learning so that all students learn. They are aware of
and utilize school and community resources that support student learning.
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Grading System
The grading system to be used is: A, A-, B+, B, B-, C+, C, C-, F.
Textbook(s) and Readings:
At the discretion of the professor in charge.
Typical Course Materials
Lowen, James (2010). Teaching What Really Happened: How To Avoid the Tyranny of
Textbooks and Get Students Excited About Doing History, New York: Teachers’ College
Press.
Zakaria, Fareed. (2011). The Post-American World, Release 2.0. New York: W.W.
Norton.
Ravitch, Diane (2004 ). The Language Police: How Pressure Groups Restrict What
Children Learn. New York: Alfred A. Knopf.
Various reading of a contemporary nature.
College & University Requirement
The College of Education is dedicated to the ideals of Collaboration, Academic
Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual
Framework of the College of Education. Competence in these ideals will provide
candidates in educator preparation programs with skills, knowledge, and dispositions to
be successful in the schools of today and tomorrow. For more information on the
Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
Academic Dishonesty:
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the
exact words of a published text or the unattributed borrowing of original ideas by
paraphrase from a published text. On written papers for which the student employs
information gathered from books, articles, or oral sources, each direct quotation, as well
as ideas and facts that are not generally known to the public-at-large, must be attributed
to its author by means of the appropriate citation procedure. Citations may be made in
footnotes or within the body of the text. Plagiarism also consists of passing off as one's
own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and
may include receipt of an "F" with a numerical value of zero on the item submitted, and
the "F" shall be used to determine the final course grade. It is the option of the instructor
to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the
course.”
Detection of Plagiarism: It is very important to state in your syllabus that you plan to submit
student assignments to SafeAssignment.com in order to detect plagiarism. This will give
you the legal right to submit student assignments to SafeAssignment.com. If you plan to
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submit assignments to Safe Assignment, use the statement below:
The University of South Florida has an account with an automated plagiarism detection
service which allows instructors to submit student assignments to be checked for
plagiarism. I reserve the right to 1) request that assignments be submitted to me as
electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to
submit their assignments to SafeAssignment.com through myUSF. Assignments are
compared automatically with a database of journal articles, web articles, and previously
submitted papers. The instructor receives a report showing exactly how a student's paper
was plagiarized.
Web Portal Information:
Every newly enrolled USF student receives an official USF e-mail account that ends with
"mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that
account. Go to the Academic Computing website and select the link "Activating a Student
E-mail Account" for detailed information. Information about the USF Web Portal can be
found at:
http://www.acomp.usf.edu/portal.htm.
USF Policy on Religious Observances:
Students are expected to attend classes and take examinations as determined by the USF
System. No student shall be compelled to attend class or sit for an examination at a day
or time prohibited by his or her religious belief. However, students should review the
course requirements and meeting days and times to avoid foreseeable conflicts, as
excessive absences in a given term may prevent a student from completing the academic
requirements of a specific course.
Students are expected to notify their instructors at the beginning of each academic term if
they intend to be absent for a class or announced examination, in accordance with this
policy. Students absent for religious reasons, as noticed to the instructor at the beginning
of each academic term, will be given reasonable opportunities to make up any work
missed. In the event that a student is absent for religious reasons on a day when the
instructor collects work for purposes of grading (homework, pop quiz, etc.), the student
shall be given a reasonable opportunity to make up such work or shall not have that work
averaged into the student's grade at the discretion of the instructor..
ADA Statement:
Students with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
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disability is needed for this course. A letter from the USF Disability Services Office
must accompany this request.
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ATTACHMENT I
Course Prefix and Number: SSE 6636
Course Title: Trends and Issues
Briefly describe the nature and duration of any field-based experiences.
None
Any experiences that include instruction, observation, practice, and/or competency
demonstration in any of the following: instructional strategies that address various
learning styles, exceptionalities, achievement levels, and other specialized circumstances.
The Instructional strategies discussed in the class with social studies content take into account
various learning styles, exceptionalities, achievement levels, and other specialized
circumstances.
Activities that assess the impact on pk-12 student learning.
Analysis of curriculum and assessment strategies
Any components of the course that prepares teacher candidates in the use of technology in
instruction and record-keeping.
Technology is one of the topics covered in the course.
Any components of the course designed to prepare teacher candidates to help pk-12
students achieve the Sunshine State Standards?
No
How issues of diversity are addressed in this course? Indicate which aspect(s) of the course
(e.g., instructional strategies and/or experiences) provide the teacher candidates the
opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help
all students learn. (“All students” includes students with various learning styles, students
with exceptionalities and different ethnic, racial, gender, language, religious,
socioeconomic, and regional/geographic origins, and achievement levels.)
These course objectives address issues of diversity
A. Analyze contrasting points of view about the role, purposes and functions of a social
education.
B. Conduct analyses of contemporary issues in social studies education, including their origins in
policy and practice, curriculum, implications for instruction, and effect on student learning
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SSE 6636 Current Trends in Social Studies Education
Comprehensive Exam
The Comprehensive Exam is given to MAT and M. Ed students is a series of theoretical
questions, case studies and problem-solving questions designed to have students apply their
knowledge and critical thinking. The students’ answers to the questions are expected to
demonstrate higher order thinking and a command of social studies education concepts and
pedagogical and content knowledge.
FEAP 2. Learning Environment; e. Models clear, acceptable oral and written
communication skills;
Common
The teacher’s answer to questions posed in the final exam demonstrates
description:
higher order thinking and command of social studies education
concepts and pedagogical and content knowledge.
The submission fails to demonstrate an appreciation of the major
pedagogical content knowledge of Social Science Education and/or
1=Poor
fails to communicate ideas at a level appropriate to an individual who
is a candidate for a Master’s Degree.
The submission partially demonstrates an appreciation of the major
pedagogical content knowledge of Social Science Education and/or
2=Limited
fails to communicate ideas at a level appropriate to an individual who
is a candidate for a Master’s Degree
The submission demonstrates an acceptable appreciation of the major
pedagogical content knowledge of Social Science Education and/or
3=Proficient
communicates ideas in most cases at a level appropriate to an
individual who is a candidate for a Master’s Degree.
The submission demonstrates an appreciation of the pedagogical
content knowledge of Social Science Education and/or communicates
4=Strong
ideas in most cases at a level appropriate to an individual who is a
candidate for a Master’s Degree.
The submission demonstrates an appreciation of the major pedagogical
content knowledge of Social Science Education and/or communicates
5=Outstanding
ideas at a level appropriate to an individual who is a candidate for a
Master’s Degree.
Linked to standard: Accomplished Practice
e. Models clear, acceptable oral and written communication skills –for
FEAP 2e
MATs
Linked to standard: NCATE
Section
NCATE Advanced Teacher Preparation
1b. PEDAGOGICAL CONTENT KNOWLEDGE FOR
TEACHER CANDIDATES
Candidates in advanced programs for teachers demonstrate an in-depth
understanding of the content of their field and of the theories related to
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pedagogy and learning. They are able to select and use a broad range of
instructional strategies and technologies that promote student learning
and are able to clearly explain the choices they make in their practice.
1d. STUDENT LEARNING FOR TEACHER CANDIDATES
Candidates in advanced programs for teachers have a thorough
understanding of the major concepts and theories related to assessing
student learning and regularly apply these in their practice. They
analyze student, classroom, and school performance data and make
data-driven decisions about strategies for teaching and learning so that
all students learn. They are aware of and utilize school and community
resources that support student learning.
Linked to standard: COEDU Conceptual Framework
Section
Description
CF 2. Content and Professional Knowledge
CF 3. Technology
CF 4. Reflection, Analysis and Inquiry
CF 5. Ethics & Diversity
CF 6. Student Learning and Development
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