California State University San Marcos
School of Education
EDMS 544
** SOCIAL STUDIES EDUCATION IN
ELEMENTARY SCHOOLS **
Spring 2012
Cohort CRN Meeting Day Location Time
Bonsall 21575 Wednesday Bonsall Elementary 8:30
– 3:00
Instructor: Laura M. Wendling
Office Hours: by appt.
Office Location: UNIV 307
Phone: (760)
750-4308
Email: wendling@csusm.edu
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Children are the messages we will
send to a time we will never see… Neil Postman
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Course
Prerequisite
Admission to the Multiple Subject/CLAD Teacher
Credential Program.
Course
Description
This course will introduce prospective
elementary school teachers to the theoretical concepts, instructional methods
and materials used in social studies education and curriculum integration. Research indicates that when teachers use a
variety of teaching methods that are integrated into the content of the course,
learners become more effectively engaged in learning. Therefore, the broad emphasis of this course
will focus on issues of planning, organization and assessment that involve the
learner in higher-level thinking through cognitive and affective involvement. A secondary focus will be on the effective
infusion of the arts (dance, music, fine arts, and drama) into the curriculum.
Purpose
Social studies is perhaps the most important part of the school curriculum because it not
only brings together basic tools (such as the 3 Rs) but it utilizes them authentically.
In the social studies we wrestle with crucial questions: What kind of society do we want to have? What is a "good citizen"? What is fair?
How can we create better ways of living together? Our role as educators is to help students
develop responsible and thoughtful ways of thinking, believing and acting.
As
your instructor, I am committed to modeling reflective and transparent teaching
in order to assist you in successfully achieving the goals of this course.
Course Goals
As a result of this course, you will be able to:
1) apply the California History/Social Science and
Visual & Performing Arts Frameworks (Standards), and related documents to
the classroom experience;
2)
understand the value of incorporating primary source materials, the arts
and visual literacy, and oral history methods into social studies instruction;
3) become
aware of the multitude of community resources available to teachers and the
ways in which these resources can be used to strengthen the social studies
program;
4) design
lessons / units that are grade level and developmentally appropriate, that
utilize primary source materials, that infuse the arts as well as a
multicultural/lingual perspective, and that address the needs of diverse
learners;
5) design
curricula that reflect a variety of instructional strategies and that develop children's
higher-level thinking skills through active participation;
(6) more deeply appreciate the social sciences, history
and the arts as essential fields of study.
Required
Texts:
Lee, John. (2008).
Visualizing Elementary Social Studies Methods.
John
Wiley & Sons, Inc. ISBN:
978-0-471-72066-9
CSDE. (2005).
History-Social Science Framework (for California Public Schools
K-12).
Sacramento,
CA. Access online at: http://www.cde.ca.gov/ci/cr/cf/documents/histsocsciframe.pdf
CSDE. (2004)
Visual and Performing Arts Framework (for California Public
Schools K-12)
Sacramento, CA. Access online at: http://www.cde.ca.gov/ci/cr/cf/documents/vpaframewrk.pdf
Additional
readings and handouts provided by the instructor will be required.
Professionalism
– Dispositions:
Because
this course is part of an accredited program that leads to professional certification,
students are expected to demonstrate behavior consistent with a professional
career. Lack of professionalism in any
of the following areas will alter the final grade:
1. Attend all class meetings. If you miss a class session, please notify the
instructor in writing (email) as soon as possible. Absences do not change assignment due dates. See the Attendance Policy – page 7 - for this course.
2. Arrive
on time just as you would at a school site.
Late arrivals to and early departures from class will result in a drop
of the final grade.
3. Prepare
carefully for class. Be ready to
discuss readings and assignments thoughtfully.
All voices are valued in our classroom community. Please be sure we get to hear your thoughts
on the topics we cover. This is
important for your professionalism grade.
4. Complete
assignments on time. Late
assignments will receive a 20% reduction in points for each day
late. Occasionally a student may be
asked to revise an assignment. If so,
the revised work must be submitted no later than one week after it was
returned and may not be eligible for full credit. Absences do not change assignment due dates.
If you are absent when an assignment is due, you may submit the work via email
(except for Social Studies in You!)
so that it is not counted late. I will confirm receipt of emailed assignments.
5. Interact
professionally and collaborate responsibly with your colleagues and
professor. Teacher education is a
professional preparation program and students will be expected to adhere to
standards of dependability, academic honesty and writing achievement. In short, please do your part to promote a
healthy, happy, productive social environment.
Also, you are welcome to use a computer
in class. However, it is expected that
you will use the technology for class related activity. Save checking emails or other personal use
for time outside of class. This goes for
cell phones as well. Lack of
respect in this regard will impact your professionalism grade.
PARTICIPATION, COLLABORATION AND
PROFESSIONALISM
Students will engage in active learning each class session,
and will be expected
to actively participate, collaborate, and demonstrate
professionalism at all times.
· Do
you participate in class discussions productively, sharing your knowledge and
understandings?
· Do
you interact productively with your peers, taking on a variety of roles
(leader, follower, etc.)?
· Do
you contribute appropriately to group work—do you “do your share”?
· Are
you able to accept others’ opinions?
Are you supportive of others’ ideas?
· Do
you support your peers during their presentations?
· Can
you monitor and adjust your participation to allow for others’ ideas to be
heard?
· Do
you show a positive attitude and disposition towards teaching all students?
· Do
you exhibit professional behavior at all times and display a “can do” attitude?
Rubric for PCP: Participation,
Collaboration and Professionalism
Excellent
|
Acceptable
|
Unacceptable
|
||
Attitude
|
Always displays a positive attitude. May offer constructive criticism and
include alternatives that show initiative.
|
Displays a positive attitude. May offer constructive criticism and
include alternatives that show initiative.
|
Seldom has a positive attitude. Often is critical. Does not offer alternative solutions to
criticism.
|
|
Participation
|
Attends every class, always on time and well
prepared, and never leaves early. Gives closest attention to class activities
and speakers.
|
Attends every class, on time and prepared, and
never leaves early. Gives most
attention to class activities and speakers.
|
Is not always ready when class time
begins. Doesn’t give full attention in
class; sometimes talks when others are speaking.
|
|
Professionalism
|
Consistently behaves, talks and works in a
professional manner, regardless of task/topic.
|
Most of the time, behaves, talks and works in
a professional manner, regardless of task/topic.
|
Seldom behaves, talks, and works in a
professional manner, regardless of task/topic.
|
|
Collaboration
|
Consistently listens to, shares with, and
supports the efforts of others. Tries
to keep people working well together.
|
Most of the time listens to, shares with, and
supports the efforts of others, but sometimes is not a good team member.
|
Rarely listens to, shares with, and supports
the efforts of others. Is not always a
good team player.
|
|
Contributions
|
Consistently provides useful ideas; always
stays focused on the task. Exhibits a
lot of effort and valuable contributions.
|
Most of the time provides useful ideas and
stays focused. A satisfactory group member who does what is required.
|
Rarely provides useful ideas; not always
focused. Reluctant to
participate. Lets others take charge.
|
|
Disposition
toward teaching
|
Consistently demonstrates concern in learning
to teach all children. Always
demonstrates strong commitment toward developing (a) an understanding of
children, (b) teaching strategies, and (c) knowledge of the CA Standards for
the Teaching Profession (CSTP), Teacher Performance Expectations (TPE), and
CA Content Standards.
|
Most of the time demonstrates concern in
learning to teach all children. Often
demonstrates commitment toward developing (a) an understanding of children,
(b) teaching strategies, and (c) knowledge of the CSTP’s, TPE’s, and CA
Content Standards.
|
Rarely shows concern in learning to teach all
children. Rarely demonstrates
commitment toward developing (a) an understanding of children, (b) teaching
strategies, and (c) knowledge of the CSTP’s, TPE’s, and CA Content Standards.
|
|
Leadership
|
Shows strength through leadership in class
activities; other students respect you as a leader.
|
Effectively participates and contributes, but
rarely shows leadership qualities.
|
Does not show leadership in any area of class.
|
STUDENT
LEARNING OUTCOMES
Teacher Performance Expectation (TPE) Competencies
The
course objectives, assignments, and assessments have been aligned with the CTC
standards for the Multiple Subject Credential.
This course is designed to help teachers seeking a California teaching
credential to develop the skills, knowledge, and attitudes necessary to assist
schools and district in implementing effective programs for all students. The successful candidate will be able to
merge theory and practice in order to realize a comprehensive and extensive
educational program for all students.
This
course supports TPE 1A History/Social
Science as well as TPE 11 The Social
Environment.
California
Teacher Performance Assessment (CalTPA)
Beginning July 1, 2008 all California credential
candidates must successfully complete a state-approved system of teacher
performance assessment (TPA), to be embedded in the credential program of
preparation. At CSUSM this assessment
system is called the CalTPA or the TPA for short.
To assist your successful completion of the TPA
a series of informational seminars are offered over the course of the
program. TPA related questions and
logistical concerns are to be addressed during the seminars. Your attendance to TPA seminars will greatly
contribute to your success on the assessment.
Additionally, SOE classes use common pedagogical
language, lesson plans (lesson designs), and unit plans (unit designs) in order
to support and ensure your success on the TPA and more importantly in your
credential program.
The
CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support
materials can be found on the SOE website provided at the website provided: http://www.csusm.edu/coe/CalTPA/ProgramMaterialsTPA.html
ASSIGNMENTS
The Anticipated Schedule + detailed
instructions for some course assignments will be handed out in class.
Ø
Reading Response Journals 30 points
The
assigned readings provide an important foundation for your increasing
understanding of how to effectively teach social studies and infuse the
arts. To aid you in remembering the
readings, and assist you with meaningful class participation, you are asked to
respond to each reading assignment by coming to class with a typed one page
response. Response journals will be
collected at each class session and will only receive full points if completed
by the date indicated in the schedule.
Please structure each entry with:
(1)
your name and nicknumber,
(2)
reading identification (Chapter 8, for example),
(3)
key points from the reading, include page # (bulleted list,
single-spaced, 12-font),
(4)
a paragraph following that connects the reading to your
perspectives/experience (double-spaced),
(5)
one question the reading prompts you to ask.
You
will permitted one “free pass” that can be used in place of one journal (with
the exception of the jigsawed chapters: 4, 8, 9, 10, 12, 14). Three points will be deducted for each
missing journal.
Ø
Finding the Social Studies in You! 1
bonus point!
Have
you ever tried to explain who you are through six social studies
disciplines? For this (required) assignment
you will reintroduce yourself to our class by creating a self model that physically
illustrates aspects of you through the social studies disciplines. You may use photographs, drawings, cut-outs,
objects, your imagination, etc. This
activity models a way to verbally and visually engage your students -- and will
demonstrate your understanding of the disciplines. Aim to present for 5 minutes.
The
following three assignments will link together to support a social studies unit
plan centered on a Big Idea for your selected grade level (K-6)…
NOTE: Full assignment guidelines can be found on
Cougar Courses.
Ø Literature
Connection – Lesson Design… a partner assignment 20 points
A
wealth of children’s literature exists that strongly supports the state
standards for teaching social studies.
For this assignment you and your partner/s will select one book appropriate for the grade level
unit you are developing. You will then
dramatically present your book and explain how it can be used to advance
children’s thinking about key social studies concepts and the arts. You will create a handout for your colleagues
and design a lesson that incorporates your book.
Ø Community Resource
/ Field Trip Project… a partner assignment 20 points
In
this assignment you and your Literature Connection partner/s will explore and
share information about a field trip site in San Diego County. By designing a variety of pre, during, and
post-trip lessons, as well as higher level thinking questions and assessments,
you will be able to plan an educational (rather than purely recreational) field
trip.
Ø
Oral History Project … an individual assignment 20
points
Collecting
oral histories is an exciting way to help children understand that “history” is
found all around us and is being continually created. In this project, you will
conduct an oral history interview of a person about a topic that relates to
your social studies unit.
To support
your interview and demonstrate the power of visual literacy, you will bring to
class on the designated day a primary source object (artifact, document,
photographs, etc.) of significance to the person/topic of the interview. We will then create a “classroom museum”.
Ø Mock Interview 10 points
Imagine you
are at a job interview and were just asked: “How will you teach social studies
in your classroom?” Knowing how to teach
and structure learning in social studies, and then being able to express your
understanding, can be two different abilities.
In order to help you eloquently articulate the knowledge you gained
through this course (and thereby increase your chances of getting hired!), as
well as enhance your educational philosophy statement, you will participate in
a mock interview during our last class.
ASSIGNMENT POINTS
Professionalism/Reading
Journals 30
Social Studies in You! 1 bonus point
Literature Connection
– Lesson Design 20
Community Field Trip 20
Oral History Project 20
Mock Interview 10
TOTAL: 100
points
Grading Scale:
Grades
will be determined by the total number of points earned (100 points
possible):
A = 94-100 B+
= 88-90 B- = 81-84 C
= 74-77 D
= 60-70
A– =
91-93 B = 85–87 C+
= 78-80 C- = 71-73 F
= 0-59
Remember! You must maintain a B average (3.0 GPA) in
your teacher education courses to receive a teaching credential from the State
of California.
Exemplary “A” Students (you!)
1. Demonstrate serious
commitment to their learning, making full use of the learning opportunities
available and searching out the implications of their learning for future use.
2. Complete all
assignments thoroughly, thoughtfully and timely.
3. Make insightful
connections between assignments and their developing overall understanding of
social studies concepts; continually question and examine assumptions in a
genuine spirit of inquiry.
4. Show high level
achievement of course goals.
5. Display a “can do” attitude, give 100%, and
work to help others learn too.
California State
University San Marcos
SCHOOL OF EDUCATION
Mission Statement
The mission of the College (now School) of
Education Community is to collaboratively transform public education by
preparing thoughtful educators and advancing professional practices. We are
committed to diversity, educational equity, and social justice, exemplified
through reflective teaching, life-long learning, innovative research, and
ongoing service. Our practices
demonstrate a commitment to student centered education, diversity,
collaboration, professionalism, and shared governance. (Adopted 11/1997)
Attendance Policy
Due to the dynamic and
interactive nature of courses in the School of Education, all students are
expected to attend all classes and participate actively. At a minimum, students
must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of
the instructor. Individual instructors may adopt more stringent attendance
requirements. Should the student have extenuating circumstances, s/he should
contact the instructor as soon as possible. (Approved:
12/19/97)
For
this class, if you are absent one day, your highest grade will be a B. For a partial day’s absence, your highest
grade will be an A-. If you are
absent more than one day your highest possible grade is a C, which means you will
not receive a passing grade for this course.
Students will be offered a make up assignment for an absence that can be
used, if successfully completed, to improve the final grade.
University Writing Requirement
A writing requirement of 2500
words is required in all CSUSM courses.
You will achieve a significant writing experience in EDMS 544 through
the following assignments: weekly reading journal responses, literature
connection, field trip project, oral history project, and various in-class
writing prompts.
Students with Disabilities Requiring
Reasonable Accommodations
Students must be approved for
services by providing appropriate and recent documentation to the Office of Disabled
Student Services (DSS) in Craven Hall 4300 and can be contacted by phone at
(760) 750-4905 or TTY (760) 750-4909.
Eligible students may contact the instructor during office hours or in a
more private setting in order to ensure confidentiality.
Authorization to Teach English Learners
This credential program has been
specifically designed to prepare teachers for the diversity of languages often
encountered in California public school classrooms. The authorization to teach English learners
is met through the infusion of content and experiences within the credential
program, as well as additional coursework.
Students successfully completing this program receive a credential with
authorization to teach English learners.
(Approved by CCTC in SB 2042 Program
Standards, August 02)
CSUSM Academic Honesty Policy
“Students will be expected to
adhere to standards of academic honesty and integrity, as outlined in the
Student academic Honesty Policy. All
written work and oral assignments much be original work. All ideas/materials that are borrowed from
other sources much have appropriate references to the original sources. Any quoted material should give credit to the
source and be punctuated with quotation marks.
Students are
responsible for honest completion of their work including examinations. There will be no tolerance for
infractions. If you believe there has
been an infraction by someone in the class, please bring it to the instructor’s
attention. The instructor reserves the
right to discipline any student for academic dishonesty in accordance with the
general rules and regulations of the university. Disciplinary action may include the lowering
of grades and/or the assignment of a failing grade for an exam, assignment, or
the class as a whole.”
Incidents of
Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include
suspension or expulsion from the University.
Plagiarism:
As an educator,
it is expected that
each student will do his/her own work, and contribute equally to group projects
and processes. Plagiarism or cheating is
unacceptable under any circumstances. If
you are in doubt about whether your work is paraphrased or plagiarized see the
Plagiarism Prevention for Students website http://library.csusm.edu/plagiarism/index.html. If there are questions about academic
honesty, please consult the University catalog.
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