ELEM 3400 Methods of Teaching Elementary Social Studies
Auburn University at Montgomery
Spring, 2014
(Education Building, Room 112A, Monday, 7:40 pm – 10:10 pm)
Dr. Gilbert Dueñas
305D
Education Building
334-244-3096
Office Hours: (Monday and Wednesday, 8:00 am – 1:00 pm); checking email throughout the day
gduenas@aum.edu
Required Text: Parker, Walter C. Social Studies in Elementary Education 14th edition, Pearson Publishing, Boston; 2012
Catalog Description: Curriculum, methods, strategies, and materials related to teaching social studies in the elementary
school are emphasized. The focus will be on integrating curriculum. Field experiences are provided.
Goal of the School of Education: Professional study in the School of Education is based on a model that recognizes
and prepares teachers as Professional Educators. The school is committed to providing challenging opportunities for a
diverse learning community in a nurturing environment. It is the goal of the School of Education to prepare competent,
reflective, and committed professional educators.
Competent is the ability to function at a high level of performance within the educational setting of expertise.
Reflective is the ability to call upon the foundation of knowledge so as to make informed decisions within the educational
setting.
Committed is the ability to dedicate oneself to providing students with the most effective educational experiences possible
and is demonstrated in ones professionalism and willingness to pursue life-long learning.
These three dispositions form the foundation for the professional teacher, administrator, or counselor working in the
school setting. The AUM School of Education recognizes that the development of a committed, reflective, and competent
educator means the development of a Professional Educator.
Course Purpose: To investigate teaching practices and curriculum content in the elementary school social studies
program. Emphasis will be placed on the advantages and limitations associated with various instructional strategies for
teaching social studies in the elementary program.
Review of Dispositions and Outcomes:
1. Subject Matter Knowledge (Disposition: Competent)
The Professional Educator understands the central concepts tools of inquiry, and structures of the disciplines.
2. Human Development (Disposition: Reflective)
The Professional Educator understands how people learn and develop.
3. Diversity (Disposition: Reflective)
The Professional Educator understands how students different in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
4. Planning (Disposition: Reflective)
The Professional Educator develops plans based on knowledge of subject matter, students, community, and curriculum
goals.
5. Learning Environment (Disposition: Competent)
The Professional Educator uses an understanding of individual and group motivation plus is responsible for managing and
monitoring student learning.
6. Instructional Strategies (Disposition: Competent)
The Professional Educator understands and uses a variety of instructional strategies.
7. Communication (Disposition: Competent)
The Professional Educator uses knowledge of effective verbal, nonverbal, and media communication technologies.
8. Assessment (Disposition: Competent)
The Professional Educator uses formal and informal assessment strategies to evaluate.
9. Technology (Disposition: Reflective)
The Professional Educator is proficient in the use of technology to enhance teaching and learning.
10. Professionalism (Disposition: Committed)
The Professional Educator is a reflected practitioner who evaluates the effects of his/her choices and actions on others,
and seeks to grow professionally.
Professional study in the School of Education is based on a framework that recognizes and prepares teachers as
Professional Educators. The school is committed to providing challenging opportunities for a diverse learning community
in a nurturing environment. Because effective communication is a fundamental aspect of teacher competence, the AUM
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School of Education stresses appropriate and effective written and oral communication skills.
Course Objectives:
Rule 290-3-3-.05(2)(d)2.(iii) Knowledge of academic content as determined by the Alabama Course of Study: Social
Studies.
Rule 290-3-3-.06(2)(b)4.(i)(l) Knowledge of academic content and methods to plan and provide a developmentally
appropriate curriculum for elementary students in accordance with the Alabama Course of Study: Social Studies.
Rule 290-3-3-.06(2)(b)4.(i)(ll) Knowledge of democracy, democratic governmental institutions, values, and behaviors that
will foster respect for the development of civic competence and civic participation.
Rule 290-3-3-.06(2)(b)4.(i)(lll) Knowledge of the major conceptual modes of inquiry from the social studies to promote
elementary students’ abilities to make informed decisions as democratic citizens in a culturally diverse global society and
interdependent world.
Rule 290-3-.3-.03(2)(c)4.(ii) Knowledge of a wide range of research-based instructional strategies and the advantages
and disadvantages associated with each.
Rule 290-3-.3-.03(2)(c)4.(iii) Knowledge of strategies that promote retention as well as transfer of learning and the
relationship between these two learning outcomes.
Rule 290-3-.3-.03(1)(c)1.(i) Knowledge of the structure of the academic disciplines related to the subject matter content
areas of instruction and of the important facts and central concepts, principles, theories, and tools of inquiry associated
with these disciplines.
Rule 290-3-.3-.03(1)(c)1.(ii) Knowledge of ways to organize and present content so that it is meaningful and engaging to
all learners whom they teach (pedagogical content knowledge).
Rule 290-3-.3-.03(2)(c)2.(i) Knowledge of the importance of developing learning objectives based on the Alabama
Course of Study: Social Studies and the needs, interests, and abilities of students.
Special Education Standards:
Rule 290-3-.3-.34(1)(b)2 Knowledge of validated, research-based approaches to core content area instruction
Rule 290-3-.3-.34(1)(e)1.(iii) Knowledge of content for Grades K-6 in the Alabama Course of Study: Social Studies
Course Information
1. As specified by the course instructor, assignments will be placed in the appropriate Blackboard assignment drop box:
http://bb9.aum.edu/ As an AUM enrolled student, you will have access to Blackboard.
2. Review your work before turning it in—no resubmissions will be allowed or accepted. Follow instructions on course
syllabus.
3. The professor does not review work before due dates or give extra points.
4. Turnitin.com will be used to check student work if issues/questions of plagiarism are present.
5. It is very important that you access Blackboard at least two or three times a week for announcements and assignment
information related to this course. Also, please download Mozilla Firefox as your Internet browser; it is compatible with
Blackboard and Livetext settings. The web site for a free download of Mozilla Firefox is www.mozilla.org
6. Information regarding posting course assignments: Primary Source Lesson Plan on your AUM Livetext portfolio by 7:40
pm, March 26, 2014. Posting of your portfolio and the applicable assignment on Livetext is required prior to posting your
final course grade. The web site for Livetext is https://www.livetext.com Note: If this requirement is not met prior to the
established deadline date, a grade of “F” will be posted. This grade may affect your grade point average.
7. Each student will use their AUM email address to communicate with the course instructor.
8. Our School of Education instructional designer is Russ McKinney. He can be reached via phone: 244-3418 or via AUM
email mckinn1@aum.edu on technical questions that you may have about the use of Blackboard and Livetext.
9) Please first check with the course instructor prior to audio (or video) taping any class session. It is up to the course
instructor or the guest lecturer to grant or deny such approval.
10) In the event that an emergency arises on the day you are scheduled to take the final exam, please contact the course
instructor by email: gduenas@aum.edu or by telephone: 334-244-3096. In the event that I administer the final exam and I
have not heard from you, I will assign zero points to this portion of the course.
Policies and Procedures
Attendance and Participation:
1. Students are expected to participate in all activities on campus, online and in the field, understand social studies
content, and write all assignments clearly. Policies concerning attendance are followed according to the Aumanac, AUM
student handbook. Students are expected to be on time for each class. A grade of “FA” will be assigned for more than
one nonmedical absence. Note: IP’s will only be given in a medical emergency and must be completed by December 31,
2014.
2. Full benefits from the course can only be achieved through perfect attendance as I will model instructional strategies,
informal lecture from notes, and engage students in classroom activities—none of which can be obtained through a
handout.
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3. I understand that circumstances are oftentimes unavoidable, so you will be granted one absence without grade
penalty. This one absence must be confirmed through email to gduenas@aum.edu prior to the day of the absence. All
assignments are still due on due dates.
4. All students will participate in the field experience providing social studies instruction to children enrolled at
Resurrection Elementary School, Montgomery Alabama during February 11, 18, 25, March 4, 25, 2014, between the
hours of 9:30 – 11:30 am. This field experience is a state department requirement and as such is mandatory for the
course. You must attend all days as scheduled. Failure to do so will result in failure of the course.
Content Knowledge: If you have weak social studies content knowledge, you may need to study some concepts more
thoroughly. Content knowledge should be developed outside of class. You can expect to spend from 10 – 20 hours per
week for this course outside of class time depending on your background experiences and undergraduate preparation. If,
at any point, the course instructor feels that you are not putting forth the amount of time necessary to succeed in the
class, you will be informed so that you can make adjustments. As noted above, you are expected to attend all classes
and promptness is expected as late arrivals are distracting to others and the instructor.
Attendance: Attendance is expected at all class meetings and completion of ten laboratory observation hours in addition
to regular class meetings is required. Students are expected to be punctual and attend the entire class period to receive
attendance credit for that day. A great deal of what we do in a methods class depends on active participation and
interaction in class. When you are not present, you miss valuable learning opportunities that are not easily attained from
getting notes from a classmate or asking the instructor what was done that day in class. Furthermore, absence from class
is not a valid excuse for failing to meet all posted deadlines or fulfill course requirements. It is your professional
responsibility to get class notes, etc. from anything that was covered in your absence.
Completion of assignments and course requirements: Unless noted otherwise, all assignments are due at the
beginning of class on the assigned due date; late work will only be accepted within 24 hours of the due date and will be
graded with ½ points of the total grade for each assignment. I will only accept work and assignments from you in person
or via Blackboard on the specified due dates. If you anticipate any obstacles to submitting assignments on time, you
should turn the assignment in early. You are encouraged to seek assistance in completing assignments prior to the date
they are due, so please make an appointment if you need extra help. My goal is for you to master all assignments and
not make a poor grade.
Preparation of Assignments:
1. All prepared work must be word processed. You must use white paper; 10 or 12 font—no fancy fonts—(Times New
Roman, New Veranda, Arial, Helvetica, Tahoma, Garamond only); 14 font will be returned to reformat.
2. Substance is the primary criterion for evaluating work; that is, what you say (its clarity, depth, insight, etc.) is the most
important factor. However, how you say it and the form of your written work are also criteria that will be used to grade
your assignments. Grammar, appropriate punctuation, spelling, neatness, and adherence to assignment guidelines will
also affect your grade. Please edit your work before turning it in. As a student in a senior level undergraduate course,
you are expected to demonstrate a high level of literacy abilities in your written work.
3. Communication Statement: Professional study in the School of Education is based on a framework that recognizes and
prepares teachers as Professional Educators. The school is committed to providing challenging opportunities for a
diverse learning community in a nurturing environment. Because effective communication is a fundamental aspect of
teacher competence, the AUM School of Education stresses appropriate and effective written and oral communication
skills. To this end, proficiency in oral and written communication skills will be a factor in the evaluation of all submitted
work. Work not demonstrating the above will result in a lower grade. A one-half point deduction will be made for errors of
usage and spelling on all prepared work.
Violations of Academic Integrity and General Violations as stated in the Aumanac will be reported to the Committee
on Discipline. Note the statement on plagiarism quoted from the Aumanac: Plagiarism—submitting for credit, without
appropriate acknowledgment, a report, notebook, speech, outline, theme, thesis, dissertation, or other written, visual, or
oral material that has been knowingly obtained or copied in whole or in part from another individual’s academic
composition, compilation, or other product, or commercially prepared paper.
Appointments: Because I have other departmental duties that require my attention during the rest of the workday, I am
not always available to work with you even if I am in my office. For that reason, you must set up an appointment for extra
help or to discuss a grade. It is most inappropriate to take up a majority of class time to discuss a personal issue.
Students with Disabilities: It is the policy of Auburn University at Montgomery to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational opportunities. It is the
responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course.
Any student requiring accommodations should contact the Center for Special Services (CSS) located in the Library Tower,
Room 706, and Phone: 334-244-3632. Fax: 334-244-3907. TDD: 334-244-3754.
Resources: You are strongly encouraged to use the Internet, books, and the professional journals in the library or on line
as resources for your assignments. I also have a large number of books and journals you may check out if you return
them within one week. Excellent journals to use are: Social Studies and the Young Learner, The Social Studies Social
Education, and The Journal of Geography.
Final Exam: The final exam will be given in class on May 5, 2014 starting at 7:40 pm. Students attending this class late
(more than 30 minutes) will be given a 0.
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Grading Scale (maximum total: 200 points possible)
90 – 100
A………………….180-200 points
80 – 89
B………………….160-179 points
70 – 79
C………………….140-159 points
60 – 69
D………………….120-139 points
-68
F…………………..138 and below
Course Requirements
1. Quizzes: The quiz activities will be an opportunity to demonstrate a culminating example of the student’s
competencies acquired in the course and will also measure the student’s retention and application of key principles
gained through readings and lecture. Rule 290-3-3-.06(2)(b)4.(i)(lll)
2. Field Experiences: You are responsible for participating in ten (10) hours in a school setting. This is a requirement for
passing the course. It is imperative that you do not miss or be late on your appointed days. The success of the program
depends upon you meeting your obligations.
a) Each time you visit the lab setting you should note the date and time you were there on the back of the lab
form and have the cooperating teacher sign beside the time. When you complete the ten hours, the teacher will evaluate
you and sign the entire form.
b) You will design two lessons (one is an individual lesson and the second will be a team lesson) that you will
actually teach in the lab setting at Resurrection Elementary School. The format of the lessons will be provided.
c) You will be placed in a group in which you will make a video of a panel discussion related to the field
experience. Then you will critique another group panel’s discussion.
d) You will also formally observe and critique your lab partner’s lesson.
In the lesson plans, students will be expected to design instruction using technology and make special
accommodations and modifications for students with special needs.
Rule 290-3-3-.05(2)(d)2.(iii) and Rule 290-3-.3-.34(1)(b)2 and Rule 290-3-.3-.03(2)(c)4.(iii) and Rule 290-3-.3.03(1)(c)1.(i) and Rule 290-3-.3-.03(1)(c)1.(ii)
This field experience is crucial to your development as a professional educator. The AUM School of Education
Conceptual Framework is used to ensure upon graduation that you are competent, committed, and reflective. Any lessons
you teach in the lab setting will indicate competency. You will be evaluated by the course instructor. Students will be
expected to reflect upon their lab experience in a structured discussion at the end of the term. The field experience will
measure how committed you are to the profession. You will be expected to attend all lab sessions. You will be treated as
a professional and you must behave and dress accordingly.
3. Primary Source Lesson Plan: You must base this lesson on an objective from the Alabama Course of Study chosen
from the approved list of choices and a primary source. The format of the lesson will be provided. You will not have to
teach this lesson, but will have to discuss the strategies you used in a videotaped panel discussion and critique another
panel’s discussion. Rule 290-3-.3-.34(1)(e)1.(iii) and Rule 290-3-.3-.03(2)(c)2.(i) and Rule 290-3-.3-.34(1)(b)2 and Rule
290-3-3-.06(2)(b)4.(i)(l)
4. Creative Presentations Directions will be provided for each activity and presentation. Rule 290-3-.3-.03(2)(c)4.(ii)
5. Service Learning: You will critique a service learning project. Directions will be provided. Rule 290-3-3.06(2)(b)4.(i)(ll)
Matrix of Course Assignments
Number
1
2
3
4
5
6
7
8
9
10
Task
Lab experience
(attendance, lab forms...)
Individual lesson plan
and teaching
Individual teaching
critique (of lab partner)
Team lesson plan and
teaching
Panel discussion video
Panel discussion critique
Primary source lesson
plan
Creative presentation
Service learning project
critique
Quizzes (2)
4
Due Date
(teacher evaluation
forms) Apr. 7
Apr. 21
Points
5
Apr. 21
10
Apr. 21
25
Apr. 7
Apr. 21
Mar. 17
10
10
20
25
Sessions presented on
Jan. 27, Feb. 3, Mar. 17,
Apr. 7, 14, 21, 28
Apr. 28
20
Quiz 1 posted Feb. 3, due
40
15
11
Feb. 10 and Quiz 2 posted
Apr. 14, due Apr. 21
May 5
Total possible number of
points
Final exam
Tentative Class Schedule for spring 2014
Jan. 6
Course Overview
Chapter 1 Social Studies Education: What and Why
Chapter 8 Planning Units, Lessons, and Activities
Rule 290-3-3-.05(2)(d)2.(iii) and Rule 290-3-3-.06(2)(b)4.(i)(l)
Rule 290-3-.3-.34(1)(b)2 and Rule 290-3-.3-.34(1)(e)1.(iii)
Rule 290-3-.3-.03(2)(c)4.(iii) and Rule 290-3-.3-.03(1)(c)1.(i)
Rule 290-3-.3-.03(1)(c)1.(ii) and Rule 290-3-.3-.03(2)(c)2.(i)
Creative Presentations Assigned
Jan. 13
Chapter 11 Social Studies as the Integrating Core
Rule 290-3-3-.06(2)(b)4.(i)(lll)
Chapter 12 Four Great Resources
On Line Resources
Advance Organizers
Jan. 20
Student holiday, Jan. 20-21
Jan. 27
Adjunct Material Evaluation
Creative Presentations, Session # 1
Rule 290-3-.3-.03(2)(c)4.(ii)
Chapter 4 History, Geography, and the Social Sciences
Primary Source Activities
Feb. 3
Chapter 5 Powerful Tools: Maps, Globes, Charts, and Graphics
Geo Bee or Geo Net
Geography Activities
Creative Presentations, Session # 2
Quiz # 1 (online, via Blackboard)
Individual and Team Lesson Plans Due (draft, feedback given within 2-3 days)
Feb. 11(Tues.)
Lab visit # 1 to Resurrection Elementary School (9:30-11:30 am)
Feb. 18 (Tues.)
Lab visit # 2 to Resurrection Elementary School (9:30-11:30 am)
Feb. 25 (Tues.)
Lab visit # 3 to Resurrection Elementary School (9:30-11:30 am)
Mar. 4 (Tues.)
Lab visit # 4 to Resurrection Elementary School (9:30-11:30 am)
Mar. 10-14
Spring Break
Mar. 17
Chapter 7 Assessing Student Learning Assessment Tools
Primary Source Lesson Plan Due
Chapter 9 Five Great Teaching Strategies
Creative Presentations, Session # 3
Mar. 25 (Tues.)
Lab visit # 5 to Resurrection Elementary School (9:30-11:30 am)
Apr. 7
Chapter 6 Current Events and Public Issues
Creative Presentations, Session # 4
Group Activities
Cooperative Learning
Panel Discussion Video Tape Due, post on Blackboard
Lab Evaluation Forms Due
Apr. 14
Chapter 10 The Literacy Social Studies Connection
Using Literature to Teach Social Studies
Creative Presentations, Session # 5
Quiz # 2 (online, via Blackboard)
Apr. 21
Chapter 3 Democratic Citizenship Education
5
20
200
Rule 290-3-3-.06(2)(b)4.(i)(ll)
Service Learning
Creative Presentations, Session # 6
Hershey’s Personality Inventory
Learning Styles Computer Survey
Individual and Team Lesson Plans Due (final submission, points assigned)
Panel Discussion Critique Due
Apr. 28
Service Learning Critique Due
Creative Presentations, Session # 7
May 5
Final Exam
Rule 290-3-3-.06(2)(b)4.(i)(lll)
At the end of this course, you will be assessed on the indicators in this syllabus.
Outcome 1: Subject Matter Knowledge (1.1, 1.2, 1.3, 1.4)
Outcome 2: Human Development (2.4, 2.5)
Outcome 3: Diversity (3.7, 3.8)
Outcome 4: Planning (4.1, 4.2, 4.3, 4.5, 4.6, 4.8)
Outcome 5: Learning Environment (5.2, 5.3, 5.5)
Outcome 6: Instructional Strategies (6.2, 6.3, 6.6)
Outcome 7: Communication (7.1, 7.2)
Outcome 10: Professionalism (10.7, 10.11)
A rubric will be used in Livetext, and you are encouraged to review how your instructor assessed you on that rubric. A
video explaining how to access your rubric results is located at
http://aumsoetechnologyresources.weebly.com/livetext-tutorials.html
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