SSE 3312 Syllabus
Department: School of Teaching, Learning & Leadership
Program: Elementary Education
Course Title: Teaching Social Science in the Elementary School
Course Number: SSE 3312
Course Credit: 3 semester hours
Semester: Fall, 2013
Instructor: Shloe Kerness
Email address: shloe.kerness@ucf.edu
Phone Number: 407-399-9125
Office Hours: Thursdays 3:50-5:00 (Please make an appointment in advance)
Course Description:
The purpose of this course is to expose students to experiential based social studies education.
My hope is that you will leave this class with a broadened definition of social studies education.
The challenge will be to move beyond textbook driven curriculum and begin to develop a
responsive approach to teaching social studies. We will examine the concept of the classroom
being a microcosm of society and how this benefits social studies education. You will also be
exposed to children’s literature that helps build schema for social studies learning and activities
that help build classroom community. We will also study and discuss how the culture of the
classroom dramatically affects classroom behavior.
Reading strategies that are essential in
content area reading along with the tools that are helpful to students as they navigate through
nonfiction and social studies fictional text will be discussed at length.
Required Text:
Turner, Russell, & Waters. (2012). Essentials of Elementary Social Studies, 4th Ed. ISBN:
978-0-415-63848-7
Required Articles:
Weisman, E.M. & Hansen, L. E. (2007). Strategies for teaching social studies to elementary
level ELLs, The Social Studies, 98, p. 180-186
Cruz, B.C. & Thornton, S.J. (2008). Social studies for all: ESOL strategies for the
elementary classroom. Social Studies & The Young Learner, 21(2), 11-16. (ESOL
Assignment article)
Gibson, S. (2012). Why do we learn this stuff? Students’ views on the purpose of social
studies. Canadian Social Studies, 45(1), 43-58. (Purpose of social studies).
Mason, M. & Ernst-Slavit, G. (2010). Representations of Native Americans in elementary
school social studies: A critical look at instructional language. Multicultural Education,
18(1), 10-17. (Multicultural education)
McCoy, K. (2005). Strategies for teaching social studies. Focus on Exceptional Children,
38(3), 1-14. (ESE strategies)
Schrum, K. & Schrum, L. (2009). Exploring the past with 21st century tools. Social
Studies and the Young Learner, 21(4), 24-27. (Technology integration)
Zaleski, J. & Zinnel, V. (2013). Who writes history? Developing a social imagination
with third graders. Social Studies & The Young Learner, 25(3), 23-26. (Multicultural
Education)
Optional/Supplemental:
Bower, B. & Lobdell, J. (2005). Social Studies Alive: Engaging Diverse Learners in the
Elementary Classroom. Palo Alto, CA: Teachers’ Curriculum Institute.
Golston, S. & Altoff, P. (2012) Teaching Reading with the Social Studies Standards:
Elementary Units that Integrate Great Books, Social Studies, and the Common Core Standards.
Washington, D.C.: National Council for the Social Studies.
Obenchain, K.M. & Morris, R.V. (2003) 50 Social Studies Strategies for K-8
Classrooms. Upper Saddle River, NJ: Pearson
 A variety of social studies related children’s books
 Other appropriate readings provided by the instructor
 Various online resources
Key:
ESOL- English to Speakers of Other Languages
FEAP- Florida Education Accomplished Practices
FSAC-ESS - Florida Subject Area Competencies for Elementary Social Science
ACEI- Association for Childhood Education International
Course Objectives:
Following completion of the course students will have the ability to:
1.
2.
3.
4.
5.
6.
7.
8.
define social studies and describe Florida Sunshine State Social Studies Standards and national
standards projects appropriate to the elementary school curriculum;
(FEAP A.1.a; FSAC-EE 13, 14, 15, 16, 17; ACEI 2.4)
understand the key concepts and generalizations in history, geography, civics, and economics
appropriate for teaching elementary social studies.;
(FEAP 1.B.2; FSAC-ESS 2, 3, 4, & 5; ACEI 2.4)
apply a variety of instructional strategies for the teaching of elementary social studies to diverse
learners;
(FEAP A.1.c, A.3.g, A.3.h; FSAC-ESS 1.1, 1.2; ACEI 2.4, 3.2; ESOL 4.2, 5.4, 12.3, 13.3, 16.2,
16.5; ) (Lesson Module)
display competencies in creating multicultural and democratic classrooms necessary for
developing effective citizenry;
(FEAP A.2.h, A.2.d; ESOL 18.3) (Lesson Module)
organize and lead small and large group discussions that promote the social, moral, and emotional
development of students as decision-makers;
(FEAP A.3.f, A.3.b)
use the various tools (maps, primary and secondary sources, etc) and technologies
for
organizing, analyzing, interpreting, and presenting social studies information;
(FEAP A.1.f, A.3.g; FSAC-ESS 1.1, 1.2; ACEI 2.4; ESOL 13.7) (Lesson Module)
use a variety of formative, summative, and reflective assessment techniques in planning and
evaluating elementary social studies instruction;
(FEAP A.4.a-c; FSAC-ESS 1.3; ACEI 4; ESOL 12.6, 20.3) (Lesson Module)
use content material, concepts, vocabulary, and terminology appropriate for social
studies;
(FEAP 1.b.2; ACEI 2.4)
9.
utilize appropriate and creative use of instructional technology, media, and
materials as tools to enhance student learning as well as select, evaluate, and use educational
software for social studies;
(FEAP A.3.g; PEC 14; ACEI 2.4; ESOL 15.2) (ESOL Response Paper; Lesson Module)
10. prepare integrated model lesson plans that are standards-based, creative, developmentally
appropriate, able to encourage students to be adaptable, flexible, and resourceful, and have
modifications for English language learners at various level of English proficiency;
(FEAP A.3.a, A.3.b;, FSAC-ESS 1.2; ACEI 2.4; ESOL 5.4, 16.2, 17.5 ) (Lesson Module)
11. discuss the impact of diversity, including differences due to culture, ethnicity, native language,
socioeconomic status, gender, and exceptionalities;
(ACEI 2.4, 3.2; ESOL 2.2, 18.3) (ESOL Response Paper)
12. incorporate a global perspective into educational practice and thought; and
explore the importance of civic education for a free, democratic society.
(ACEI 2.4, 3.2)
ESOL Standards Addressed: 2.2, 4.2, 5.4, 12.3, 12.613.3, 13.7, 15.2, 16.2, 16.5, 17.5, 18.3, 20.3
Assignments
(Specific details for all assignments located on www.kernesswiki.wikispaces.com)
1). Attendance is mandatory! Students may not miss class without prior permission from
the instructor, and if it is necessary to miss class due to an illness or true emergency, you
will be given alternative work to complete; however, points will be deducted for not
attending class. It is impossible for me to duplicate lectures, presentations, guest
speakers, field trips, etc. Also, you will often work in small groups to complete major
course requirements. You will fall behind and be missed if you are not present. Please
do not ask me for permission to miss class because you have a birthday, a vacation,
another engagement, etc. Part of being a professional teacher is being present for your
students, committing yourself to the work that needs to be done, and honoring your
commitments.
Please note that students who have two absences will not receive a grade higher than a
“B” and students who have 3 absences will not receive a grade higher than a “C”. More
than 3 absences will result in automatic “F” unless the student withdraws from the course
prior to the add/drop date. It is the student’s responsibility to withdraw from the course if
he/she is no longer able to attend.
2). Reading Assignments (3 points for a total of 15 points):
All course readings must be done prior to each class meeting. Information related to the
readings will be addressed through higher order, critical thinking questions posed by the
teacher and personal reflections made by students. Students will locate specific
assignments related to the readings on our class Wiki space
(www.kernesswiki.wikispaces.com). Each assignment has its own rubric. Assignments
turned in late, but within a week, will not receive more than half the possible points. See
“Schedule” on class wiki to keep track of due dates.
3). ESOL LiveText Key Assignment (25 points):
ESOL Standards: 2.2, 15.3, & 18.3
Students are working towards an ESOL endorsement as they complete coursework in the
Elementary Education program. It is mandatory that students submit this assignment to
LiveText online. STUDENTS WILL NOT RECEIVE A PASSING GRADE FOR THIS
COURSE IF THEY DO NOT SUBMIT THE ESOL ASSIGNMENT TO LIVETEXT.
(Students will also place a hard copy of this assignment with comments and instructor
signature in their TESOL Notebook.)
You will read the following article: Weisman, E.M. & Hansen, L. E. (2007). Strategies
for teaching social studies to elementary level ELLs, The Social Studies, 98, p. 180-186
In essay format, discuss how this information will affect you as a classroom teacher,
specifically in regards to ESOL students and the ethical responsibility to educate all
students.
Begin your essay by summarizing the key points of making social studies accessible to
ELs at all levels of proficiency (reference the article). Cite a minimum of two course
readings that corroborate these key points.
If you have already completed TSL4080, how does this article add to your understanding
of SLIDE and TREAD lesson plan modifications? How did the vignettes help bring the
issue to light?
Do you have personal experience in the classroom that you would like to share that
directly relates to the key points addressed in the article?
Finally, how will this information affect your practice as a classroom teacher in regards
to your ethical responsibility to educate all students? Please cite the Florida Educator
Code of Ethics. http://www.fldoe.org/edstandards/code_of_ethics.asp
Ethics
FEAP 2
DEMONSTRATED
 Personal responses are
clear, well-reasoned, tied
into the author’s ideas
and demonstrate
reflective thinking.
 Responses
SPECIFICALLY note
ethical responsibility
and adherence to the
Code of Ethics and
Principles of
Professional Conduct.
 The response includes
relevance to social
studies instruction and
NOT DEMONSTRATED
 Personal responses are
not clear, well-reasoned
or tied into the author’s
ideas, and do not
demonstrate reflective
thinking.
 Responses do not note
ethical responsibility or
adherence to the Code of
Ethics and Principles of
Professional Conduct.
 The response does not
include relevance to
social studies instruction
or the ELL.


the ELL.
Classroom application is
noted in a thoughtful
manner.
The response is free of
error.


Classroom applications
are not noted or are not
well thought out.
The response contains
multiple errors.
4). History Through a Child’s Eyes Interview (10 points): Effective instruction builds
on a student’s prior knowledge and experience. Find a student between the ages of 7-11
(approximately 1st-5th grade) and complete Parts I and II of the HTCE Interview to glean
insight into what your student knows about important social studies concepts and
historical periods/events. Take detailed notes during your interview experience. Word
process your notes, completing the provided form and attach the sample photos/copies
used in the interview process. Be ready to share your findings with classmates and submit
the assignment on the due date. When completing this assignment, pay special attention
to the reflection that is required. This part of the assignment should reflect college level
writing skills, be organized into paragraphs, and show evidence of insights gained.
5). Your Pick:
Choice A: Inquiry Investigation Research Paper (15 points):
Pick a topic related to social studies about which you have a question (ex. What was it
like to live in the United States of America during the Second World War?). Utilizing
the Internet, libraries, people, textbooks, literature, etc., investigate the answer to your
question. Write a two to four page reflection on this process, about what you learned,
and how you would approach historical inquiry in your classroom. Bring a printed copy
to class on the due date. See a sample paper, detailed guidelines, and rubric on the class
Wiki page. Also, students will create a Glogster, PowerPoint, or other appropriate digital
presentation to share the findings of their inquiry investigation to the whole class. (10
points for paper/5 points for presentation using technology).
Choice B: Service Learning and Reflection (15 points):
The mission of the social studies profession, since its inception, has been to develop
informed and active citizens. To become responsible citizens, students must have access
not only to content knowledge and core democratic values, but also to opportunities to
learn citizenship skills and apply them to problems and needs in the community beyond
the classroom. If you select this assignment, you will spend a minimum of three hours
volunteering at an acceptable non-profit organization and provide meaningful service that
focuses on change as opposed to charity. Write a 1-2 page reflection (see guidelines) on
your experience whereby you address how your service addressed a problem within your
community and how your participation in this project demonstrated your commitment to
civic engagement. Bring a printed copy of your reflection to class on the due date. Also,
students will create a Glogster, PowerPoint, or other appropriate digital presentation to
share their service learning experience with the whole class. (10 points for paper/5 points
for presentation using technology).
6). Artifact Collection/Internet Resources/Text Set (10 points): Each individual
student will locate five or more primary sources (images, video clips, photographs,
pictures of items, etc), five or more internet sites, and five or more books that support the
theme of his/her assigned unit. Specific directions and a rubric for this assignment,
which will be graded individually, can be found on our class Wiki page. Individual
artifact collections, internet resources, and text sets will be shared with assigned group
members and through critical editing, the group will create a master collection to be
submitted with their unit. On a specified date, each student will bring a small bag with
the photos, images, actual artifacts, etc. to class to share with classmates. Be ready to
explain how these primary sources could be used to teach necessary concepts to students
and ideas for how you would use them in your unit plan to entice, motivate, and educate
your students! See class wiki for complete guidelines, rubric, and example.
7. Integrated Thematic Unit Plan Group Project: 25 points
ESOL Standards: 4.2, 5.4, 12.3, 12.6, 13.3, 13.7, 15.2, 16.2, 16.5, 17.5, 18.3, 20.3
After an in class study of the various standards and themes needing to be taught to
Elementary age students in the area of social studies, students will group together in
cooperative grade level groups (3-4 members), to create an integrated thematic unit. The
“group” part of this project is meant to simulate that of team planning sessions that you
will become a part of once you enter the field of education. It is my expectation that all
members of the group pull their own weight in order to foster the positive work
environment needed on grade level teams! Individuals not doing so will receive less
credit than others who worked cooperatively and equitably with the group to produce an
outstanding final product that could be used by many, once in the education field. The 5
day integrated social studies unit should include but not be limited to: use of lesson plan
template provided, portfolio/class book type sample (samples will be shared in class),
read alouds, shared reading (K-2), BDA reading strategies, integrated language arts
related activities- reading, writing, listening, speaking, visually representing,
music/movement/art, cooperative groups, independent work, partner/buddy reading, peer
response/editing, literature circles, group (inquiry) investigations, technology, centers,
etc. You will present your unit plan using sample artifacts, books, portfolio/class book
samples, etc. Professional dress is required for this presentation. (Further explanation
will take place in class and will be provided via the Unit Plan Rubric.)
Evaluation and Grading System
My goal is for everyone in this class to perform at exemplary levels and earn an “A”. If
you come to class, do the work thoroughly and thoughtfully, participate in class activities,
and hold high standards for yourself and the profession, this should not be a problem.
Please note that many assignments require writing and your final grade on assignments
will be determined by content and appropriate use of grammar, punctuation, usage,
format, etc. As a future teacher, it is extremely important that you possess exemplary
communication skills, both oral and written. Please utilize the EFSC/UCF Writing Lab.
Also, some assignments will require peer editing. Be prepared to spend an appropriate
amount of time on your written assignments.
The final grade for the course is based on the following criteria (+/- grading scale):
94%-100%
90%-93%
87%-89%
84%-86%
80%-83%
77%-79%
74%-76%
70%-73%
BELOW 70%
=
=
=
=
=
=
=
=
=
A
AB+
B
BC+
C
CF
Because I believe children deserve better than
below average teachers, no grades of D will be
assigned.
Course Policies and Student Expectations
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Quality: Work is expected to be thoughtful, reflective and of high quality in terms of
both content and presentation. Work that does not meet the established criteria will
be noted and will not receive full credit. This will result in a lowered grade.
Format: Unless otherwise noted, all written assignments must be word-processed
and professionally presented. Always use Times New Roman Font, size 12.
All headings should look like:
Name
SSE 3312
Title of Assignment
Timeliness: All assignments are expected to be handed in on time. Assignments
turned in later than this, but prior to the next weekly class period, will receive only up
to half credit. Assignments that are turned in later than one week after the due date
will not be accepted, and will receive a grade of zero points.
Completion of Assignments: Students must complete all of the required assignments
in order to receive a passing grade in the course.
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Policy Regarding Attendance, Participation, and Administrative
Requirements: You are enrolled in the Elementary Education program because
you are preparing for the profession of teaching children. You will touch the lives
of many children throughout your career. The transition from being a student to
becoming a teacher begins by approaching courses in a professional and
responsible manner. Pre-service teachers do not look at teacher education courses
with the purpose of “getting a good grade” or “getting by.” It is expected that
each of you will demonstrate interest, enthusiasm, and professionalism in all your
courses. Two key components of professionalism are attendance and
participation. You will be assessed with regard to these. There are no excused
absences. Cell phones and/or personal computers should not be used during
lectures and or presentations. Chronically arriving late and/or leaving prior to the
end of the class will reflect as an absence. Students who disrupt the class process
by repeatedly leaving and returning to class, chatting with neighbors, doing work
not related to the class or sleeping may also have the final letter grade reduced.
Grades of "Incomplete": The current university policy concerning incomplete
grades will be followed in this course. Incomplete grades are given only in
situations where unexpected emergencies prevent a student from completing the
course and the remaining work can be completed the next semester. Your
instructor is the final authority on whether you qualify for an incomplete.
Incomplete work must be finished by the end of the subsequent semester or the
“I” will automatically be recorded as an “F” on your transcript.
Academic Conduct: According to UCF Golden Rule guidelines, academic
dishonestly/cheating, which includes plagiarism, is a violation of student
academic behavior standards and is subject to academic and/or disciplinary
action. Such behavior is also a violation of the College of Education’s
Professional Code of Conduct. Academic dishonesty in any form will not be
tolerated. If you are uncertain as to what constitutes academic dishonesty, please
consult The Golden Rule, the University of Central Florida's Student Handbook
(http://www.goldenrule.sdes.ucf.edu) for further details. As in all University
courses, The Golden Rule Rules of Conduct will be applied. Violations of these
rules will result in a record of the infraction being placed in your file, as I am
bound by contract to do so, and receiving a zero on the work in question AT A
MINIMUM. Also, students who are in violation of the Golden Rules of Conduct
will not be eligible to receive a grade of an “A”. At the instructor’s discretion,
you may also receive a failing grade for the course. Confirmation of such
incidents can also result in expulsion from the University.
Beginning in the fall of 2010, as a result of academic dishonesty in a course, an
appropriate grade will be assigned to a student that is preceded by the letter Z.
This is in addition to the other consequences for violating UCF Golden Rule
guidelines.
Students with Disabilities: The University of Central Florida is committed to
providing reasonable accommodations or all persons with disabilities. Students
with disabilities who need accommodations in this course must contact the
professor at the beginning of the semester to discuss needed accommodations. No
accommodations will be provided until the student has met with the professor to

request accommodations. Student who need accommodations must be registered
with Student Disability Services, Student Resources Center Room 132, phone
407-823-2371, TTY/TDD only phone 407-823-2116, before requesting
accommodations from the professor.
Religious Observances: If you are unable to attend class due to a religious
observance, please let me know immediately so that I can make alternative
arrangements for you. Do not wait until the last minute or after the fact to inform
me of your absence.
* The instructor reserves the right to revise the syllabus as needed at any time!