OISE, University of Toronto
Department of Curriculum, Teaching and Learning
Curriculum and Teaching in Social Studies
CTL 7003 (Primary/Junior) Section 151 (Thursdays 1-4pm)
2014-15
Contact Information for Course Instructor
Instructor: Dr. Rose Fine-Meyer
Contact information: Office 11-230
E-mail: rose.fine.meyer@utoronto.ca
Office hours: Tuesday and Friday 130-530pm and by appointment
Course Room:
All course communication will be done through the on-line platform PEPPER. Please check your
email and PEPPER regularly before classes for important updates and class information. I will
respond to your emails within 2 working days. You will be notified through your utoronto.ca
email account of any course updates or changes.
Course Description and Rationale
The Primary/Junior Social Studies Course provides a practical and conceptual introduction to the
teaching of Social Studies (Grades JK-6). This course consists of a series of seminars and workshops
designed to emphasize the expectations, pedagogy, methodology and content of social studies in the
Primary/Junior grades and are based on the Ministry of Education curriculum policy documents:
The Ontario Social Studies Curriculum, Grades 1-6 (revised 2013). The course provides opportunities
to develop a practical understanding of instructional methods and skills through unit and lesson
planning in a variety of classroom contexts.
Adults and children alike are seeking answers to questions of identity, meaning, community and
nation in their engagement with the past and the present. Many of these issues are showing up in
the curriculum and in practice within social studies classrooms across Canada. Recent research
confirms Canadians’ interest in heritage, society, citizenship, and the environment and teachers and
schools are working with a broad range of communities to find ways to tap into this interest. As this
course will demonstrate, nurturing critical thinking not only meets new curriculum guidelines and
develops the kinds of thinking needed by citizens in a pluralist democracy; it also makes students
more interested in social studies, outside and inside the classroom.
This class will explore many issues from policy and assessment to critical thinking. As a graduate
course designed to prepare you for the classroom, the course will balance practical approaches to
creating powerful learning environments with reflective practice and insightful critiques of
materials, ministry documents and initiatives and approaches to teaching and learning. A primary
objective and the guiding focus of the course is to provide you with an expansive understanding of
what social studies teaching and learning is and what it involves, and to equip you with innovative
strategies around which to build effective lessons, units and courses. As well, you will be exposed to
CTL 7003H Social Studies: Fine-Meyer
a wide variety of learning resources and assessment/evaluation strategies and to integrate
theoretical ideas and perspectives from the educational research literature with teaching and
learning practices in schools and which can be used to enhance classroom learning.
For the duration of the course, we will be using the PEPPER platforms for readings, weekly logs, and
assignments. All course materials and communications will be posted to the site.
Course Expectations
Upon successful completion of the Primary/Junior Social Studies course, you will be able to:
 Plan and deliver effective, engaging, inclusive, informed lessons that are in accord with
Ministry policy documents
 Demonstrate an awareness of the breadth of the content embodied in Social Studies policy
documents
 Understand critical thinking--disciplinary concepts--and strategies
 Begin to build the “communities of practice” that will challenge, nurture and sustain your
work as a social studies teacher in the coming months and years
 Use community based resources in day-to-day activities
 Plan and develop place-based research projects
 Employ a variety of instructional strategies
 Understand the role of assessment in student learning
 Demonstrate an awareness of current themes and trends affecting social studies today
 Use a variety of resources
Teacher Candidates must follow the guidelines for professional conduct developed by the Ontario
College of Teachers. These guidelines are called the Ontario College of Teachers Foundations of
Professional Standards, and can be found at: http://www.oct.ca/standards/standards of
practice.aspx
Ministry Overview (Revised 2013)
The Social Studies program enables students to investigate various ideas, concepts, and issues using
an interdisciplinary approach, giving students an integrated learning experience and leading to a
deeper understanding of the interconnections between social, political, economic, and
environmental ideas and issues. The social studies program in Grades 1 to 6 develops students’
understanding of who they are, where they come from, where they belong, and how they contribute
to the society in which they live.
Course Themes
Recent research in cognitive development and critical thinking demonstrates that active
engagement in two elements is key to creating good Social Studies teachers: understanding what is
involved in “doing" social studies, and building professional communities of practice. Student
teachers will take a deeper look at the nature of critical thinking in order to plan thoughtful,
engaging and meaningful lessons. According to the revised Ontario Curriculum the critical inquiry
processes for social studies, history, and geography are based on the same general model. This
model represents a process that students use to investigate events, developments, and issues; solve
problems; and reach supportable conclusions.
Listing of Readings, Resources and Materials
CTL 7003H Social Studies: Fine-Meyer
Required Text:
Roland Case and Penney Clark, eds., The Anthology of Social Studies: Issues and Strategies for
Elementary Teachers. Volume One (Vancouver, BC: Pacific Educational Press, 2013)
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(This book is available at the Bob Miller Bookroom, 180 Bloor Street West, between
Bedford and Avenue Rd., lower level.)
Recommended Texts:
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Penney Clark, New Possibilities for the Past: Shaping History Education in Canada
(Vancouver: UBC Press, 2011)
Roland Case and Bob Sharpe, eds. Teaching about Geographical Thinking: A professional
resource to help teach six interrelated concepts central to students' ability to think critically
about geography (Vancouver: Critical Thinking Consortium, 2008).
Mike Denos, Roland Case eds. et al., Teaching about Historical Thinking: A professional
resource to help teach six interrelated concepts central to students' ability to think critically
about history (Vancouver: Critical Thinking Consortium, 2006).
http://resources.curriculum.org/occ/trillium/tSearch.tcl
http://www.curriculum.org/content/ontario-approved-textbooks
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http://www.unicef.ca/en/teachers/article/global-classroom
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Resources are available online through the University of Toronto Library and will be posted
on Pepper
Ontario Ministry of Education: Policy and Resource documents
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg.html
Ontario Ministry of Education: Trillium List
http://www.edu.gov.on.ca/trilliumlist/
Ontario Ministry of Education general website: www.edu.gov.on.ca. The following is a list of
documents you may find useful:
 Ontario Schools: Kindergarten to Grade 12. Policy and Program Requirements (2011)
 Environmental Education in Ontario Schools (2007)
 Acting Today, Shaping Tomorrow (2009)
 Ready Set Green (2007)
 Environmental Education Scope and Sequence of Expectations (2011)
 Aboriginal Education Strategy (2010)
 Aboriginal Perspectives: A Guide To The Teacher's Toolkit
 Creating Pathways to Success(2013)
 Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. (2010)
 Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy (2009)
 Learning for All (2011)
 Special Education: A Guide for Educators (2001)
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Ontario College of Teachers: The Foundations of Professional Practice contains the Standards of
Practice and Ethical Standards for the Teaching Profession. This document is available at the
following URL: http://www.oct.ca/standards/foundations.aspx
Understanding Core Instructional Practices
CTL 7003H Social Studies: Fine-Meyer
Identifying clear targets provides a focus for student learning. Teachers must carefully integrate
multiple learning processes in order to support students in achieving the goals set out by the
Ministry Curriculum. We will explore a variety of instructional strategies in relation to core
instructional practices that underpin effective inquiry-based classrooms. Required readings will
link these practices to wider research and discussions.
Assessment for and of Learning
The cornerstone of good teaching is effective assessment practice. Establishing clear targets is
essential. We will explore key objectives of the Social Studies program to help build curriculum
designed to help students achieve success. Perhaps the most important pedagogical shift in
education over the past decade has been a growing emphasis on assessment for learning. We will
explore how assessment be used to guide students in their journey of learning.
Effective Curriculum Design
Understanding the requirements of the curriculum and the nature of the learners we are dealing
with ensures a solid foundation upon which to build social studies curriculum. Building upon this
foundation, we will consider the essential components of an effective social studies program which
can engage and enlighten all students. The underlying goal for all curriculum design must be to
educate all learners and to develop effective critical thinkers.
Evaluation: Course Assignments
Course Assignments
A) Seminar Participation/current event lessons (20%)
Peer learning is an important component of this course. Your presence is important, therefore, not
only for yourself, but for the other students. It is expected, therefore, that you will attend all of the
classes in this course. If you need to miss a class for any reason, please email the instructor in
advance if at all possible. Your mark for seminar participation will be based on your attendance and
your contribution to class discussions. During the course all students will be required to present
and share a Current event lesson linking to the new social studies curriculum (2013) that will be
shared with all teacher candidates. Students will present in groups of four/five.
B) Reading Notes and discussion (10%)
This course shares with other university graduate courses an emphasis on reading and writing. In
most classes [4 out of 6] you be responsible for reading one or two articles. To facilitate both critical
reading and your ability to discuss the articles in class, you will be asked to complete a Reading
Note on one of the articles. The Reading Note is a one page review (format provided), in which you
will be asked to outline the argument of the article. Reading Notes are to be posted online to Pepper
and will not be accepted late. There will be 2 required posted reading notes for this course.
C) Visit to the ROM, sketches and note-taking. (20%)
This assignment involves making sketches of artifacts you will see on your ROM tour and the
writing of a report. You will be required to attend the ROM [free admission] and make sketches of 3
artifacts and write a two page report in which you provide a (1) brief summary of the artifacts
and the display, and (2) links to the new social studies curriculum and (3) discussion of the ways in
which student engagement with artifacts can enhance your work as Social Studies teachers.
E) Major Unit Plan Assignment. (50%)
CTL 7003H Social Studies: Fine-Meyer
With a partner, Design a Social Studies Unit Plan that incorporates two lessons. This
assignment involves working with a class partner; however, each individual will be responsible to
take on half of the assignment, submit their own work and will be marked individually.
 FINAL UNIT PLAN, with TWO DEVELOPED LESSONS, due last class.
More details will be provided in class, but the overall assignment is for students to design a Social
Studies Unit plan for one grade. Students will design an entire unit [5-8 lessons] out of which they
will provide detailed lesson plans for two lessons, as follows:
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A fully developed Critical Challenge Unit plan that focuses on Ontario Ministry Strands and
that incorporate two lesson plans. The Unit and lessons must effectively addresses critical
thinking concepts as reflected in the Ontario Social Studies, History and Geography
Curriculum (revised 2013)
A portion of a lesson that included linkages to the Ontario Ministry (K-8) Science curriculum
which may include local field study work or environmental considerations.
A lesson using online supplementary resources from course approved websites.
An authentic assessment of the student’s completion of a lesson within the unit.
All Unit plans will be posted on Pepper for students to share and use in their teaching.
(Further details and templates are provided)
Final Grade Determination
Assignments are graded in accordance with the evaluation criteria set out by the University
Academic Affairs Committee in its Grading Practices Policy. According to this policy, the grade scale
ranges from A+ to F and is outlined in the OISE/UT Masters of Teaching Calendar.
Professional & Collegial Behaviour Expectations
The methods and assignments in this course involve active participation, based on the
demonstration of professional/collegial behaviours, as outlined in the Foundations of Professional
Practice by the Ontario College of Teachers, 2008 and the OISE/UT companion document Teacher
Candidates & Professionalism, 2006. Candidates are assessed on their contribution to and
participation in daily activities and collaborative tasks, drawing upon assigned readings and
personal experience. Punctual and regular attendance is not only highly beneficial to teacher
development but also an expectation of professionalism.
Participating in a professional culture may be new for some candidates, for most it is a habit of
mind that develops over time. In the case of unavoidable lates or absences, candidates are expected
to notify the instructor (and colleagues who might be affected) in advance by phone or email.
When key expectations are missed during such absences, candidates may be asked to make them up
in mutually agreeable ways.
It is important to familiarize yourself with the University of Toronto’s policies and procedures on
academic matters. The Code of Behaviour on Academic Matters pertains to all students and faculty at
the University of Toronto. This document states that it is an offence for a student knowingly “to
represent as one’s own any idea or expression of an idea or work of another in academic
examination or term test or in connection with any other form of academic work, i.e. to commit
plagiarism”. Complete document online:
www.governingcouncil.utoronto.ca/policies/behaveac.htm. The University of Toronto also has a
website dedicated to Academic Integrity and associated UofT resources,
www.utoronto.ca/academicintegrity and includes: 1) Definitions of Academic Offenses at
http://www.utoronto.ca/academicintegrity/academicoffenses.html, 2) “How Not to Plagiarize” at
CTL 7003H Social Studies: Fine-Meyer
http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize, and 3) “Standard
Documentation Formats” http://www.writing.utoronto.ca/advice/using-sources/documentation
Timely Submission of Assignments:
Assignments are expected for submission on their proposed due dates. Only in unusual
circumstances will late assignments be accepted. In such cases, the instructor must be notified in
advance of the submission date so that other arrangements may be made. Decisions regarding
accepting of late assignments and deduction of late marks will be made at the discretion of the
instructor. Exceptions may be made on the basis of relevant accommodations outlined in a Letter
of Accommodation or a Letter of Consideration generated by OISE’s Student Services Office.
Please note: If students miss handing in course assignments by the due date without contacting the
Instructor before the class in which it is due, they will receive a 15% penalty for the assignment (for
all course assignments).
Freedom of Information and Protection of Privacy
As of June 10, 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA). This Act supports access to University records and protection of
privacy, including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal information. Teacher
Candidates will be contacted by using only their utoronto email address.
Continuity Planning in Case of Disruption to Classes and/or Field Placements
In the event of an interruption of classes or a closure of the OISE site or a closure of the larger
university, the following information will make it easier for learning within the course to continue.
The course syllabus, course materials, assignments and notices will be regularly posted online on
our class PEPPER site. Please refer to the class PEPPER site for information about all course
assignments, evaluation rubrics and/or marking schemes and any additional instructions that may
be relevant in the event of an interruption of classes.
Accommodation
If you have a learning need requiring an accommodation the University of Toronto recommends
that students immediately register at Accessibility Services at
http://www.accessibility.utoronto.ca/index.htm
COURSE READINGS AND TOPICS: (subject to change)
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Students will have required readings as well as additional readings. Students will write Two
Reading Notes from the Additional Reading list and post it on pepper [there will only be 2
Reading notes in total] Please read all the Required readings assigned for each class.
Reading discussions will take place each week and will greatly enhance your knowledge in the
field.
Section 151: Class 1: October 2 2014 Introduction and Field Study
 General Introductions
 Course outline, assignments and expectations. Sign up for current event presentation
 Introduction to Social Studies Education
 Creativity and Social Studies work: Engaging in place-based research projects
 Note: We will be walking/sketching outside. Discussion of Field Studies: Designing criteria for
meaningful fieldtrips
CTL 7003H Social Studies: Fine-Meyer
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Be prepared to discuss additional group readings for next class and prepare for group
presentations
Section 151: Class 2: October 9 2014
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Course Profiles
Class work:
Student (group) presentation discussion: sharing current events
Examination of Curriculum and Ministry documents. Ontario History/Geography and Social
Studies Curriculum: Understanding, assessing and evaluating Ministry documents.
Discussion of Case “Course, Lesson and Unit Planning” as introduction to Lesson Planning
Discussion of Additional Group readings
Required Reading:
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Ministry Guidelines and Course Profiles: All profiles:
http://www.edu.gov.on.ca/eng/curriculum/elementary/index.html
Roland Case and Mary Abbott, Creating Meaningful Goals for Elementary Social Studies
in Case and Clark, eds., The Anthology of Social Studies, Chapter 2.
Additional Readings:
Choose one other reading from this list, write your Reading Note, share with others in the class.
All from R. Case and P. Clark, eds., The Anthology of Social Studies.
1. Neil Smith, Meeting Challenges and Making Choices, Chapter 1
2. Penney Clark, Roland Case, Defining the Purposes of Citizenship Education, Chapter 3
3. Amy von Heyking, Teaching Elementary Students to Think Historically, Chapter 4
4. Andrew Young, Teaching Elementary Students to Think Geographically, Chapter 5
Section 151: Class 3: October 16 2014 Introduction to Critical Challenges and Instructional
Planning in Social Studies
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Class work:
Student (group) presentations: sharing current events
Discussion of the Readings and ROM Assignment
Critical Challenges and Online resources
Working with Primary Sources to teach Social Studies [in groups]
Required Reading:
 Roland Case, Creating Course, Unit and Lesson Plans in Case and Clark, eds., The Anthology
of Social Studies, chapter 25.
Choose one other reading from this list, write your Reading Note, share with others in the class.
All from Case and Clark, eds., The Anthology of Social Studies.
1. R. Case and LeRoi Daniels, Teaching Elementary Students to Think Critically, Chapter 6
2. R. Case, Getting Beyond Inert Facts in Elementary Social Studies, Chapter 7
3. Roberta McKay, Responding to Literature in Elementary Social Studies, Chapter 17
CTL 7003H Social Studies: Fine-Meyer
4. S. Gibson, Integrating Computer Technologies into Elementary Social Studies, Chapter 14
First Practicum: October 27 to November 21, 2014
Section 151: Class 4: November 27 2014 Assessment and Evaluation
 Post-practicum discussion
 Current event presentations
 Assessment and Evaluation
 Practice in Assessing Authentic Assessments
 Designing assessment to include in your unit plan
Required Reading:
R. Case, S. Stipp, Embedding Authentic Assessment in Elementary Classrooms, chapter 26
And Ministry Assessment Polices:
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Section 151: Class 5: January 22, 2015
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Current event presentations
FYI: The ROM Education Department rents out EDUKITS for teachers. They provide
resource materials to integrate social studies and science. We will use in class.
Choose one other reading from this list, write your Reading Note, share with others in the class.
1. P. Clark, Exploring Visual Resources with Elementary Students, chapter 15
2. P. Clark, Bringing Community Resources into Elementary Social Studies, Chapter 16
3. Linda F. Darling, Using Historical Artifacts with Young Students, chapter 19
Section 151: Class 6: January 29, 2015
 Finish presentations
 Using artifacts in Social Studies classrooms
 Questions and Clarifications: about final assignments
Required Reading:
Choose one other reading from this list, write your Reading Note, share with others in the class.
1. L. Newbery et al, Enriched by Teaching Aboriginal Content, chapter 21
2. R. case et al, Infusing Global and Multicultural Perspectives in Elementary Social Studies,
chapter 22
3. P. Clark, Conducting Social Action in Elementary Social Studies, Chapter 13
CTL 7003H Social Studies: Fine-Meyer
4. Fine-Meyer, “Engendering Power and Legitimation: Giving Teachers the Tools to Claim a
Place for History Education in their Schools” in Sandwell and Von Heyking, Becoming a
History Teacher in Canada (will post)
OPTIONAL: Section 151: Class 7: Feb. 5,
2015
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Job preparedness
Students support
CTL 7003H Social Studies: Fine-Meyer