WSU Regulation 3-4
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__RED312: Global Studies in Elementary Classrooms
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing
Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2 , rather than on just the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
____X____ Completed ________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.
_____X___ Completed ________ NA
3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and
Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860
4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.
_____X___ Completed ________ NA
5. The course name and number is listed for each prerequisite involved in this proposal.
____X____ Completed ________NA
6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations.
________ Completed ____X____ NA – This is a course proposal.
7. In this proposal for a new or revised program, the following information for each required or elective course is provided: a. The course name and number. b. c.
A brief course description.
A brief statement explaining why the program should include the course.
________ Completed _____X___ NA -- This is a course proposal.
8. This course or program revision proposal: a. Clearly identifies each proposed change. b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
____X____ Completed ________ NA
9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation.
Accessibility of the cited publications for use in this proposed course has been confirmed.
____X____ Completed ________ NA
______Dana Brigson __________________________________ ____ 12/1/11_________
Department's A2C2 Representative or Alternate Date [ Revised 9-05]

WINONA STATE UNIVERSITY
Department Rochester Education _ Date __December 1, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum , for complete information on submitting proposals for curricular changes.
_RED 312______________
Course No.
_Global Studies in the Elementary School_____________
Course Title
_______3____
Credits
This proposal is for a(n)
Applies to: __X____ Major
_X Undergraduate Course
______ Minor
__X___ Required
_____ Elective
_____ Required
_____ Elective
______ Graduate Course
______ University Studies* ______ Not for USP
Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in
Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers
Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms;
Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option
Frequency of offering ______Yearly_________
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
Provide the following information:
A. Course Description
1.
Catalog description.
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2.
Course outline of the major topics and subtopics (minimum of two-level outline).
A Grounding
1 Hilda Taba – Inductive thinking and concept attainment
2 Nel Noddings – Global Citizenship: Promises and Problems

A Discourse of a Global Citizen: critical thinker, strong sense of moral purpose, sense of outrage about injustice, tolerance, transformative, value diversity, reconnection, action-oriented, compassion & empathy
B Discourse of a Social Justice Educator: student-centered, collaborative, experiential, critical, multicultural, rigorous, activism
C Discourse of a Young Citizen of the World: becoming informed, thinking it through, taking action
1 Knowledge, skills, and perspectives
A Defining the Discipline
1 What is Social Studies for Social Justice?
2 What is Global Education/Studies?
3 What is Civic Responsibility/Service-learning/Social Action?
B Academic Standards
1 Minnesota Academic Standards in History and Social Studies - http://education.state.mn.us/mdeprod/groups/Standards/documents/La wStatute/006219.pdf
(US History, World History, Geography,
Economics, Civics) Special Note: Revised standards for Social Studies
are scheduled for May 2011 – This link will be updated at that time.
2 National Council for Social Studies – National Standards for Social Studies
Teachers - http://downloads.ncss.org/NCSSTeacherStandardsVol1rev2004.pdf
C Studying the “Social Studies” through a Global Lens
1 Using Themes: Global Issues, Problems, and Challenges; Culture and World
Areas; and the United States and the World: Global Connections
2 Using Questions: What’s my story? How did I get here? How is my story like or unlike other stories? What are we going to do? What do I want?
What are my chances?
3 Using Issues: poverty, child & youth issues, race relations, gender equity, homophobia & heterosexism, bullying, environment, violence, ethnic discrimination, race discrimination …
4 Using Topics: global awareness, human values, global systems, global history, peace education, cities of the world, indigenous people, global literacies.
5 Using Big Ideas: social justice & equity, diversity, globalization & interdependence, sustainable development, peace & conflict
6 Using Attitudes and Emotional Intelligence: culture; character; cultural heritage; caring community; peace education; social action; just community; ethical inquiry.
D Social Studies for Social Justice
1 Social Justice Education a The Nature of Social Justice b Care and Fairness in the elementary classroom c Characteristics of Social Justice Education d Connecting Social Justice to Global Studies – preparing children to be stewards of their world
2 Creating a Socially Just Classroom Community a Teaching a Social Curriculum b Designing Classroom Spaces to Maximize Social Studies Learning c Circle meetings – Morning Meeting d Widening the community to include parents, guardians, family, community members, others

3 Reinventing the Social Studies curriculum a Adapting the Standards for social justice goals. Teaching the broad themes through a social justice lens. b Teaching history by studying the “people’s” history.
4 Themes and Skills a Themes relevant in the elementary curriculum: human rights, democracy, conservation b Skills for Reading the World: basic literacy skills, critical thinking, evaluating sources – critical literacy c Skills for Activism: gathering information and data, organizing information, conveying information, and skills specific to the activism context (campaigns, petitions, fund-raising, organizing a drive, etc.)
5 The Classroom and the Community a Community Connections: guest speakers, field trips b Activism: writing letters, indirect service, cross-cultural exchange, school-based activism, direct service, community rallies and marches
E Planning & Organizing
1 Daily Planning
2 Mapping the Curriculum
3 Integrating the Curriculum
4 Planning around children’s questions
5 Unit Planning
6 Planning Civic Engagement
7 Planning Global Connections
F Service Learning
1 Defining service learning in the elementary classroom
2 K-12 Service Learning Standards for Quality Practice - http://www.nylc.org/objects/publications/StandardsDoc.pdf
a Meaningful Service b Link to curriculum c Reflection d Diversity e Youth voice f Partnerships g Progress Monitoring h Duration and intensity
3 The Process of Service Learning a Investigation b Preparation and Planning c Action d Reflection e Demonstration
4 A Blueprint for Service Learning a Step One: Points of Entry – Curricular Connections b Step Two: Review the K-12 Service Learning Standards c Step Three: Map Out Your Plans d Step Four: Clarify Partnerships e Step Five: Review Plans and Gather Resources

f Step Six: Begin the Process of Service Learning in Action g Step Seven: Assess the Service Learning Experience
5 Going Global with Service Learning: Connecting a Local Issue with a Global
Context. Taking Local Action and connecting it to a related global issue.
A Authentic Reflection
B State & Standardized Testing
C Formal and Informal Tools to assess:
1 Vocabulary knowledge in the content
2 Comprehension in content area reading
A Responsive, Inclusive
B Questioning and collaborative
C All children have a voice
D Global: teaching materials accurately portray the world’s diversity (books, music, art, maps, family area, manipulatives)
E Creating a Socially Just Classroom Community
1 Teaching a Social Curriculum
2 Designing Classroom Spaces to Maximize Social Studies Learning
3 Circle meetings – Morning Meeting
4 Widening the community to include parents, guardians, family, community members, others
A Inductive Thinking – Concept Formation or Concept Development
B Controversies
C Internet as a research tool
D Cyber-classroom connections
E Global teaching tools
F Thematic, inter-disciplinary
G Inquiry – independent and collaborative
H Museums, realia, field trips
I Participatory strategies
J Service Learning
K Children’s Literature – Dialogue Poems
L Questions – developing a critical, questioning perspective to the “social studies”
M Role-Play and Simulations
N Primary Sources
O Visual and Performing Arts – Student Voice and Self-expression
A The Ethics of perspective
B Issues related to being a Transformative Teacher
VIII
A Connecting content area reading to children’s instructional and independent levels
B Fiction
C Non-fiction
D Globally representative – accurate
E Locating and analyzing
F See several Children’s Book Lists at the end of the syllabus
G An extensive PDF resource that accompanies The Complete Guide to Service Learning text resources that has annotations not included in the book, organized by theme. Some

titles appeared in the previous edition of The Complete Guide to Service Learning, and some titles are new listings. ( Note: These lists include Recommendations from the Field.)
The AIDS Education and Awareness Bookshelf: Additional Titles The Animal Protection and Care Bookshelf: Additional Titles The Elders Bookshelf: Additional Titles The
Environment Bookshelf: Additional Titles The Gardening Bookshelf: Additional Titles The
Healthy Lives, Healthy Choices Bookshelf: Additional Titles The Hunger, Homelessness, and Poverty Bookshelf: Additional Titles The Immigrants Bookshelf: Additional Titles The
Literacy Bookshelf: Additional Titles The Safe and Strong Communities Bookshelf:
Additional Titles The Social Change Bookshelf: Additional Titles The Special Needs and
Disabilities Bookshelf: Additional Titles
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
Lecture: Classroom X
Other: (Please indicate)
ITV
Service Learning
Online
Travel Study
Web Enhanced
Laboratory
Web Supplemented X
Internship/Practicum
3.b. MnSCU Course media codes: (Please check all that apply).
None:
1. Satellite
2. CD Rom
3. Internet
4. ITV Sending
5. Broadcast TV
6. Independent Study
7. Taped
8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
9. Web Enhanced X
10. Web Supplemented
Core Belief:
We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.
(Reflect, Respond, Advocate)
o Field placements will include at least 35-40 hours with each of these grade levels;
Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6). o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.
 Global Studies Integrated Curriculum Project focusing on Service
Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye
(2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.

Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies
Integrated Curriculum project.
 Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and
Learning Social Studies. The Reading Teacher, 63(6), 486-494.
 Lintner, T. (December 2009). Using Children’s Literature to Promote Critical
Geographic Awareness in Elementary Classrooms. The Social Studies, 101(1), 17-21.
Candidate self-analysis for this course will revolve around the guidepost questions found on page ix in their text: Social Studies for Social Justice:
Teaching Strategies for the Elementary Classroom. Candidates will be asked to look at self and reflect around the following paragraphs and questions from the Forward:
Teaching for social justice is more possibility than accomplishment, but it always involves themes of democracy, activism, self-awareness, imagination, opening public space, and participating in history. Social justice is surely about a fairer, more just distribution of social wealth and power, but it also aims at recognition, and at disruption of social structures that devalue and disrespect. Teachers working for social justice insist that all can grow to understand the world, and that each of us can connect our conduct to our consciousness.
There is a long tradition of teaching whose purpose is to combat silence, to defeat erasure and invisibility, to resist harm and redress

grievances, to promote a more balance, fair, and equitable order.
Several questions can act as guideposts for this kind of teaching:
 What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope?
 How can I enter a dialogue in which I will learn from students about the problems and obstacles they face?
 What experience do students already have that can point the way toward solutions?
 What narrative is missing from the “official story” that will make the problems my students encounter more understandable?
 What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable?
 How can public space – in my classroom, in the larger community – for discussion, problem-posing and problemsolving, and fuller and wider participation be expanded?
For this course, candidates will showcase at least the following strategies:
Showcase # 1: Given the rich assortment of Global Studies strategies presented in this course, candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies
Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:
 Inductive Thinking – Concept Formation or Concept Development
 Controversies
 Internet as a research tool
 Cyber-classroom connections
 Global teaching tools
 Thematic, inter-disciplinary
 Inquiry – independent and collaborative
 Museums, realia, field trips
 Participatory strategies
 Service Learning
 Children’s Literature – Dialogue Poems
 Questions – developing a critical, questioning perspective to the “social studies”

 Role-Play and Simulations
 Primary Sources
 Visual and Performing Arts – Student Voice and Self-expression
Showcase # 2: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies.
Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum
plans. Candidates will discuss the appropriate application of each strategy.
Strategies include the following:
Informational Text
 Anticipation Guide/Revised Extended/Reaction Guide
 Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer
 Group Summarizing
 Historical Character Map
 What I Know; Want to Learn; Learned (K-W-L)
 Pairs Read
 Predict-Locate-Add-Note (PLAN)
 Problematic Situation
 Proposition/Support Outline
 Sensory Imagery
 Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Vocabulary Development
 Concept Definition Mapping
 Five-Step Method
 Frayer Model
 Semantic Feature Analysis
 Semantic Mapping
 Student VOC Strategy
 Verbal and Visual Word Association
 Word Sorts
 Zooming in and Zooming Out
Narrative Text
 History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)
 Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)
 Role/Audience/Format/Topic (RAFT)
 Creative Debate
 Discussion Web
 Scored Discussion
Resources:
 Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching
Reading in the Content Areas Teacher's Manual. Aurora, CO: Midcontinent Research for Education and Learning.
 Reading Quest in the Social Studies: http://www.readingquest.org/strat/

A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards
of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty.
Portfolio Entries will be planned and developed during the candidate’s program coursework, clinical practice placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.
 Global Studies Integrated Curriculum Project focusing on Service Learning/Social
Action . Teacher Candidates will collaboratively plan this project following a Service
Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.
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Attendance/Punctuality
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Self-Initiative/Independence
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Reliability/Dependability
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Clarity in Written Expression
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Critical Thinking Skills
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Verbal Involvement in Class/Groups
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Open-minded Listening and Discussion
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Respectful Interaction with ALL
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Tact/Judgment
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Collegiality/Positive Attitude
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Accept and Give Constructive Criticism
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Professional Ethics and Demeanor
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Best Effort/High Quality Performance
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Desire to Improve Own Teaching Performance
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Word-processing of All Major Written Projects
Reflection Paper. Your final reflection paper will address the following questions:
What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope? How can I enter a dialogue in which I will learn from students about the problems and obstacles they face? What experience do students already have that can point the way toward solutions? What narrative is missing from the “official story” that will make the problems my students encounter more understandable? What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable? How can public space – in my classroom, in the larger community – for discussion, problem-posing and problem-solving, and fuller and wider participation be expanded?
Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher
Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site

and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.
Global Studies Strategy Jigsaw. You will be jigsawing strategies as a cohort and micro-teaching to demonstrate your selected strategy from one of the following:
 Inductive Thinking – Concept Formation or Concept Development
 Controversies
 Internet as a research tool
 Cyber-classroom connections
 Global teaching tools
 Museums, realia, field trips
 Participatory strategies
 Questions – developing a critical, questioning perspective to the “social studies”
 Role-Play and Simulations
 Primary Sources
 Visual and Performing Arts – Student Voice and Self-expression
Content Area Literacy Strategy Jigsaw. You will be jigsawing strategies as a cohort and micro-teaching to demonstrate your selected strategy from one of the following:
Informational Text
 Anticipation Guide/Revised Extended/Reaction Guide
 Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer
 Group Summarizing
 Historical Character Map
 What I Know; Want to Learn; Learned (K-W-L)
 Pairs Read
 Predict-Locate-Add-Note (PLAN)

 Problematic Situation
 Proposition/Support Outline
 Sensory Imagery
 Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Vocabulary Development
 Concept Definition Mapping
 Five-Step Method
 Frayer Model
 Semantic Feature Analysis
 Semantic Mapping
 Student VOC Strategy
 Verbal and Visual Word Association
 Word Sorts
 Zooming in and Zooming Out
Narrative Text
 History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)
 Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)
 Role/Audience/Format/Topic (RAFT)
 Creative Debate
 Discussion Web
 Scored Discussion
Micro-teaching using Children’s Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. o Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning
Social Studies. The Reading Teacher, 63(6), 486-494. o Lintner, T. (December 2009). Using Children’s Literature to Promote Critical Geographic
Awareness in Elementary Classrooms. The Social Studies, 101(1), 17-21.
Unit Plans/Content Map from a Social Justice Perspective. Read Chapter 4: Reinventing the Social Studies
Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice:
Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for
Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic
Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.
Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.
Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation,
Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.
An Assignment Description and Evaluation Format will be distributed for each assignment.
5. Course materials (textbook(s), articles, etc.).
Primary Texts:
Wade, R.C. (2007) Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.
New York, NY: Teachers College Press ISBN: 978-0-8077-4762-9

Kaye, C.B. (2010) The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in
Civic Responsibility, Academic Curriculum, & Social Action. Minneapolis, MN: Free Spirit Publishing, Inc.
ISBN: 978-1-57542-345-6
Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to
the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Midcontinent Research for Education and Learning.
Supporting Materials:
Gay, G. & Kirkland, K. (Summer 2003). Developing Cultural Critical Consciousness and Self-Reflection in
Preservice Teacher Education. Theory Into Practice, 42(3), 181-187.
Lewis, B.A. (2009). The Kid’s Guide to Service Projects: Over 500 Service Ideas for Young People Who want to Make a Difference. Minneapolis, MN: Free Spirit Publishing, Inc. ISBN: 978-1-57542-338-8
Lindquist, T. (2001). Setting Up for Success. Chapter 2 excerpt from: Seeing the Whole Through Social
Studies: Second Edition. Portsmouth, NH: Heinemann. Downloaded 1/12/11 from: http://www.heinemann.com/shared/onlineresources/E00448/chapter2.pdf
Lintner, T. (2010). Using Children’s Literature to Promote Critical Geographic Awareness in Elementary
Classrooms. The Social Studies, 101, 17-21.
Lucas, A.G. (March/April 2009). Teaching about Human Rights in the Elementary Classroom Using the
Book A Life Like mine: How Children Live around the World. The Social Studies, pages 79-84
O’Mahony, C. & Siegel, S. (November/December 2008). Designing Class room Spaces to Maximize Social
Studies Learning. Social Studies and the Young Learner, 21(2), 20-24.
Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning Social
Studies. The Reading Teacher, 63(6), 486-494.
Wetig, S. (Fall 2006). Social Studies Methods Students Engaged in Service-Learning: Reciprocity is the
Key. Educational Considerations, 34(1), 31-33.
6. Assessment of Outcomes
Midterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments.
Also see description of course requirements. See section B.1. of this document for specific assessment plans.
7. List of references.
Social Studies Organizations

National/State Organizations
National Council for the Social Studies http://www.ncss.org
Anthropology
American Anthropological Association http://www.aaanet.org/index.htm
Archaeology
Archaeological Institute of America http://www.archaeological.org
American Government and Civics
Learning Law and Democracy Foundation http://www.civicallyspeaking.org/
Economics
National Council on Economic Education http://www.ncee.net/
Geography
Association of American Geographers http://www.aag.org
National Council for Geographic Education http://www.ncge.org
National Geographic Society http://www.nationalgeographic.com
Minnesota Alliance for Geographic Education http://www.macalester.edu/geography/mage/
History
American Historical Association http://www.historians.org
Organization of American Historians http://www.oah.org/
Minnesota Historical Society http://www.mnhs.org
Psychology
American Psychological Association http://www.apa.org
Sociology
American Sociological Association http://www.asanet.org/
ELEMENTARY RESOURCES FOR GLOBALIZING CURRICULUM
Accessed on 1/17/11 from: http://www.unc.edu/world/Elem_Resources_10.pdf
World View 2010: http://www.unc.edu/world/
General: www.unc.edu/world
World View’s web site provides program information and resources for educators. www.mywonderfulworld.org
National Geographic’s web site includes links to teacher resources, games, music exploration,geography quizzes, and downloadable maps. http://asiasociety.org/education-learning
The Asia Society presents excellent general resources for global education (not limited to
Asia).Resources for teachers include lesson plans, background essays, and maps. Resources for students explore themes and regions through articles and multimedia. www.un.org/Pubs/CyberSchoolBus
United Nations Cyberschoolbus includes interactive maps and lesson plans. www.learnnc.org

This site provides NC K-12 teachers with resources for lesson plans, classroom materials, and teaching strategies. www.nationalgeographic.com/xpeditions
National Geographic shares lesson plans, activities, and maps based on the national geography standards. www.newseum.org/todaysfrontpages/
Check and compare the front pages of newspapers in 49 different countries. www.readtofeed.org
These educational resources created by Heifer International explore hunger, poverty, and other global issues.
International Connections: http://asiasociety.org/education-learning
This site includes publications and networking for international connections. World View
2010 www.ed.gov/teachers/how/tech/international/index.html
This Teacher’s Guide to International Collaboration on the Internet was prepared by the
Department of Education’s International Education Initiative. www.peacecorps.gov/wws
Peace Corps’ World Wise Schools Web Site connects classrooms to volunteers serving abroad.
Lesson Plans: www.nationalgeographic.com/xpeditions/activities/matrix.html
National Geographic shares classroom activities highlighting human systems, environment and society, geography, the world in spatial terms, and more. www.amnh.org/nationalcenter/it_takes_all_kinds/e/e.html
The “You’ve Got the Whole World in Your Shopping Bag” web page illustrates the connections between common purchases and the world. www.globaled.org/myself/intro.html
Myself and Others lessons provide interactive lessons to teach people and systems. www.wfu.edu/%7Emccoy/mgames.pdf
Leah McCoy’s collection of math activities incorporates diverse cultures.
Collaboration Tools: www.voicethread.com
Collaborative, multimedia slide show that allows students to contribute in 4 ways - using voice, text, audio file, or video. www.elluminate.com
Provider of live Web conferencing and eLearning solutions www.skype.com
Synchronous audio/visual conversations with other Skype users via the internet. www.youtube.com
Watch and share original videos worldwide.
Also see: www.teachertube.com
Books:
K-2nd
Smith, Jr., Charles B. I am America. Scholastic, 2003. Poetry and photographs bring home the lesson that America is made up of many cultures, reflected in our looks, our music, and our traditions.
Stojic, Manya. Hello, World! Greetings in 42 Languages Around the Globe. Scholastic, 2002. How we say hello in many different languages, paired with beautiful paintings of contemporary children from around the world.
Scillian, Devin. P is for Passport: A World Alphabet. Sleeping Bear Press, 2003. Uses the alphabet to teach geography and cultural differences.
3-5th
Braman, Arlette N. Kids Around the World Play! Jossey-Bass, 2002. Games from many countries including Mexico, Kenya, Egypt, China, Russia, and India.

Lord, Betty Bao. In the Year of the Boar and Jackie Robinson. Harper Trophy, 2003 World View
2010 A story of a Chinese girl in Brooklyn in 1947 facing the challenge of gaining acceptance in a new country while keeping the traditions of her family. Online resources for teaching In
the Year of the Boar and Jackie Robinson: www.teachervision.fen.com/multiculturalism/asianamericans/18566.html
Marsden, Carolyn. The Gold-Threaded Dress. Candlewick Press, 2002. A Thai-American girl is teased because of her culture by classmates whose parents come from Mexico, Somalia, China, and Finland. Information about the author (the girl in the cover photo is her daughter) www.carolynmarsden.com/
Mortenson, Greg and David Oliver Relin. Three Cups of Tea: One Man’s Journey to Change the
World…One Child at a Time - Young Reader’s Edition. Penguin, 2009. The story of an American man working to build schools in Afghanistan and Pakistan.
Mortenson, Greg and Susan L. Roth. Listen to the Wind: The Story of Dr. Greg and Three Cups of
Tea. Penguin, 2009. This book tells the story of an American man working to improve education in Afghanistan and
Pakistan. It is told in the voice of the children of the town of Korphe.
Smith, David. If the World Were a Village. Kids Can Press, 2002. An illustrated book version based on the well-known metaphor “If the World Were a Village,” making the world’s population and make-up more understandable.
Other Books for Young Audiences:
Aardema, Verna. Anansi Finds a Fool: An Ashanti Tale. Dial Books for Young Readers, 1992 A folktale of West Africa, one of many Anansi favorites
Beeler, Selby, and G. Brian Karas, illus. Throw Your Tooth on the Roof: Tooth Traditions from
Around the World (Paperback) Houghton-Mifflin, 1998. Tooth-losing traditions from many countries
Bliss, Corine Demas, and Kathryn Brown, illus. The Littlest Matryoshka Hyperion, 1999. A story of the traditional Russian nesting dolls (each named, so you have the opportunity to hear and recognize particular Russian names as part of the story)
Kindersley, Barnabas and Anabel. Children Just Like Me. DK Publishing, 1995. A collection of child profiles (with photos) from around the world, great details for similarities and differences in daily life
Books in Series:
Another Country Calling: The Adventures of Simon and Barklee – ExplorerMedia. A series of adventure stories featuring two characters that travel the world; excellent accompanying activities and vocabulary enhancements. (ages 7 and up)
Save the Planet: Claire Llewellyn, Creative Publishers: 2006 (grade 1 and up) Fight Pollution,
Let’s Recycle, Protect Natural Habitats, Save Energy, Stop Water Waste
Environmental Disasters: Jane Walker, Creative Publishers: 2005 (grade 4 and up)
Atmosphere in Danger, Oil Spills, The Ozone Hole, Vanishing Habitats and Species
Let’s Investigate: Various, Creative Publishers: 2004 (grade 3 and up) Australia, Costa Rica,
India, Ireland, Israel, Japan, Mexico, Russia
Start-up Religion: Various, Cherrytree Publishing: 2005 (grade 1 and up) Belonging,
Celebrating Harvest, Gifts at Christmas, The Jewish Faith, Visiting a Church, Visiting a
Gurdwara, Visiting a Mandir, Visiting a Mosque, Visiting a Synagogue
Letters From Around the World: Various, Cherrytree Publishing: 2004-2005 (grade 3 and up) Australia, Brazil, Canada, China, Costa Rica, Egypt, France, Germany, Greece, India,
Indonesia, Italy, Kenya, Mexico, Pakistan, South Africa
One World: Guin & Rayner, Smart Apple Media: 2006 (grade 3 and up) Going to School, In the
City, In the Country, On the Move, What We Wear, Where We Live
Our Lives, Our World – Children around the World: Susie Brooks, Chrysalis Education:
2006 (grade 3 and up) Bangladesh, Denmark, Ireland, Japan, Mexico, Spain
Beliefs and Cultures: Various, Sea-to-Sea Publications: 2005 (grade 3 and up) Buddhist,
Christian, Hindu, Jewish, Muslim, Sikh

Craft Topics: Various, Sea-to-Sea Publications: 2005 (grade 3 and up) Aztecs, Castles,
Dinosaurs, The Egyptians, The Greeks, Knights, Pirates, The Romans, The Vikings, Writing and
Printing
Ancient Wonders of the World: Various, Creative Education: 2006 (grade 4 and up)
Egyptian Pyramids, Great Wall of China, Machu Picchu, Statues on Easter Island, Stonehenge,
Taj Mahal
Clues to the Past: Various, Sea-to-Sea Publications: 2006 (grade 4 and up) Everyday Life in
Ancient Egypt, Everyday Life in Ancient Greece, Everyday Life in Roman Times, Everyday Life in Viking Times
Country Topics: Various, Sea-to-Sea Publications: 2006 (grade 4 and up) France, Germany,
Great Britain, India, Italy, Japan, Mexico, Spain
Rich and Poor In: Various, Smart Apple Media: 2006 (grade 4 and up) Ancient Egypt, Ancient
Greece, Ancient Rome, Mesopotamia
Country Files: Various, Smart Apple Media: 2003-2005 (grade 4 and up) Australia,
Bangladesh, Brazil, The Caribbean, China, France, Great Britain, India, Ireland, Italy, Japan,
Kenya, Nigeria, Pakistan, South Africa, Spain
Focus on Europe: Various, Stargazer Books: 2005 (grade 4 and up) Belgium, Luxembourg and The Netherlands, Britain and the British, France and the French, Germany and the
Germans, Italy and the Italians, Spain and the Spanish
Global Citizenship: Various, Smart Apple Media: 2004 (grade 4 and up) Being Active Citizens,
Improving the Quality of Life, Living Sustainably, Making Global Connections, Protecting
Global Environments, Respecting Cultural Differences, Understanding Human Rights, Valuing
World Heritage
Religion in Focus: Various, Smart Apple Media: 2005 (grade 4 and up) Buddhism,
Christianity, Hinduism, Islam, Judaism, Sikhism
Precious Earth: Jen Green, Chrysalis Education: 2003-2004 (grade 4 and up) Changing
Climate, Energy Crisis, Feeding the People, The Polluted Planet, Rainforests at Risk, Saving
Oceans and Wetlands, Waste and Recycling, Wildlife in Danger
Around the World Series: Betsy Franco, Evan-Moor Educational Publishers:1993-1995 (age
6 and up) Titles include Russia, India, China, Japan, Brazil
Promoting Critical Geographic Awareness in the Elementary: Children’s Literature
Ancona, G. 1990. Riverkeeper. New York: Macmillan.
Asch, F. 1994. The Earth and I. Orlando, FL: Harcourt Brace.
Atson, D. H. 2003. Looney little: An environmental tale. Cambridge, MA: Candlewick Press.
Bunting, E. 1993. Someday a tree. New York: Clarion Books.
Carr, T. 1991. Spill! The story of the Exxon Valdez. New York: F. Watts.
Cherry, L. 1990. The great kapok tree: A tale of the Amazon rain forest. San Diego: Harcourt
Brace Jovanovich.
Cherry, L. 1992. A river ran wild. San Diego: Harcourt Brace Jovanovich.
Child, L. 2001. What planet are you from, Clarice Bean? London: Orchard Books.
Coerr, E. 1993. Sadako. New York: Putnam.
Cone, M. 1991. Come back, Salmon. San Francisco: Sierra Club Books for Children.
David, L., and C. Gordon. 2007. The down-to-earth guide to global warming. New York:
Orchard Books.
Earthworks Group. 1990. 50 simple things kids can do to save the Earth. Kansas City:
Andrews McMeel.
Fleming, D. 1996. Where once there was a wood. New York: Henry Holt.
Fletcher, H. J., and S. Groves. 1992. How on Earth do we recycle paper? Brookfield, CT:
Millbrook.
Foreman, M. 1991. One world. NewYork: Arcade.
Friend, R. C., and J. L. Cohen. 2007. A clean sky: The global warming story. Marina Del Rey,
CA: Cascade Press.
Green, J. 2002. Why should I protect nature? London: Hodder Wayland.

Gibbons, G. 1992. Recycle: A handbook for kids. New York: Little, Brown and Company.
Jeffers, S. 1991. Brother Eagle, Brother Sky. New York: Penguin.Lampton, C. 1994.
Earthquake. Brookfield, CT: Millbrook.
Martin, B., and M. Sampson. 2006. I love our Earth. Watertown, MA: Charlesbridge.
Mayer, M. 2008. It’s Earth Day! New York: Harper Festival.McCay,W. 1990. Animals in
danger: A pop-up book. New York: Aladdin.
Mecozzi, M. 2002. Nature’s scales: Weighing environmenta l issues. Barrington, IL: Rigby.
Okimoto, J. D. 2007. Winston of Churchill: One bear’s battle against global warming . Seattle:
Sasquatch Books.
Pearce, F. 1991. The big green book. New York: Grosset.
Pritchett, J. 2000. How has it changed? Barrington, IL: Rigby.
Roca, N. 2007. The three R’s: Reuse, reduce, recycle . NewYork: Barron’s.
Rockwell, A. 1998. Our Earth. New York: Voyager Books.
Rockwell, A. 2006. Why are the ice caps melting? The dangers of global warming. New York:
HarpersCollins.
Showers, P. 1994. Where does the garbage go? New York: HarperCollins Children’s Books.
Tara, S. L. 2007. Snowy white world to save. Dallas: Brown Books.
Thornhill, J. 2007. This is my planet: The kid’s guide to global warming . Toronto: Maple Tree
Press.
Vogel, C. G., and K. A. Goldner. 1990. The great Yellowstone fire: Sierra Club books for
children. San Francisco, CA: Sierra Club Books.
Wallace, N. E. 2003. Recycle everyday! Tarrytown, NY: Marshall Cavendish.
B. Rationale
1. Statement of the major focus and objectives of the course.
The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice and the
Minnesota Standards for Teachers of Elementary Education. This course builds on prior knowledge concept development of fundamental concepts and serves as the primary source for learning opportunities and assessment of competence for the following list of standards:
A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:
Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
4A. understand Minnesota’s graduation standards and how to implement them;
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be codeveloped and delivered with a designated clinical site and other identified community members. Note: Component 3b on the assignment guide is a
Curriculum Connections Map where candidates use the MN graduation standards to plan their integrated curriculum.
4B. understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;
4C. understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be codeveloped and delivered with a designated clinical site and other identified community members. Note: Components 3 d, e, j, and o on the assignment guide all require candidates to plan for and deliver a curriculum addressing various kinds of learning.
Reading: chapters 36 in “Social Studies for Social Justice: Teaching
Strategies for the Elementary Classroom”
Experience/Assessment: Given the rich assortment of Global Studies strategies presented in this course, candidates will both jigsaw and present strategies within the college classroom setting, but they will then be

expected to incorporate at least 2 of the strategies as a minimum into their
Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies included are listed in the syllabus. Featured strategies include: global teaching tools, cyberclassroom connections, service learning, critical literacy perspective.
Reading: chapters 36 in “Social Studies for Social Justice: Teaching
Strategies for the Elementary Clas sroom”
4D. nurture the development of student critical thinking, independent problem solving, and performance capabilities;
Reading/Experience/Assessment: Micro- teaching using Children’s
Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom.
Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for
Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494.
Lintner, T. (December 2009). Using Children’s Literature to P romote Critical
Geographic Awareness in Elementary Classrooms. The Social Studies,
101(1), 17-21.
Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
The teacher must:
6J. know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risktaking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;
Reading: chapters 36 in “Social Studies for Social Justice: Teaching
Strategies for the Elementary Classroom” Each of these chapters forms a foundation for using children’s voice.
Reading/Experience/Assessment: Microteaching using Children’s
Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Candidates are expected to take this micro-teaching experience into their Global Studies Integrated
Curriculum project in a clinical setting. See Component 3f on the assignment guide.
Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for
Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494.
Lintner, T. (December 2009). Using Children’s Literature to Promote Critical
Geographic Awareness in Elementary Classrooms. The Social Studies,
101(1), 17-21.
6K. use a variety of media and educational technology to enrich learning opportunities.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Components 3 f & g on the assignment guide require candidates to plan for and deliver media and technology resources.
Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:
7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;
7B. plan instruction using contextual considerations that bridge curriculum and student experiences;
7C. plan instructional programs that
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
Experience/Assessment: Global Studies Integrated Curriculum Project

accommodate individual student learning styles and performance modes; focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
7D. create short-range and long-range plans that are linked to student needs and performance;
7E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
7F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and
7G. evaluate plans in relation to shortrange and long-range goals, and systematically adjust plans to meet student needs and enhance learning.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action identified community members.
. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
7H. plan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-integrated environment.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note components 3 f & g on the assignment guide.
Subpart 9. Standard 8, assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual,social, and physical development of the student. The teacher must:
8A. be able to assess student performance toward achievement of the
Minnesota graduation standards under chapter 3501;
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note components 3 b, e, f, & o on the assignment guide. Each component ties to the grad standards and also includes an assessment element.
Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.
The teacher must:
10J. identify and use community resources to foster student learning;
Readings: “chapter 7: “Social Justice for Social Studies: Teaching Strategies for the Elementary Classroom”; “The Complete Guide to Service Learning:
Proven, Practical Ways to Engage Students in Civic Responsibility,
Academic Curriculum, & Social Action”
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other

identified community members.
A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:
A. A teacher of children in kindergarten through grade 6 must:
(1) understand and apply the Readings: The course text, “Social Studies for Social Justice” is bas ed on the findings research base for and the best practices of kindergarten, and elementary level education; from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note:
Throughout this assignment, candidates are asked to apply best practices for
Content Area Literacy, Assessment, Strategy Instruction, Technology, and
Curriculum Connections Mapping leading to an integrated unit.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on (5) understand how to integrate curriculum across subject areas in developmentally appropriate ways;
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3b on the assignment guide asks candidates to create a Curriculum Connections Map where they will use the MN grad standards to integrate the curriculum.
B. A teacher of children in kindergarten through grade 6 must demonstrate the knowledge of fundamental concepts of communication arts and literature and the connections between them. The teacher must:
(6) develop children's ability to use written, spoken, and visual language to communicate effectively with a variety of audiences and for different purposes;
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3m in this assignment focuses on Public Awareness and Planned Presentations.
Candidates will work with students in their clinical site to develop these communication formats.
(7) know children's and young adolescents' literature representing a variety of genre; and
Readings/Experience/Assessment: For the Critical Consumer of Research assignment, Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort.
Then, candidates will create and microteach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their
Global Studies Integrated Curriculum project.
(8) know how to use books and other printed sources to develop children's personal growth and lifelong learning.
 Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for
Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-
494.
 Lintner, T. (December 2009). Using Children’s Literature to Promote
Critical Geographic Awareness in Elementary Classrooms. The Social
Studies, 101(1), 17-21.
Readings/Experience/Assessment: For the Critical Consumer of Research assignment, Candidates will make connections between the research-base and their own practic e in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort.
Then, candidates will create and microteach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate

how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their
Global Studies Integrated Curriculum project.

Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for
Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-
494.

Lintner, T. (December 2009). Using Children’s Literature to Promote
Critical Geographic Awareness in Elementary Classrooms. The Social
Studies, 101(1), 17-21.
C. A teacher of young children in the primary grades must have knowledge of the foundations of reading processes, development, and instruction, including;
(7) content-area literacy, including: Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning.
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Informational Text

Anticipation Guide/Revised Extended/Reaction Guide

Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer
 Group Summarizing

Historical Character Map

What I Know; Want to Learn; Learned (K-W-L)

Pairs Read
 Predict-Locate-Add-Note (PLAN)
 Problematic Situation

Proposition/Support Outline

Sensory Imagery
 Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Vocabulary Development
 Concept Definition Mapping
 Five-Step Method
 Frayer Model
 Semantic Feature Analysis

Semantic Mapping
 Student VOC Strategy
 Verbal and Visual Word Association
 Word Sorts

Zooming in and Zooming Out
Narrative Text
 History Frame

Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)
 Learning Log
 Question-Answer Relationship (QAR)

Questioning the Author (QtA)

Role/Audience/Format/Topic (RAFT)

Creative Debate
 Discussion Web
 Scored Discussion
(a) knowledge of reading comprehension processes necessary to comprehend different types of informational materials and content-area texts; and
Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the comprehensions processes needed to comprehend informational/content area texts.

(b) the structures and features of expository (information) texts and effective reading strategies to address different text structures and purposes for reading;
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Vocabulary Development

Concept Definition Mapping

Five-Step Method

Frayer Model
 Semantic Feature Analysis
 Semantic Mapping

Student VOC Strategy

Verbal and Visual Word Association

Word Sorts
 Zooming in and Zooming Out
Informational Text

Anticipation Guide/Revised Extended/Reaction Guide
 Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer
 Group Summarizing

Historical Character Map

What I Know; Want to Learn; Learned (K-W-L)
 Pairs Read
 Predict-Locate-Add-Note (PLAN)
 Problematic Situation

Proposition/Support Outline

Sensory Imagery

Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Narrative Text
 History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)

Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)

Role/Audience/Format/Topic (RAFT)

Creative Debate
 Discussion Web
 Scored Discussion
Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Vocabulary Development

Concept Definition Mapping
 Five-Step Method
 Frayer Model

Semantic Feature Analysis

Semantic Mapping
 Student VOC Strategy
 Verbal and Visual Word Association
 Word Sorts
 Zooming in and Zooming Out

Informational Text

Anticipation Guide/Revised Extended/Reaction Guide

Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer
 Group Summarizing
 Historical Character Map

What I Know; Want to Learn; Learned (K-W-L)

Pairs Read
 Predict-Locate-Add-Note (PLAN)
 Problematic Situation
 Proposition/Support Outline

Sensory Imagery

Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Narrative Text

History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)

Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)
 Role/Audience/Format/Topic (RAFT)

Creative Debate

Discussion Web
 Scored Discussion
D. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:
(1) appropriate, motivating instruction, both explicit and implicit:
(d) applying a variety of reading Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts. social studies: A supplement to the Second Edition of Teaching Reading in the
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project . Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Vocabulary Development

Concept Definition Mapping

Five-Step Method
 Frayer Model
 Semantic Feature Analysis
 Semantic Mapping

Student VOC Strategy

Verbal and Visual Word Association
 Word Sorts
 Zooming in and Zooming Out
Informational Text
 Anticipation Guide/Revised Extended/Reaction Guide
 Directed Reading/Thinking Activity (DR/TA)
 Graphic Organizer

Group Summarizing

Historical Character Map

What I Know; Want to Learn; Learned (K-W-L)
 Pairs Read
 Predict-Locate-Add-Note (PLAN)

Problematic Situation

Proposition/Support Outline

Sensory Imagery
 Structured Note Taking

 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Narrative Text
 History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)

Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)
 Role/Audience/Format/Topic (RAFT)

Creative Debate

Discussion Web
Scored Discussion
(2) selection, design, and use and appropriate and engaging instructional strategies, activities, and materials, including:
(b) teaching vocabulary using a range of instructional activities to
Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the extend students’ understanding of words; and
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning.
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will
(c) both explicit and implicit, in the teaching of comprehension skills and strategies including opportunities for guided and independent work. both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project .. Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Vocabulary Development

Concept Definition Mapping
 Five-Step Method
 Frayer Model
 Semantic Feature Analysis

Semantic Mapping

Student VOC Strategy
 Verbal and Visual Word Association
 Word Sorts

Zooming in and Zooming Out
Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the
Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.
Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project . Candidates will discuss the appropriate application of each strategy. Strategies include the following:
Vocabulary Development
 Concept Definition Mapping
 Five-Step Method

Frayer Model

Semantic Feature Analysis
 Semantic Mapping
 Student VOC Strategy
 Verbal and Visual Word Association

Word Sorts

Zooming in and Zooming Out
Informational Text
 Anticipation Guide/Revised Extended/Reaction Guide

Directed Reading/Thinking Activity (DR/TA)

Graphic Organizer
 Group Summarizing
 Historical Character Map
 What I Know; Want to Learn; Learned (K-W-L)

Pairs Read

(3) selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; the ability to facilitate and develop students; responses to literature and their critical reading abilities through high level, interactive discussions about texts;
 Predict-Locate-Add-Note (PLAN)
 Problematic Situation
 Proposition/Support Outline

Sensory Imagery

Structured Note Taking
 Survey, Question, Read, Recite, Review (SQ3R)
 Think-Aloud
Narrative Text
 History Frame
 Venn Diagram
Reflection Strategies (Questioning; Writing; Discussing)

Learning Log
 Question-Answer Relationship (QAR)
 Questioning the Author (QtA)

Role/Audience/Format/Topic (RAFT)

Creative Debate

Discussion Web
 Scored Discussion
Readings/Experiences/Assessment: Candidates will make connections between the researchbase and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings.
Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources.
Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies Integrated Curriculum project .

Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for
Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-
494.
(4) selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop students’ facility in comprehending and using academic language;
 Lintner, T. (December 2009). Using Children’s Literature to Promote
Critical Geographic Awareness in Elementary Classrooms. The Social
Studies, 101(1), 17-21.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action this assignment focuses on Public Awareness and Planned Presentations.
Candidates will work with students in their clinical site to develop these communication formats.
. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3m in
I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:
(1) tools of inquiry and problem solving;
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: In part 3j
Candidates are asked to make global connections as part of this assignment.
(2) concepts of:
(f) how people create and change structures of power and authority and of governance;
Experience/Assessment: Candidates will explore this topic through course readings, the texts, class conversations, and by tapping into prior knowledge. Culminating in a
Reflection Paper found on the syllabus. Your final reflection paper will address the following questions: What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope? How can I enter a dialogue in which
I will learn from students about the problems and obstacles they face? What experience do students already have that can point the way toward solutions? What narrative is missing from the “official story” that will make the problems my students encounter more understandable? What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable? How can public space – in my classroom, in the larger community – for discussion, problem-posing and problem-solving, and fuller and wider participation

(g) how people organize for the production, distribution, and consumption of goods and services and how those choices impact the environment;
(h) the relationships among science, technology, and society;
(i) global connections and independence; and
(j) the ideals, principles, and practices that promote productive community involvement;
(4) the environment as an integrating concept through understanding of how to use the sciences, social sciences, mathematics, arts, and communications in the exploration of environmental issues and topics. be expanded?
Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective .
Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social
Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching
Strategies for t he Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN
Academic Standards in History and Social Studies. You will also review a Social
Studies textbook for the grade level you have chosen. Then, you will develop a yearlong curriculum map from a social justice perspective using the software Inspiration.
Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective .
Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social
Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching
Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN
Academic Standards in History and Social Studies. You will also review a Social
Studies textbook for the grade level you have chosen. Then, you will develop a yearlong curriculum map from a social justice perspective using the software Inspiration.
Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective .
Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social
Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching
Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN
Academic Standards in History and Social Studies. You will also review a Social
Studies textbook for the grade level you have chosen. Then, you will develop a yearlong curriculum map from a social justice perspective using the software Inspiration.
Readings: The course text, “Social Studies for Social Justice” is based on the findings from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: In part 3j
Candidates are asked to make global connections as part of this assignment.
Readings: The course text, “Social Studies for Social Justice” is based on the findings from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.
Experience/Assessment: Global Studies Integrated Curriculum Project focusing on
Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn
Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.
Readings/Experiences/Assessment: Unit Plans/Content Map from a Social Justice
Perspective . Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter
5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice:
Teaching Strategies for the Elementary Cla ssroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a
Social Studies textbook for the grade level you have chosen. Then, you will develop

a year-long curriculum map from a social justice perspective using the software
Inspiration.
Readings/Experiences/Assessment: Candidates will demonstrate this benchmark by reading the article below, developing a working understanding of Critical
Geographic Awareness, and then microteach a lesson using children’s literature and other printed sources.
 Lintner, T. (December 2009). Using Children’s Literature to Promote
Critical Geographic Awareness in Elementary Classrooms. The Social
Studies, 101(1), 17-21.
2. Specify how this new course contributes to the departmental curriculum.
This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary
Education.
3. Indicate any course(s) which may be dropped if this course is approved. None
C. Impact of this Course on other Departments, Programs, Majors, or Minors
1.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO
2. Attach letter(s) of understanding from impacted department(s).
Attach a Financial and Staffing Data Sheet .
Attach an Approval Form with appropriate signatures .
Department Contact Person for this Proposal:
___Maggie Hoody ______________________________
Name (please print)
_529-6118 ______
Phone mhoody@winona.edu ______ e-mail address
[Revised 9-1-10]

WSU Regulation 3-4
WINONA STATE UNIVERSITY
Course or Program__RED312: Global Studies in Elementary Classrooms __________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.
This course will be taught using existing staff.
If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary
Education.
2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.
Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.
The existing Elementary Education program coursework will continue intact on the Winona campus.
3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.
This course will have minimal to no impact on department supplies and resources.
[Revised 9-05]

WINONA STATE UNIVERSITY
Routing form for new and revised courses and programs. Course or Program__ RED312: Global Studies in Elementary Classrooms
Department Recommendation
_________________________________
Department Chair
________________
Date
_____________________ __ e-mail address
Dean’s Recommendation
_____ Yes _____ No*
_________________________________
Dean of College
________________
Date
*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for
Academic Affairs.
A2C2 Recommendation _____ Approved _____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_________________________________
Chair of Graduate Council
_________________________________
Director of Graduate Studies
_____ Approved
________________
Date
________________
Date
_____ Disapproved
Faculty Senate Recommendation _____ Approved _____ Disapproved
_________________________________
President of Faculty Senate
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
________________
Date
_____ Disapproved
Decision of President _____ Approved _____ Disapproved
_________________________________
President
________________
Date
Please forward to Registrar.
Please notify department chair via e-mail that curricular change has been recorded. Registrar _________________
Date entered
[Revised 9-1-10]