2008-2009 School Year
Instructor:
Office:
Phone:
E-mail:
Class Web Page:
Class Times/ Location:
Office Hours:
George B. Lipscomb
101-I Hipp Hall
294-3397
george.lipscomb@furman.edu
http://facweb.furman.edu/~glipscomb/edu453home.html
Weeks of January 12- February 9; HH 101-I (office)
by appointment
VISION STATEMENT
The Teacher Education Program at Furman University prepares educators who are
scholars and leaders.
MISSION OF THE PROGRAM
Furman University prepares teachers and administrators to be scholars and leaders who
use effective pedagogy, reflect critically on the practice of teaching, promote human
dignity, and exemplify ethical and democratic principles in their practice. Furman is
committed to a program of teacher education that calls for collaborative, interdependent
efforts throughout the academic learning community.
The teacher education program is anchored in the university’s commitment to the liberal
arts—encompassing the humanities, fine arts, mathematics, and social and natural
sciences as the essential foundation for developing intellectually competent educators.
Furthermore, candidates develop professional content knowledge, pedagogical skills, and
dispositions through:
• Mastery of subject matter
• Understanding of philosophical, historical, and sociological foundations of
education
• Understanding of human development and its implications for learning
• Understanding of social/cultural relationships
• Understanding the interrelationship of curriculum, instruction, and assessment
• Practice of critical inquiry and reflection on teaching and learning
• Opportunities for leadership development
• Opportunities to study and practice effective communication
• Collaboration with peers and others
REQUIRED TEXT/ SOFTWARE
NCSS. (1994). Expectations of excellence: Curriculum standards for the social studies.
Washington, D.C.: NCSS.
LiveText- available for purchase at the bookstore
ADDITIONAL READINGS
(Will be added as the course progresses)
COURSE DESCRIPTION (CATALOGUE)
Provides in-depth investigation of the methods associated with teaching social studies on
the secondary level. Special emphasis placed on how the social sciences differ from
other disciplines, and how differences affect curricular and pedagogical strategies.
(EXPANDED)
EDU 453 will introduce teacher candidates to the social studies curriculum for grades 912. Through readings, discussions, hands-on activities, and primarily through field-based
experiences, you will be challenged to view social studies in a new light. Throughout
this course you will learn how to inquire so that you can make learning the pedagogical
content knowledge (PCK) of secondary social studies an ongoing part of your
professional life. This course is designed to move you beyond thinking like a student to
help you begin thinking like a secondary social studies teacher.
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MATRIX OF OBJECTIVES/TOPICS/ CONCEPTUAL FRAMEWORK/ CLASS
OUTCOMES
Course Objectives/
NCSS/ NCATE
APSs/ (ADEPT)
Social Studies
teachers should
possess the
knowledge,
capabilities, and
dispositions to
organize and provide
instruction at the
appropriate school
level for the study of:
1. Teacher candidates Individual
will probe how who
Development and
they are and what
Identity. (1.4)
they believe impact
how they teach social
studies. (APS10)
2. Teacher candidates (all connected, but of
will explore the
particular interest:)
various content areas -Time, Continuity, and
within the social
Change (1.2)
studies and recognize -People, Places, and
the areas that
Environments (1.3)
influence a teacher's
-Power, Authority, and
content knowledge.
Governance (1.6)
-Production,
(APS6)
Distribution and
Consumption
-Science, Technology,
and Society (1.8)
3. Teacher candidates Culture and Cultural
will seek to
Diversity (1.1)
understand the
existing sociocultural influences on
teaching and examine
how this context
influences the social
studies curriculum.
(APS5 , APS8)
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Related to
conceptual
framework for
Furman’s
Education
Program
Educators will:
Class Outcomes
related to each
category
Convey passion
for teaching,
learning, and
self-renewal
Reflections
Demonstrate
command of the
subject matter(s)
of preparation
STS Page, Unit
Work Sample
Relate
disciplinary
knowledge
across the
curriculum
Understand how
diverse cultural,
ethnic,
socioeconomic,
gender, and
exceptionality
issues affect
student learning.
UWS, class
discussion
4. Teacher candidates Individual
will identify existing Development and
student
Identity. (1.4)
understandings and
adapt social studies
instruction for
students of differing
developmental levels,
or learning styles
accordingly. (APS5,
APS7)
5. Teacher candidates Civic Ideals and
will design and
Practices (1.10)
implement effective
and appropriate
classroom
management
strategies . (APS 9)
6. Teacher candidates All 10 standards could
will demonstrate the
be utilized.
ability to plan a
series of lessons
consistent with and
understanding of how
students learn both
inside and outside the
classroom. (APS 2,
APS 3, APS 5,
APS7)
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Monitor student
learning and
adjust practice
based on
knowledge of
student interests,
abilities, skills,
experiences and
peer
relationships.
Demonstrate
basic proficiency
in the use of
current
technologies
appropriate for
education
Create, nurture,
and maintain a
sense of
democratic
community in the
classroom, using
effective and
appropriate
classroom
management
strategies to
promote student
responsibility for
behavior.
Demonstrate
effective longand short-range
planning
strategies
Understand the
interrelationship
of curriculum,
instruction, and
assessment
UWS, STS page
UWS
UWS/ taught
lessons
COURSE SCHEDULE BY DATE (SUBJECT TO CHANGE)
Week 1:
Jan. 12 (9:30-11:30)
Reading: NCSS (3-10)
Class Activities: Go over syllabus; Gardner Activity; What is Social Studies?
Jan. 13 (8:30- 11:00)
Reading: NCSS (11-30, supplement)
Class Activities: Strands activity, PASS
Jan. 14- individual work (social studies reading)
Reading: Handbook of Research in Social Studies Education (Ch. 1 and others)
Jan. 15- at Mauldin (back to Furman for Critical Issues)
Jan. 16- Dr. Lipscomb in NYC
Week 2:
Jan. 19- no class (MLK Hoilday)
Jan. 20 (8:30-11:00)
Reading: Levstik and Barton (History for the Common Good); Digital Geography
Class Activities: Content- History/ Geography
Jan. 21- individual work- examine SC Social Studies Standards/ Support Documents
Jan. 22 at Mauldin (back to Furman for Critical Issues)
Jan. 23 (8:30-11:30)
Reading: Parker- “Teaching Against Idiocy;” Social Education issue on Economics
Class Activities: Content- Government/ Economics
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Week 3:
Jan. 26 (8:30-11:30)
Reading: Martorella- Ch. 4 “Organizing and Planning…..”
Class Activities: Planning; using resources for teaching social studies
Jan. 27- at Furman- library meeting space (resumes and interviewing)
Jan. 28- individual work- work on content outline of teaching unit
Jan. 29 at Mauldin (back to Furman for Critical Issues)
Jan. 30 (8:30-11:30)
Reading: Selections from “Real World Investigations for Social Studies”
Class Activities: Teaching Strategies; lesson analysis
Week 4:
Feb. 2 (8:30-11:30)
Due: Content Outline for UWS
Reading: Small Group Strategies sheet; Hendrix article
Class Activities: Cooperative Learning/ Small Group Activities
Feb. 3- observe other teachers at Mauldin/ elsewhere
Feb. 4- independent work- work on outline of lessons for teaching unit
Feb. 5 at Mauldin (back to Furman for Critical Issues)
Feb. 6
Reading: Yell, Nickell articles
Class Activities: Assessment/ Rubrics and Scoring Guides; authentic assessment
Week 5:
Feb. 9
Reading: Dodge “WebQuest on WebQuests;” Lipscomb- “Sounds Good to Me”
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Class Activities: Technology, WebQuests, Web 2.0 technology, Digital Resources,
Photographs
Feb. 10 at Mauldin
Feb. 11
Due: Unit Outline (lessons and activities)
Class Activities: More technology, preparation for teaching
Feb. 12- at Mauldin (back to Furman for Critical Issues)
Feb. 13
Class Activities: Preparation for teaching
April 6-9- On campus work on UWS; Dr. Lipscomb will be available for consultation
April 27- wrap up time ??? (TBD)
ASSIGNMENTS
Science, Technology, and Society Web Page (25%)
Reflections (15%)
Unit Work Sample (50%)
Participation and Dispositions (10%)
EXPLANATION OF ASSIGNMENTS
Science, Technology, and Society Web Page (25%)
NCSS STANDARDS ADDRESSED: 1.8, 1.2, others
TASK
Students in EDU 453 will select a topic from the list below (or one of their own
choosing) and create a web-based portal that explores its impact on human society and/or
on the physical world. This portal is intended to provide information on a topic that
would be suitable for both teachers and students.
POSSIBLE TOPICS
Cellular phone
Performance enhancing drugs (steroids)
Hybrid cars
iPod (portable audio players)
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Recycling
DNA testing
Global warming
Stem Cell Research
Other topics may be selected with the permission of the instructor.
REQUIREMENTS:
Within this web portal, students should address the following areas:
1. General Description (NCSS 1.8.a) - Provide a complete description of your topic
including:
 Historical background
 Current controversies
2. Judgment on Transformations (NCSS 1.8.b, NCSS 1.2) –Show the
transformations that have occurred over time providing:
 A timeline of major events (8-10)
 Allow for judgments on these transformations
3. Societal Impacts (NCSS 1.8.c) – Analyze the way that society (local, national,
international) has been impacted including:
 Changes in Values, Beliefs, and Attitudes
 Who changes who more?
4. Policy Evaluation (NCSS 1.8.d) – Include at least three relevant policy changes
(proposed or actual) brought about by your topic
5. Identification of Multiple Perspectives-(NCSS 1.8.e) – Provide a chart showing
multiple (at least 2) perspectives about human society
6. Strategies for Public Discussion- (NCSS 1.8.e) – Include possible (at least 3)
proposals for influencing public discussion
7. Operation and Design (NETS-T 1,2) – This web portal should demonstrate the
following design properties and principles:
 appropriate design elements (font size, color, etc.)
 Visuals present and appropriate
 Links operational
 Navigation clear
Please e-mail me the URL of your page as an attachment by 5:00 on April 9.
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Reflections (15%)
Throughout Early Experience and the Spring Practicum you will be writing reflections on
your classroom/ teaching experiences. These should be done in a timely manner and
should go beyond simply summarizing your weekly actions. Specific topics/ issues to
address will be given for most entries.
Unit Work Sample (50%) DUE April 29
Candidates are required to create, implement, and submit a Unit Work Sample (UWS)
during the spring semester of their senior block as part of their coursework and
certification process. The minimum requirements of the UWS are outlined in the UWS
template.
Candidates may augment the minimum requirements, such as including a literature
review supporting instructional practices, and may redesign the format of the final
portfolio as long as the essential elements in the UWS template remain intact.
Guidelines:

A unit should be a coherent set of lessons connected by some content or
instructional thread. For the UWS, create a unit that covers between one and
two weeks of instruction. (ex. Progressivism, The Great Depression, etc.)

The instructional goals (unit) and objectives (lessons) may be stated in a
format of your choosing or as required by your school/district (sentences or
questions, for example); these goals and objectives must be correlated with
appropriate state and NCSS standards.

The UWS should focus on one set of students (one period); the contextual
factors (UWS Section II) submitted should focus on that selected sample of
students.

The assessments designed for the UWS should support your instruction as
well as assist you in gathering data conducive to analyzing and displaying
your instructional impact on student achievement. These assessments should
show a variety of formats (selected-response and constructed-response) and
should be structured throughout the unit to gather both formative and
summative data.

Assessments must be accompanied by all support materials you create to
guide students (syllabus, assignment descriptions, etc.) and support the
evaluation of the assessment (rubrics, scoring guides, etc.)
Many more details to come during the term.
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Preliminary Dates:
Content Outline- Due Feb. 2
Unit Outline- Due Feb. 11
Teach Unit- Between Feb. 16 and April 3
Final Unit Due on LiveText- April 27
Participation and Dispositions (10%)
With only one student, participation is a crucial component of EDU 453. Active
participation includes:
1. Reading and preparing for class
2. Doing all is required of you at your schools (teaching, grading, tutoring, miscellaneous
duties, etc.)
In accordance with the conceptual framework of the Furman Education Department, we
are aspiring for “Educators who are scholars and leaders are caring and thoughtful
individuals who respond to the needs and experiences of students and others with whom
they interact.” In this course, I expect you to conduct yourself in a professional manner
and respect those in the schools in which you are doing your practicum.
You will be expected to be present to manage your class every day. In the event that you
cannot attend your school, in addition to letting your co-teacher know, make sure you
alert me to the situation.
I will make every effort to visit you at least once a week after February 16, but it is up to
you to coordinate times with me well ahead of school visits. I would like to try to attend
different classes if possible. Communication (preferably by e-mail) is essential, so let me
know your schedule ASAP.
Feedback from your co-teacher is critical and since they will be observing you on a daily
basis, I will take their assessment into account very seriously as the spring term
progresses.
CONCERNING YOUR WORK
Assignments (UWS and STS page) are due on the date shown on the syllabus. (or web
page in case of changes) Late work will be penalized. (generally 10 points for each day it
is late)
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GRADING SCALE
A 93-100
A- 91-92
B+ 88-90
B 83-87
B- 81-82
C+ 78-80
C 73-77
C- 71-72
D+ 68-70
D 63-67
D- 61-62
F 60 or below
ACADEMIC INTEGRITY
Integrity gives the educational enterprise its legitimacy. Honesty, respect, and personal
responsibility are principles that guide academic life at Furman, in and out of the
classroom. Academic misconduct in any form (plagiarism, cheating, inappropriate
collaboration, and other efforts to gain an unfair academic advantage) threatens the
values of the campus community and will have severe consequences, such as failure in
the course, and/or suspension or dismissal from the university.
If you have any question about what constitutes plagiarism or any other form of academic
misconduct, it is your responsibility to consult with me so that you will fully understand
what I expect of you in this course. If you have any doubts, ask! You should also be
familiar with the Academic Integrity & Plagiarism and Academic Integrity at Furman
materials available at http://www.furman.edu/integrity. A copy of Furman’s policy on
academic dishonesty can also be found at this site.
Furman University, the Education Department, and your professor are strongly
committed to students performing as scholars while in all their courses. Such a
commitment means that we expect the highest standards in written and oral
performances—including a student’s understanding and application of academic honesty
and scholarly documentation of all work. In this course, students will be expected to
follow APA guidelines. The professor will provide help for writing, presenting, and
documenting. Additional assistance may be found at
http://owl.english.purdue.edu/handouts/research/r_apa.html
DISABILITY STATEMENT
Students with disabilities who need accommodations should contact the Office of
Disability Services, at 294-2322. Please let me know early in the term if you do so. All
discussions will remain confidential.
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OTHER CLASSROOM CONCERNS

I have tried to anticipate as many classroom eventualities as possible, but if I need
to make changes in the syllabus or grading policies, I will make it clear in class
and post these changes to the class web page
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