Research Based Practices for Elementary Social Studies Instruction

ELE 640

Syllabus

Course Description:

This course examines standards for social studies courses set by various professional organizations, state education agencies and selected school districts with the purpose of informing instructional practices. Major topics, grade level expectations, methods and materials, and technology used for teaching and enhancing the learning experiences of grades K-8 are explored. Attention to the needs of culturally diverse learners and learners with special needs is also addressed. Research based theory and teaching practice forms the foundation of the course content into which social studies standards are embedded.

Course Goals and Objectives:

Identify the major topics of the social studies content appropriate for students K-8
State major social studies standards
Design appropriate technology infused curriculum integration projects for use in social studies grades K-8
Identify and address the major issues in topical/thematic teaching
Act as effective facilitators of learning social studies for students K-8
Modify instruction and reading materials for special needs learners and struggling readers
Accommodate and be sensitive to the needs of culturally diverse learners and communities

Make increased use of computer in their teaching of social studies and content literacy skills needed for reading in the social studies area
Understand and explain the theoretical and research basis for using technology to increase the knowledge base for social studies and content literacy skills for students K-8 grades
Identify and evaluate Internet sites for accurate information vs. urban myths and misinformation and will be able to teach K-8 grades students to do the same
Guide students K-8 grades to design and produce electronic social studies projects
Understand and apply the principles of WebQuests to social studies learning

Time Requirements:

This course will be offered over a period of 15 weeks and will contain 13 modules. Modules 1-10 will be completed over the first 10 weeks. Modules 11-13 will be completed over a 3-week period to allow students to revise and complete their integrated thematic unit plans and WebQuest projects.

Skill and Hardware Requirement

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Required Text:Zarrillo, J. (2008) Teaching elementary social studies: Principles and applications, (3rd ed.) Prentice Hall, Upper Saddle River, NJ.

Internet Sites as prescribed in the course web pages.

Course Outline

Module 1: An Overview of Teaching Social Studies: Foundations, Standards and Multicultural Perspectives

Objectives:

Define Social Studies K-8

Establish a historical perspective of the evolution of social studies K-8

Explore standards for social studies along with the accompanying grade expectations

Explore the role of technology in social studies instruction

Module 2: Diversity and Differentiated Instruction

Objectives:

Define cultural and linguistic diversity

Identify important considerations for linguistic diversity

Identify steps for organizing social studies unit plans and lessons

Establish methods for differentiated instruction and activities with culturally and linguistically diverse students

Module Three: Multicultural Perspectives for Social Studies Learning

Objectives:

Identify the dimensions of multicultural education for a pluralistic society

Examine methods for transforming social studies instruction

Identify and explore available resources to represent multicultural perspectives

Define oral history and establish guidelines for including in social studies curriculum

Module Four: Lesson and Unit Plans: Organizing Instruction

Objectives:

Establish simple guidelines for effective social studies lesson

Identify guidelines for writing instructional objectives

Examine two model lesson strategies, Hunter's 7-step and the concept attainment model

List five principles for planning effective units of study

Examine sample model lessons

Module Five: Cooperative Learning

Objectives:

Define cooperative learning and establish research evidence advocating usage

Identify cooperative learning structures

List factors that affect the success of cooperative group learning

Examine teacher decision making when organizing cooperative learning groups

Module Six: Inquiry and Critical Thinking in Social Studies Instruction

Objectives:

Define inquiry-based activities for social studies units

Define Group investigation and examine Suchman's inquiry models

Identify factors that enable all students to succeed in challenging inquiry activities

Define critical thinking as complex thinking or higher order thinking

Examine National Council for the Social Studies recommended taxonomy for developing critical thinking skills

Identify and develop skills in four instructional approaches used to teach critical thinking to elementary school students

Examine use of traditional, print and multimedia resources useful with inquiry activities

Module Seven: Technology and Social Studies Instruction

Objectives:

Identify methods for keeping students safe while using the Internet

List guidelines for evaluating information found on the Internet

Identify factors that facilitate successful Internet searches

Examine methods such as virtual field trips, online expeditions, and WebQuests

Identify computer-based resources used to record and share information

Introduce instructional techniques for using e-mail for social studies learning

Introduce standards pertaining to technology and social studies instruction

Module Eight: Assessing Social Studies Learning

Objectives:

Identify standards-based assessment practices

Define formative and summative assessment to monitor student progress

Define and examine authentic assessment as an ongoing process

Identify factors for using teacher made tests, anecdotal records, rubrics, rating scales, and checklists to evaluate students in developmentally appropriate ways

List guidelines for appropriate assessment and analysis of collected data

Examine best methods for communicating assessment data with students and their parents

Module Nine: Integrated Curriculum: Social Studies, Language Arts etc.

Objectives:

Identify benefits of integrating social studies curriculum with concepts from other disciplines

Contrast and compare advantages and disadvantages of using social studies textbooks as an instructional resource

List instructional strategies for helping elementary students when reading textbooks, fiction or nonfiction trade books

Develop guidelines for establishing classroom climates that promote civil discourse

Identify performing and visual arts activities useful for enhancing social studies experiences

Module Ten: Democratic Citizenship: Social Studies Content

Objectives:

Identify the primary goal of social studies curriculum as citizenship education and support with rationale from authorities

Identify developmentally appropriate methods and techniques for teaching elementary students about government

List and examine the five (5) concerns posed by the National Standards for Civic and Government as social studies content

Define Engle and Ochoa's teaching sequence for value-based decision making

Identify methods for teaching citizenship and ways to encourage students to be active participants in the process

Module Eleven: History and Geography in Social Studies Curriculum

Objectives:

Identify research findings on development of ability of elementary students to understand historical concepts

List and examine national history and geography standards and recommended content for elementary school students

Establish guidelines for teaching with primary sources, historical fiction, and time lines

Identify graphic symbols that should be taught to elementary school students

Examine methods of teaching students to create mental maps, relief maps, and thematic maps as a method for understanding and clarifying concepts

Module Twelve: Other Social Studies Topics

Objectives:

Identify recommended areas for inclusion as topics of interest in social studies instruction for elementary students

List methods for including anthropology and archaeological digs in elementary programs

Introduce six-step process for integrating economic concepts into the social studies curriculum

Identify concepts from psychology and sociology needed for understanding self and others

Examine concepts from global education, environmental education, and current events that are essential for elementary students to learn for living in the 21st century

Module Thirteen: Catch Up, Review and Evaluation

Objectives:

To provide time for course participants to concentrate on and complete final integration project

To provide time for reviewing concepts and topics in the course content

To complete evaluation of course, course instructor, text and Internet resources

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Grading Criteria:

Grading Scale

100-93

A

92-85

B

84-75

C

Bibliography of Recommended Readings

Alleman, J. & Brophy, J. (2000) On the menu: The growth of self-efficacy. Social Studies and the young learner, 12(3) 15-19.

Alleman, J. & Brophy, J. (2002) Social studies excursions, K-3. Book 3: Powerful units on childhood, money, and government. Portsmouth, NH: Heineman.

Berson, M. J. (2004) Digital images: Capturing America's past with the technology of today. Social Education, 68, 214-219.

Clarke, J. H. (1990) Patterns of thinking: Integrating learning skills in content teaching. Boston: Allyn & Bacon.

Gallenstien, N. L. (2000) Group investigation: An introduction to cooperative research. Social Studies and the Young Learner, 13 (1), 17-18.

Koeppen, K. E. (2003) Issues-centered social studies: Promoting active citizenship in the classroom.Social Studies and the Young Learner, 15(4), 15-17.

National Council for the Social Studies (1994) Expectations of excellence: Curriculum standards for the social studies. Washington, D. C. Author.

Simpson, M. (Ed.).(2005) Empowering social studies with technology [Special issue.] Social Education.

Yopp, H. K. & Yopp, R. H. (1996) Literature based reading activities. Boston: Allyn &Bacon.

http://www.edstandards.org/StSu/Social.html Developing social studies standards, state by state resources online. Retrieved August 12, 2007.

http://www.fldoe.org/BII/Curriculum/SSS/pdf/ss3.pdf Florida State grade level expectations for social studies, Pre-K-12. Retrieved August 12, 2007.

http://www.fldoe.org/bii/curriculum/sss/ Sunshine State Standards for Social Studies. Retrieved August 12, 2007.

http://www.learningpt.org/pdfs/literacy/vocabulary.pdf Meeting the needs of diverse learners: Integrated vocabulary instruction. Retrieved August 12, 2007.

http://www.questia.com/PM.qst?a=o&d=95166576Teaching social studies to diverse learners, Journal article, Fuller, C. & Stone, M. Social Studies, 89-1998.