EASTERN CONNECTICUT STATE UNIVERSITY
COURSE SYLLABUS
Fall, 2013
DEPARTMENT:
Education
COURSE NUMBER:
Edu 463/Edu 547
CREDIT HOURS:
3
COURSE TITLE:
Principles and Practices of Teaching History and Social Studies/
Issues and Applications for History and Social Studies
COURSE INSTRUCTOR:
Dr. Leslie Ricklin
OFFICE HOURS:
Mon. 11-1; Tues. 10:45-12:30; Wed. 2:45-4:00; Thurs. 10-12
OFFICE /HOME
INFORMATION:
Webb Hall 154
Office: 465-5229
e-mail: ricklinl@easternct.edu
COURSE DESCRIPTION:
Development of a philosophy for teaching history and social
studies in middle and secondary schools. Current trends and
issues, curriculum programs, teaching strategies. Classroom
procedures, and materials will be examined and developed.
COURSE PREREQUISITES:
Admission into Education Program, Completion of CORE II
(UG)/at least one semester in the Graduate Program
PURPOSE OF THE
COURSE:
Students will be exposed to and have experience in developing
methods & materials for teaching history and social studies at the
middle and secondary levels.
TEXTS AND REFERENCES:
Cruz, B. & Thornton, S. (20013, 2nd ed.). Teaching social
studies to English Language Learners. Routledge: New York.
Larson, B., & Keiper, T. (2011). Instructional strategies for
middle and secondary social studies: methods, assessment, and
classroom management. Routledge: New York.
Schur, J. (2007). Eyewitness to the past: strategies for
teaching American history in grades 5-12. Stenhouse: Portland,
ME.
Other readings/articles as assigned
Home: 455-9782
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DISABILITY STATEMENT:
ACADEMIC MISCONDUCT
COMMUNICATION/TECH:
CHANGES TO COURSE
SYLLABUS & COURSE
ASSIGNMENTS:
If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact
the Office of Disability Services (465-5573). To avoid any delay
in the receipt of accommodations, you should contact the Office
of Disability Services as soon as possible. Please understand that
I cannot provide accommodations based upon disability until I
have received an accommodation letter from the Office of
Disability Services. I appreciate your cooperation in this matter.
Students should read and understand Eastern’s Academic
Misconduct Policy, which can be found in the Student Handbook
or at:
http://www.easternct.edu/judicialaffairs/academicmisconduct/.
All violations will be handled under the procedures established in
this policy.
When submitting assignments or posting information to others,
please remember to put your user name as the first word in the
file name of each assignment (for ex.: smithj misconception
paper). All ESCU students must use the University’s e-mail for
communications. Please be sure to check your e-mail regularly so
that you get the notices of password changes. Passwords expire
90 days after they are first set up and it is your responsibility
to change yours before this happens in order to avoid
problems submitting work and getting course information.
There may be changes and adjustments to the course syllabus and
assignments during the semester. Students will be notified of any
changes to the syllabus in class or through e-mail.
COURSE OBJECTIVES Aligned with CCCT, Conceptual Framework, and NCSS C3
Framework
CT’s Common Core
of Teaching
1. Social Studies Content
Knowledge: Use their
subject-matter knowledge &
the disciplinary thinking that
is at the heart of
history/social studies to plan
& promote meaningful &
challenging learning
connected to important
social studies themes.
Content includes: United
States History, World
History,
government/civics/political
science, geography,
economics, behavioral
sciences
2. Knowledge of Students:
Use information regarding
Conceptual FrameNCSS
work
C3 Frmwk
1.Content Knowledge
CNK:
1.1 demonstrate indepth understanding of
content knowledge
1.2 able to formulate
clear and meaningful
questions abut content
to engage students in
learning
1.3 are enthusiastic
about the subject matter
& appreciate the
multiple perspectives of
content knowledge they
teach
Dimension 2:
Applying
Disciplinary
Concepts and
Tools: Civics,
Economics,
Geography,
History
2. Pedagogical
Knowledge PDK
Dimension 1:
Developing
2
Where these objectives
are met
How
assessed
A. Students’ previous and
current history/social science
coursework
A. Exams and
research papers
B. Unit plan
B. rubric
C. examination of and
application of the NCSS
Content Standards in lessons,
D. Blog
C. class
discussion,
Unit Plan
rubric,
D. Reflection
E. Oral History & Timeline
E. Rubric
A. Field Experience Report
A. lesson(s)
taught in field,
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students’ development &
interests, backgrounds,
family histories & traditions
to guide their practice & to
develop relationships with
their students in order to
provide all students an
opportunity to learn
history/social studies.
3. Learning Environment:
provide a physically,
emotionally & intellectually
safe environment to promote
active learning, questioning
& the exchange of ideas &
opinions, often concerning
2.1 identify
development-ally
appropriate learning
goals &
objectives…plan
instructional activities
which foster individual
& collective inquiry…to
facilitate learning for all
students
2.2 understand major
theories of human
development
25 use methods,
activities, & groupings
appropriate for lesson
goals & obj.
2.6 conduct learning
activities in a logical
sequence which is
flexible & devel. approp.
to the needs, interests,
ability, & background of
students
2.7 use various
assessment techniques to
evaluate student learning
& modify instruction as
approp. to ensure
continuous…development of the learner.
2.9 appreciate individual
variation within each
area of devel., show
respect for the diverse
talents of all learners, &
help them develop selfconfidence.
5. Diversity DIV
5.1 demonstrate acceptance of & respect for
indiv. Differences &
talents among students,
including…
5.2 show understanding
of various learning
styles & unique
characteristics of
children with special
needs
5.3 demonstrate a multicultural perspective,…
2. Pedagogical
Knowledge PDK
2.2 understand major
theories of human
development & use
instructional strategies to
create positive
Questions
and Planning
Inquiries
Dimension I:
Developing
Questions
and Planning
Inquiries;
3
Rubric, class
discussion
B. Unit Plan
B. rubric
C. Misconception Reflection
C. Rubric
D. Oral History & Timeline
D. Rubric
A. Peer teaching
A. observation
and discussion
B. Field Experience
lessons
B. Lesson(s)
taught in
field,
reflection
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sensitive and/or
controversial issues related
to history/social studies.
4. Social Studies Skills:
ensure that all students have
an opportunity to develop
essential social studies skills
(e.g., constructing informed
positions on issues,
expressing their positions &
justifying their positions
with reasoned arguments
based on history/social
studies content) and know
that skills & content should
be learned together.
5. Integrated Teaching and
Learning: engage students
in learning experiences that
are integrated by
establishing linkages, both
within the themes &
disciplines of history/social
studies & across other
academic disciplines.
classroom environments
2.3 establish classroom
environment that is safe,
nurturing, & conducive
to learning
2.4 maintain standards
of behavior to create…
environment that shows
commitment to students
& their success
2.8 demonstrate enthusiasm, patience,
acceptance, &caring
about the well being of
students…
6. Professionalism PRF
6.1 become enthusiastic
& energized in the
classroom & show
genuine pleasure in
being a teacher
6.3 display prof. &
ethical behavior in their
work…
6.4 reflect regularly on
their own prof. practice
& seek guidance…
2.10 value the development of students’ critical
thinking, independent
problem solving, collaborative inquiry, &
performance capabilities
as important tools for
success
Dimension 3:
Evaluating
Sources and
Using
Evidence;
Dimension 4:
Communicating
Conclusions
and Taking
Informed
Action
Dimensions
1-4
papers
C. rubric
C. Unit
D. rubric
D. Blog
E. Professionalism in class
and field experience
A. Misconception reflection
paper
A. rubric
B. Field Experience lessons
B. discussion,
reflection
papers rubric
C.Unit Plan
C.rubric
D.Blog
D.rubric
E.Oral History & Timeline
3.Integration of
Knowledge INT
3.1 promote connections
between CNK & PDK
to help students learn
concepts, principles,
skills, tools of inquiry,
& structure of the
discipline
3.2 demonstrate how
different concepts,
themes, & principles are
interconnected with &
across the discipline
3.3 demonstrate an
ability to integrate
learning theories &
other PDK in their
clinical experience
Dimensions
1-4
4
E. Field Experience
rubric,
Class
participation
E. Rubric
A. Unit Plan
A. rubric
B. Field Exp. Reflections
B. rubric
C. Field Experience Report
C.Field
Observation
Report rubric
D. Blog
D.rubric
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6. Challenging Teaching
and Learning: promote
students’ use of inquiry (e.g.,
through the use of primary
documents, case studies &
debates) and critical thinking
to explore history/social
studies & ensure that all
students have an opportunity
to pursue challenging
content knowledge &
learning experiences.
7. Civic Competence:
promote civic competence,
social concern &
responsibility through realworld applications of
history/social studies
learning & they help their
students to develop the
ability to make informed &
reasoned decisions for the
public good as citizens of a
culturally diverse,
democratic society in an
interdependent world.
8. Application of
Technology: Use
technology appropriately and
in a meaningful way in the
planning & instruction of
history/social studies.
3.4 appreciate the interconnection between
CNK & PDK…as well
as application of
knowledge in students’
everyday world
2.10 value the development of students’ critical
thinking, independent
problem solving, collaborative inquiry, &
performance capabilities
as important tools for
success
2.11 value flexibility &
reciprocity in the
teaching process as
necessary for adapting
instruction to student
responses, ideas, &
needs
2.12 committed to using
multiple assessment
techniques to identify
student strengths &
promote student growth
rather than deny
students access to
learning opportunities.
5.4 believe that all
students can learn at
high levels & persist in
helping all students to
success
2.8 demonstrate enthusiasm, patience,
acceptance, &caring
about the well being of
students…
Dimensions
1-4
Dimensions
1-4
A. Unit
A. rubric
B. Peer lessons
B. observation
C. Field Experience lessons
C. discussion,
reflection
papers rubric
D.Blog
D.rubric
E.Misconception Reflection
E.rubric
A. Classroom exercises and
field experience lessons
A. observation,
class
discussion,
reflection
papers
B. Unit Plan
B. rubric
C. Blog
C. rubric
A. Unit Plan, classroom
exercises, field experience
lessons, reflection papers
A. rubric
B. Blog
B. rubric
6. Professionalism PRF
4. Infusion of
Educational Technology
TEC
4.1 integrate approp.
technology throughout
their courses and clinical
exp.
4.2 use a variety of
print, visual materials,
manipulatives, media, &
electronic resources…
Dimensions
1-4
5
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4.3 appreciate the availability of ed. tech. and
use it with ease &
enthusiasm
Course Expectations and Assignments:

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This course is designed in a seminar/experiential format. It is expected that you attend the
weekly class; class activities provide you with an opportunity to deepen your understanding
of the theories and concepts presented in the readings. Your active and engaged participation
in each class meeting and e-mails will be vital to your learning in this course. In addition,
your successful completion of numerous class assignments is contingent on your
collaborative participation in various class activities related to the assignment. There is no
way to “make up” whatever might be missed if you do not attend. A class participation grade
will be given a the end of the semester and will be based on your active participation in the
class and your preparedness for class activities, including timely completion of weekly
assignments (non-graded assignments that may be given as preparation for the next class).
These assignments will often be collected and used as formative assessment purposes (not as
a formal “graded” assignment).
This course will require a commitment of your time both during class and in out of class
readings and assignments. The weekly class is 2 hours and 45 minutes. In addition, it is
assumed that you will spend between 3 hours on out of class work for this course weekly.
This will include course readings, completion of course assignments, watching related videos
and/or reading web-pages, and communicating via e-mail and/or on-line discussions.
This course relies on your willingness to engage in discussions and activities with your classmates. It is expected that all students will adhere to accepted codes of ethical, personal, and
civil conduct during classroom discussions and/or when using e-mail or on-line discussions.
Please review university policies in this regard.
It is expected that you will complete all assigned readings and any other materials prior to the
class period when they are assigned.
Because most of the assignments are directly attached to classroom-based activities and
discussions, it is vital that assignments are completed on time. Assignments will be given
due dates, and it will be to your benefit as a student to get these assignments done by those
dates, as these assignments align with the topics of our weekly classes. Assignments will be
accepted up to one week after the due date, however, points will be taken off for each
day the assignment is late. Assignments will not be accepted two weeks after the due
date and will receive a grade of 0. (Exceptions to these policies will be made at the
discretion of the instructor if extenuating circumstances arise, but these must be discussed
and negotiated PRIOR to the due date for an assignment).
Assignments will be submitted in hard copy unless otherwise specified. Technology related
problems are not an acceptable explanation for not submitting your work on time. For
technology support and issues, students must call the HELP Desk at ECSU or e-mail
webct@easternct.edu.
METHODS OF INSTRUCTION: All instruction will take place through reading, writing,
discussing, participating in simulations, observations, practice, practicum experiences, and applying
technology appropriately.
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Academic Misconduct:
Students should read and understand Eastern's Academic Misconduct Policy, which can be
found in the Eastern Student Handbook or at:
http://www.easternct.edu/judicialaffairs/academicmisconduct/ All violations will be handled
under the procedures established in this policy."
METHODS OF EVALUATION:
Components
Value Points
based on 100
I. Class attendance and participation
Besides the in class activities that are expected,
1. you will also engage in keeping a BLOG;
10 points
2. Attendance at CCSS Conference, Oct. 25
II. Field Experience experiences:
Theory to Practice:
Clinical Report: Investigating Students’ Understanding of Social Studies
30 points
III.
Class assignments:
1. Misconception reflection & lesson plan
2. Oral history and timeline reflection
3. Unit plan
15 points
15 points
30 points
Grading Scale
A = 95-100
A- = 90-94
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D+= 65-69
D = 60-64
F =below 60
You must earn at
least a C in this
course to remain
in the program
COURSE ASSIGNMENTS: Each of the required assignments is described below. Each has an
accompanying rubric attached.
I. Class Attendance and Active Participation:
Attendance and active engagement in this class is expected (see section above). Significant absence
from class will impair your ability to successfully complete assignments for this course and will
impact your final grade. If you miss class you are accountable for the material covered; making
connections with other students in class so that you may borrow notes or tape record portions of the
class is encouraged. If possible, please inform the instructor prior to your absence. The instructor
does not distinguish between reasons for the absence (there are no “excused” absences. The
attendance policy is simple: you will not receive class participation credit for missed classes.
(Adjustments and exceptions to this policy may be made at the discretion of the instructor for a
student who develops significant illness which requires more than a week’s absence from class or if
extenuating circumstances arise, but these must be discussed and negotiated with the instructor in a
timely manner). You must come to class having read/watched any assigned material and completed
any assigned tasks. The class participation grade will be given at the end of the semester.
Edu 463/547 Attendance and Participation Rubric
Date:
Grade:
Target
Acceptable Performance
7
Unacceptable
Performance
8
Arrive on time and stays
for entire class.
Occasionally late to class
and/or leaves class early.
Absent, or consistently late
to class or leaves class early
Obviously prepared with
assigned readings, etc.,
and actively engaged in
class activities and
discussions going beyond
the assignments.
Generally prepared with
assigned readings, etc., and
generally engaged in class
activities and discussions.
Unprepared with assigned
readings, etc. and/or
unengaged in class activities
and discussions and/or
engaged in non-class related
activity.
Professional behavior in
class includes: showing
high degree of
enthusiasm, patience,
acceptance, & caring
about the well being of
peers; displaying ethical
behavior in their work;
and exhibiting overall
behavior reflective of the
best in the teaching
profession.
Professional behavior in class
includes: showing acceptable
degree of enthusiasm,
patience, acceptance, &caring
about the well being of peers;
displaying ethical behavior in
their work; and exhibiting
overall behavior reflective of
the teaching profession.
Professional behavior in
class shows poor degree of
enthusiasm, patience,
acceptance, &caring about
the well being of peers;
displays poor degree of
ethical behavior in their
work; and exhibiting poor
behavior that is not
reflective of the teaching
profession.
Attendance
Participation
**1. In addition to the above, you will participate in a BLOG relating to a current
event/issue.
Oct. 21 (10 pts.)
In class you and a partner will select a current event and/or an issue to investigate and keep a blog on
this subject. This will give you both the opportunity to delve deeply into one topic and become the
resident “experts” on it. You will maintain this blog for 5 weeks and make at least 2 entries a week.
**2. You will also participate by attending the CCSS Fall Conference on Oct. 25
(Friday) at CCSU.
_________________________________________________________________________________
II.
Field/Clinical Experience:
Nov. 4
(30 points)
Investigating Students’ Understanding of Social Studies (Clinical Report)
This assignment is directly related to your clinical experience in a secondary classroom. While in school,
you are expected to investigate students’ understanding of social studies. You can accomplish this task by
implementing the following steps:
i)
ii)
Design a pre-test and post-test to assess students’ social studies content you will be teaching in
your clinical classroom. Administer the pre-test prior to teaching your lesson.
Teach a social studies classroom and take careful notes related to the following questions: What
was the social studies content and what national and common core state standards did this fit
into? What kinds of teaching resources were used by you (the teacher) and students? What kinds
of teaching/learning strategies were used? Who was more engaged; students or the teacher? How
frequently did the students ask questions? Was this primarily a traditional/behaviorist or a
progressive/constructivist classroom?
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iii)
Administer the post-test after teaching your lesson. This will help you to decide whether or not
your teaching made a positive impact on student learning.
iv)
Select two students (one at a higher level and one at a lower level) based on your pre- and posttests and also with coordination from your clinical experience teacher and interview them to
investigate their social studies understanding. Collect student work and take interview notes. If it
is hard to take notes during the interview you can tape record the interviews and transcribe them
later at your convenience.
v)
Analyze pretest, posttest, and other student work and determine their understanding of social
studies. Do you think that these students achieved the lesson objectives? If so, what is the
evidence? If not, what went wrong?
Write a report. In your report you must cite at least five readings, including both the CCSS and NCSS
standards. You also need to provide a reference page using the APA formatting. Note that graduate
students are required to analyze and cite at least 8 readings in this assignment. Your report must
include the following:
i) Describe the context and social studies levels of students that you taught. Describe the lesson
(content and standards).
ii) Discuss the pretest, posttest, topic and interview questions that you asked the two students.
iii) Analyze student work and interviews and report your findings. Discuss with evidence whether or
not the lesson objectives were met.
iv) Finally provide your reflection on how you would change the lesson to better suit the students’
needs.
v) Attach your lesson plan, pre- and post-tests, and some work samples from the two students you
selected.
Your report should be no more than 5 pages in length (double-spaced), excluding the attachments.
You will also need to give a 10 minute presentation to the EDU 463/547 class about your lesson.
Your oral presentation in class should include the following steps:
a) Bring the resources used in the school classroom to demonstrate to the class during your
presentation.
b) Describe the lesson (content and standards) you observed and the social studies background of
students (1-2 minutes).
c) Carry out a portion of the lesson in EDU 463/547 class, including an activity with the resources
that you bring to the class (5-6 minutes). During your activity make sure that your classmates are
engaged. Your job is not to lecture what you did but to engage the class in a meaningful way.
d) Ask a question and lead the discussion (1-2 minutes). Make sure that the question is related to the
topic of your presentation.
CLINICAL REPORT and PRESENTATION RUBRIC
Classroom
and interview
context
Analysis of
teaching,
student work
and
interviews
Comparison
of analysis to
course
readings
Target (3)
The description of student
background, classroom context,
and lesson presented to the
students is clear and coherent.
The analysis of teaching, student
work, and interviews is clear,
meaningful, and insightful.
Acceptable (2)
The description of student
background, classroom
context, and lesson presented
to the students is generally
clear.
The analysis of teaching,
student work, and interviews
is clear.
Unacceptable (1)
The description of student
background, classroom
context, and lesson
presented to the students is
unclear.
The analysis of teaching,
student work, and
interviews is unclear or a
component is missing.
The analysis is compared to
course readings including the
Pre-service Teacher
Competencies (PTC), CCT,
The analysis is compared to
course readings or the Preservice Teacher Competencies
(PTC), CCT, CCSS and
The analysis is not
compared to course
readings or the standards.
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Impact on
student
learning
Activity and
engagement in
presentation
Reflection
Use of
Research
CCSS and NCSS standards in a
meaningful way.
NCTM standards.
The analysis and reflection
clearly indicate that the teacher
(candidate) is making a highly
positive impact on student
learning.
Appropriate grade level
resources are used and the EDU
463/547 class is actively
engaged in the presentation.
Reflection is focused on lesson
objectives and it clearly
articulates future directions on
how the lesson should be
changed. The reflection is
meaningful and compared with
the standard documents
including the pre-service teacher
competencies (PTC) and the
Common Core of Teaching
(CCT).
The report consists of relevant
social studies education research
and consistently uses the APA
formatting style. The report does
not have grammatical and
spelling errors.
The analysis and reflection
provide some indication that
the teacher (candidate) is
making a positive impact on
student learning.
Appropriate grade level
resources are used and the
EDU 463/547 class is engaged
in the presentation
Reflection is focused on
lesson objectives and it
provides future directions on
how the lesson should be
changed. The reflection is
compared with the standard
documents including the preservice teacher competencies
(PTC) and the Common Core
of Teaching (CCT).
The analysis and reflection
do not indicate that the
teacher (candidate) is
making a positive impact on
student learning.
Appropriate grade level
resources are not used or the
EDU 463/547 class is not
engaged in the presentation.
Reflection is not focused on
lesson objectives, does not
provide future directions, or
is not compared with the
PTC or CCT. Sometimes
these elements may be
unclear.
Note: Incomprehensible and missing responses will result in a score of 0.
III.
Classroom Assignments:
1. Misconception Reflection & Lesson Plan
Sept. 30
(15 pts.)
This is about what we, as teachers, think we have taught our students only to find through evaluation
that they have constructed their own meaning to the subject matter. Not only have they mis-learned
the subject, they tend to cling to this belief even in the face of your re-teaching the material. This
activity will give you the opportunity to learn for yourself how a child interprets some topic in the
social studies curriculum. You must complete the following:
i) Interview a student (preferably from your clinical classroom) about an area of social studies
in which the student may have a misconception (a common one is about Columbus and the
Pilgrims, for example).
ii) Write a 3-4 page reflection in which you reflect on this interview, how teachers need to be
aware of misconceptions and what they/you can do to avert them. Cite an article or your text
with regard to misconception research and use APA format.
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iii) Create a lesson plan which addresses the misconception(s) and which you think will help
students make accommodations to modify their knowledge/thinking. Use the SDE lesson
plan format.
Rubric for Misconception Reflection and Lesson Plan Assignment
Misconception
Reflection
(7 pts.)
Lesson Plan
addressing
misconceptions
(8 pts.)
Target (15 points)
Acceptable (10 points)
Unacceptable (5 points)
Paper indicates where and how
misconceptions developed
through detailed analysis of
interview with the student.
Paper has obviously been edited
for complete adherence to writing
conventions (spelling, sentence
construction, word choice, etc.)
and is professional in all aspects
Cited 1 research article & used
APA form
Paper indicates in general how
misconceptions developed
through analysis of the interview
with the student.
Paper has been edited for
adherence to writing conventions
(spelling, sentence construction,
word choice, etc.) and is
professional overall.
Cited 1 research article but did
not use APA form
Paper lacks meaningful analysis.
Lesson plan is designed to allow
maximum opportunity for
students to accommodate learning
to change misconceptions
Lesson plan is designed to allow
an opportunity for students to
examine misconceptions.
Lesson plan lacks a studentcentered focus, which hinders
effective accommodation.
All parts of the plan adhere to the
Lesson Plan format provided.
Components are engaging and
meaningful to ALL learners
Most of the plan adheres to the
Lesson Plan format provided.
Components are engaging, but do
not address needs of ALL
students
Plan does not follow the Lesson
Plan format and/or leaves out
essential components
2. ORAL HISTORY and TIMELINE
Paper includes many editing
errors and/or lacks professional
appearance.
Did not cite an article
Oct. 14 (15 pts.)
Oral history is an ancient form of passing on traditions of the culture. Learning about one’s family is often a
child’s first introduction to history. With society’s concern about dysfunctional families, the need for oral
history is even greater than in the past because of the connections it can build. As a result of this activity you
will be able to demonstrate the ability to use oral history as a primary source which can lead to learning about
the past in a meaningful way and making social studies a vital part of the curriculum.
Oral History and Timeline: Your reflection must include the following:
i) Oral History: Each of you will interview an older family member about his/her past. (If you
do not have any family nearby, interview a neighbor, employer, etc.)
ii) As a class, we will develop questions that you can ask in the interview based on an analysis
of standards.
iii) Write a 3-4 page reflection paper about the interview expressing what this activity has meant
for you as a teacher, a learner, and about authentic experiences like this engaging students in
meaningful learning. Relate what its role can be in the curriculum (specifically to Grade
Level, Social Studies Standards, and the Common Core Literacy Connections).
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iv) Timeline: Create a timeline for the life of the subject of your oral history focusing on
inventions and discoveries and reflect on how these impacted the life of your subject and the
greater society. This reflection should be contained within the 3-4 page paper in iii. The
timeline should be on a separate sheet of paper.
v) You will be expected to share these in class.
Rubric for Oral History & Timeline Reflection Assignment
Oral History
Timeline
Target (15%)
Acceptable (10%)
The paper demonstrates an
authentic and thoughtful reflection
on the oral history interview as a
potential classroom learning
activity. It is thoughtfully
connected to specific curriculum
and standards.
8
Paper has obviously been edited for
complete adherence to writing
conventions (spelling, sentence
construction, word choice, etc.) and
is professional in all aspects.
The paper demonstrates
reflection on the oral history
interview as a potential
classroom learning activity. It
is related to curriculum and
standards in a general way.
The paper demonstrates lack of
reflection on the oral history
interview as a potential
classroom learning activity.
Curriculum and/or standards
are not related.
5
Paper has been edited for
adherence to writing
conventions (spelling, sentence
construction, word choice, etc.)
and is professional overall.
1-2
Paper has many editing errors
and/or lacks professional
appearance.
1
1
0
Included Inventions and/or
Discoveries during your subject’s
life. Well developed and
thoughtful of reflection on how
these impacted the life of your
subject and the greater society.
6
Included Inventions and/or
Discoveries during your
subject’s life. Reflected on
how these impacted the life of
your subject and the greater
society.
3
Included Inventions and/or
Discoveries during your
subject’s life. Reflection lacked
understanding about how these
impacted the life of your
subject and the greater society.
1
3. Unit Plan
Unacceptable (5%)
Dec. 9 (30 pts.)
Overview and Design of a Unit
This is a very important assignment that candidates must complete in this course. This assignment will
consist of several elements. Its main purpose is to help candidates develop a unit of social studies that could
be used in their teaching. The unit will include:

A concept map;

A unifying theme and assumptions for the unit;

A list of the resources, including technology, that might be used;

Statements of how the unit aligns with some of the state and national standards (CCSS and NCSS);
12
13

Citation and analysis of at least 5 research articles, including both the CCSS and NCSS standards,
related to the unit; (Note that graduate students are required to analyze and cite at least 8 readings in this
assignment.)

Objectives of the unit;

Outline of at least 10 lessons

Three fully developed lesson plans using Eastern’s lesson plan template (used during student teaching);

A tentative timeline (scope and sequence), showing a possible sequence of unit topics and the amount of
time allotted to each topic;

An account of how and where this unit might fit with the social studies curriculum in your classroom;

An account of how this unit might fit with other subject areas;



A description of how the unit shows the importance of social studies in everyday life and real-world
contexts;
A description of how the unit will provide students with problem solving and/or critical thinking
opportunities.
Ways of assessing students’ understanding of social studies (both formative and summative).
The design of a unit should be based on the principle that “the whole is more than the sum of its parts.” That
is to say a unit plan is more than a collection of lesson plans. You are encouraged to work in small groups of
2-3 people to bounce off ideas. However, you have to submit your own individual unit. The unit plan will be
evaluated based on the attached rubric.
Unit Plan Rubric
Themes,
timelines,
assumptions,
concept map,
and unit
objectives.
Quality of
lesson plans
Assessment
strategies
Target (3)
The unit contains a clear
description of unified theme, the
grade level, topic, a tentative
timeline, entry-level
characteristics, features,
resources to be used, concept
map, and objectives that are
clear and adequate.
The lesson plans include all the
components: topics, grade level,
connection to the standards,
objectives, procedures,
assessment strategies, and
differentiation and
accommodation plan. The lesson
plans focus on student
engagement and social studies
understanding.
The unit contains sufficient
number of assessment strategies
(both formative and summative)
and some sample quizzes,
exams, projects, and alternative
assessment techniques. Each
Acceptable (2)
The unit contains a clear
description of unified theme,
the grade level, topic, a
tentative timeline, entry-level
characteristics, features,
resources to be used, concept
map, and objectives, some of
which may not be clear and
adequate.
The lesson plans include at
least six components: topics,
grade level, connection to the
standards, objectives,
procedures, assessment
strategies, and differentiation
and accommodation plan. The
lesson plans focus on student
social studies understanding.
Unacceptable (1)
The unit lacks a clear
description of unified
theme, the grade level,
topic, a tentative timeline,
entry-level characteristics,
features, resources to be
used, and objectives, many
of which are not clear and
adequate.
The lessons miss two or
more components or do not
focus on student social
studies understanding.
The unit contains adequate
number of assessment
strategies (both formative and
summative) and some sample
quizzes, exams, projects, and
alternative assessment
The unit does not contain
adequate number of
assessment strategies or no
rubric or grading criteria is
provided.
13
14
assessment includes a rubric or
grading criteria.
Social Studies
content
knowledge
and processes
Lessons
connection
Dealing with
diverse
learners
Use of
Technology
Use of
Research
Organization
and
Presentation
The unit demonstrates that the
candidate has a thorough
knowledge of assessment
strategies used by some of the
leading assessment organizations
used in the state and the nation
(e.g. SBAC and NAEP).
Shows understanding of content,
by providing appropriate
examples from at least two
NCSS content areas. The unit is
fully supported by specific social
studies concepts and questions.
Errors are not made.
Also demonstrates full
understanding of practices
described in the CCSS for RLA.
Fully demonstrates how the
lessons in the unit are
interconnected and how the unit
is connected to other social
studies content areas in the
curriculum and also other
subject areas.
The unit provides a clear
description of how it can be
extended to serve high or low
ability students. Some activities
are modified for this purpose.
Students' special needs are
clearly identified. Uses
technology as a tool for
modification.
Thoroughly describes how
instructional tools enhance the
teaching of social studies content
in this unit.
Shows appropriate citation and
analysis of research related to
the unit that leads students in
rich social studies learning
experiences.
The unit plan is well organized
and is free of spelling and
grammatical errors.
techniques. Some assessments
include rubric or grading
criteria.
The unit demonstrates that the
candidate has a knowledge of
assessment strategies used by
some of the leading
assessment organizations used
in the state and the nation (e.g.
SBAC and NAEP).
Shows understanding of
content, by providing
appropriate examples from at
least two NCSS content areas.
The unit is supported by
specific social studies
concepts and questions.
Errors are rarely made.
Also demonstrates
understanding of practices
described in the CCSS for
RLA.
Demonstrates how the lessons
in the unit are interconnected
and how the unit is connected
to other subject areas.
The unit does not
demonstrate that the
candidate has a knowledge
of assessment strategies
used by some of the leading
assessment organizations
used in the state and the
nation (e.g. SBAC and
NAEP).
The unit provides a reasonably
adequate description of how it
can be extended to serve high
or low ability students. Some
activities are modified for this
purpose. Students' special
needs are identified. Uses
technology as a tool for
modification.
Describes how instructional
tools enhance the teaching of
social studies content in this
unit.
Shows appropriate citation and
analysis of research related to
the unit that leads students in
social studies learning
experiences.
No clear description of how
the unit can be extended to
serve high or low ability
students. Students' special
needs are not identified.
Does not use technology as
a tool for modification.
The unit plan is organized. It
may have some minor spelling
and grammatical errors.
Note: Incomprehensible and missing responses will result in a score of 0.
14
Lacks understanding of
social studies content.
Examples are not provided
or they lack comprehension.
Errors are made.
Does not demonstrate
understanding of practices
described in the CCSS for
RLA.
Does not demonstrate how
the lessons in the unit are
interconnected and how the
unit is connected to other
subject areas.
Does not describes how
instructional tools enhance
the teaching of social
studies content in this unit.
Does not show appropriate
citation and analysis of
research related to the unit
that leads students in social
studies learning
experiences.
The unit plan is not
organized or has many
spelling and grammatical
errors.
15
Edu 463/Edu 547 Principles and Practices of Teaching History and Social
Studies in Middle and Secondary Schools/Issues and Applications for Teaching
History/Social Studies
Course Schedule Fall 2013
Session
ASSIGNMENT DUE
Introductions and Course Expectations/What
makes an Effective Social Studies Teacher?
(CCCT); Pre-Assessment
Social Studies Class: Memories as
Learners and what you want to achieve
from this course
Dimensions 1-4
Rationale for Teaching Social Studies Gr. 612; role of the NCSS Social Studies C3
Framework Standards; Assessment;
Grades 6-12 Scope and Sequence & Content
to be Taught
Instructional Strategies: Introduction
and Ch 1, 2, 4
Dim. 1-4
Citizenship and Civic Education: 6-8, 9-12;
Instructional Strategies: Ch. 7, 11
Knowing –Content and Concepts
Essential Questions
Instructional Strategies: Ch. 3, 5, 6
Addressing Misconceptions
Misconception reflection DUE
Using Standards to plan Powerful Social
Studies Lessons
Eyewitness to the past: Ch. 1, 2, 3,
Date
1
Relevant
NCSS
C3 Frwk
Stand.
TOPIC
Sept. 9
2
Sept. 16
Partners decide on Blog Topic
3
Dim. 2
Sept.
23
4
X
Dim. 1
Sept.
30
5
Dim. 1-4
Oct. 7
6
Moving beyond the textbook;
Social Education Articles re: Teaching
History
Planning for Learning—UBD;
Instructional Strategies: Ch. 10
X
Oct. 14
Dim. 2,
3, 4
Oral History and Timeline DUE
7
X
Guest Speaker: David Bosso, 2012 CT
Teacher of the Year
Oct. 21
8
X
Cooperative learning and Project-based work
(ex. Columbus), 6-8, 9-12;
Assessing Learning
Instructional Strategies: Ch. 8, review
11.
End Blog
Dim. 1-4
Oct. 28
9
Instructional Strategies: Ch. 9;
X
Nov. 4
Dim. 1-4
10 minute presentations of Field Placement
lessons in class.
15
Clinical Curriculum Analysis DUE
16
10
Delivering the Curriculum: Economics
Purpose and Planning for grades 6-8, 9-12
Come to Class with a
Poem for Veterans’ Day
Dim. 1-4
Doing History: Ch. 1, 2 (handout)
Dim. 1-4
Delivering the Curriculum: Geography
Education using multiple intelligences,
multiple strategies for 6-8, 9-12
Instructional Strategies: Ch. 4, pgs. 9495
Dim. 1-4
Teaching ELL Students
Teaching social studies to ELL: selected
readings
Share Unit Plans and Outcomes
Unit Plan DUE
Nov. 11
“Doing History”—Primary Source
Documents; what’s appropriate for Middle
School/High School? Ex. Visual Evidence
11
Nov18
12
Nov. 25
13
X
Dec. 2
14
X
Dim. 1-4
Dec. 9
There will be time in class designated for work on your Unit following the schedule below:
Sept 30
Oct. 14
Oct. 21
Oct 28
Nov 4
Dec 2
Dec 9
Identify with your cooperating teacher a unit that you can develop/teach
Themes, timelines, assumptions, concept map, and unit objectives.
Identify content for 10 lesson plans and the 3 that will be fully written
Begin to design assessments for the unit
Identify your use of Technology and apply Research
Make sure you have appropriate differentiation for diverse learners
Share projects and reflections with classmates
Social Studies Discipline-Based Concepts
 Culture
 Similarities/
Differences
 Perspective
 Behavior
 Identity
 Needs/Wants
 Time
 Change/
Continuity
 Location/Place
 Space/Regions
 Resources
 Role/Status
 Patterns
 Conflict/
Cooperation
 Traditions
 Laws/Rules
 Interdependence
 Common Good
 Responsibilities
 Environment
 Power
 Order











Leadership
Government
Limits
Transportation
Communication
Groups/
Institutions
Origin
Ethics, Values,
and Beliefs
Customs
Influence
Justice











Erickson, H.L. (1998). Concept-based curriculum and instruction. Thousand Oaks, CA: Corwin Press, Inc.
16
Freedom
Equality
Citizenship
Policy
Supply/Demand
Incentives
System
Barter
Exchange
Markets
Consumption