K-8 ELEMENTARY SOCIAL STUDIES METHODS
Edu 315
Spring, 2010
Instructor: Dr. Arlys E. Peterson
Classroom:
Glidden 212
Meeting Time: MF
12:30 - 2:30 PM
Email:
arlys.peterson@usiouxfalls.edu
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The University of Sioux Falls, a Christian University in the liberal arts tradition, educates students in the humanities, sciences, and professions. The traditional motto of the University if Culture for Service; that is, we seek to foster academic excellence and the development of mature Christian persons for service to God and humankind in the world.
Course Description:
This course will help prepare students to become effective
social studies educators capable of
teaching K-8 students the content knowledge, the intellectual skills, and the
civic values necessary to fulfill the responsibilities of citizenship in a
democracy. Special attention is given to National and State Social Studies
Standards, effective teaching strategies, assessment, addressing the individual
and cultural diversity of all learners, developing a unit of study, integrating
technology, and designing materials that are appropriate for K-8 social
studies. Field experience in a K-8 classroom will also
be completed. Prerequisite: Acceptance into the Teacher Education
Program.
Peterson
Home Page: http://faculty.usiouxfalls.edu/arpeterson/
Portaportal:
http://my.portaportal.com/ - http://guest.portaportal.com?arlyspeterson
WIKI: http://usfmethods.wikispaces.com/
Prerequisite: Students are required to be admitted to the teacher education program before
taking the class.
Knowledge Base
The knowledge base for candidates in all teacher education
programs at University of Sioux Falls is based on the conceptual framework,
“Teacher as Developing Professional.” Coursework may emphasize some or
all of the components of the framework: cognitive mediator, manager, researcher,
communicator, evaluator, and servant-leader.
As cognitive mediator, the teacher helps students to become independent
learners who construct meaning by combining new information with their own
background knowledge.
As researcher, the teacher seeks to improve educational practices
within the school setting, using an inquiry approach to serve students more
effectively.
As servant leader, the teacher is able to integrate research on the
development of moral reasoning, values, and ethical sensitivity into the
classroom while following the model of empathetic personal interaction provided
by Jesus Christ.
As evaluator, the teacher maximizes students’ learning by using a full
range of formal and informal information-gathering processes in order to respond
appropriately to student individual differences.
As communicator, the teacher is skill in modes of communication that
will enable effective communication and collaboration with other educators,
parents, and families.
As manager, the teacher plans and organizes the learning environment,
established and maintains a positive learning climate, and implements effective
intervention strategies.
Principle
1 The
students understand the central concepts, tools of inquiry, and structure of the
disciplines he or she teaches and can create learning experiences that make
these aspects of the subject matter meaningful to the students.
-
Unit plans that correlate with state curriculum and show state and/or
district curriculum goals and objectives;
-
Inquiry unit plans: lessons built around a central question
Principle 3 The students understand how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners.
·
Differentiated lesson plans showing how
assignments and strategies are changed or extended to meet needs of all learners.
Principle 4 The students understand and uses a variety of instructional strategies
to encourage students’ development of critical thinking, problem solving and
performance skills.
·
Lesson plans that show a variety of strategies including Multiple Intelligences,
technology, and inquiry-based learning.
Principle 7 The students plan instruction based on knowledge of subject matter,
students, the community, and curriculum goals.
·
Lesson
plans: a series of lessons in an Intel unit that focus on a state standard
concept
Principle 9 Each
student is a reflective practitioner who continually evaluates the effects of
his or her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out
opportunities to grow professionally
· The students complete an 8-week
practicum experience in an elementary or middle
school classroom and they each keep a
reflective journal on what they learned and experienced in that classroom.
SOCIAL STUDIES OBJECTIVES
-
Students will research and demonstrate understanding of the National and
State K-8 Social Studies Standards.
-
Students will research and demonstrate understanding of several different
teaching strategies that produce effective learning environments in K-8
social studies classrooms.
-
Students will design social studies lessons and an Intel unit that are
developmentally appropriate and sensitive to the needs, values, and
interests of a diverse group of students.
-
Students will research and demonstrate ways to use the Multiple
Intelligences in social studies lessons.
-
Students will use multimedia technologies and trade books to support
meaningful learning.
-
Students will research and demonstrate ways to integrate other content areas
into social studies lessons.
-
Students will preview and critique textbooks, curriculum projects, and other
resources appropriate for K-8 social studies
-
Students will complete an online Social Studies Portfolio for their Student
Teacher Portfolio.
-
Students will complete a practicum experience in a K-8 social studies
classroom.
Course Requirements:
1. Attendance and Participation in class discussions - after
two class absences in social studies, you will be required to drop the class.
2. School Observations/Classroom journal - be very detailed in writing about
your experiences.
3. Journal reports
4. Test
5. Lesson Presentation
6. Intel Unit of Study
7. Online Portfolio
8. Attend the TIE Conference at the Convention Center
Accommodations:
USF is committed to providing a supportive academic environment for students with disabilities. If you have a documented disability and are requesting accommodations, you are encouraged to contact Learning Accessibility Services. Accommodations can only be arranged through this office. They may be reached at (605) 331-6648 or billie.streufert@usiouxfalls.edu and are located in the Academic Success Center (lower level of the McDonald Center).
University Policy on Academic Misconduct:
USF holds firmly to the conviction that personal and intellectual integrity
should be fundamental at a Christian university. Full information about USF’s
policy on academic misconduct can be found at:
http://www.usiouxfalls.edu/index.php?option=com_content&task=view&id=1428&Itemid=310
USF Academic Success Center
To assist students in enriching their intellectual lives and pursuing academic
success, USF provides a variety of services through the Academic Success Center
(ASC). The ASC coordinates with the USF Math Center, the USF Writing
Center, and other campus programs to aid students seeking to master course
content or to develop study skills (e.g., time management, note taking, test
taking, reading strategies) necessary to become effective, life-long learners.
The services of the USF Academic Success Center—located in the McDonald
University Center—are free. For additional information, including the
schedule of available services, please visit the ASC web page at http://www.usiouxfalls.edu/asc, or
contact Dr. Greg Dyer (greg.dyer@usiouxfalls.edu), Director of the
Academic Success Center.
USF Writing Center
An excellent avenue for receiving thoughtful feedback on your writing is the USF
Writing Center, located in the lower level of Mears Library. The services
of the USF Writing Center are free, and they are available to you either by
appointment or on a drop-in basis. For additional information about the
USF Writing Center, including the hours of operation and the services they
offer, please check the website at
www.usiouxfalls.edu/writing_center.
Class Schedule < click on this link
ELEMENTARY K-8 SOCIAL STUDIES METHODS
PRAXIS
Review Sheet
•Social Studies Methods Standards (State and
National)
• Ten Primary Themes of Social Studies - National
Council for the Social Studies
1.
Culture
2.
Time, Continuity, and Change
3.
People, Places, and Environment
4.
Individual Development and Identity
5.
Individuals, Groups, and Institutions
6.
Power, Authority, and Governance
7.
Production, Distribution, and Consumption
8.
Science, Technology, and Society
9.
Global Connections
10. Civic Ideals and Practices
•Social Studies Disciplinary Goals
1.
History
2.
Economics
3.
Geography
4.
Political Science
5.
Social Sciences
•Scope and Sequence
•Planning a Lesson Plan
•Planning a Unit
•Multicultural Education
•Reading Strategies for Social Studies
•Questioning Strategies
•Graphic Organizers
•Children’s Literature for Social Studies
•Authentic Assessment Techniques
•Traditional Assessment Techniques
•Integrated Curriculum
•
•Bloom’s Taxonomy
•Cooperative Learning
•Technology in Social Studies Classes
•Adapting the Social Studies curriculum
Cultural
Diversity
Children with Special Needs
BIBLIOGRAPHY
Beardsley,
D. A. (2004). An early source of ideas
and activities for teaching social
studies. Social Studies, 95 (4), 155-160.
Bennet, L., & Fessenden, J. (2006). Connect with technology:
Citizenship through online
communication. Social Education, 70(3), 144-146.
Edgington,
W. D., & Hyman, W. (2005). Using baseball in social studies instruction:
Addressing the five fundamental
themes of geography. Social Studies, 96 (3),
113 – 117.
Gandy, S. K.
(2005). Teaching social studies on a shoestring Budget. Social Education,
69 (2), 98 -101.
Guerrero, K.
(2007). A world bazaar: Learning about community, geography, and economics. Social Studies and the Young Learner,
19(4), 4-6.
McCarty, D.
M. (2007). Using multicultural National Council for the Social Studies
notable books in the elementary
classroom. The Social Studies, 98
(2), 49-53.
Pass, J. (2006). Sharing the “curret events” in children’s
lives. Social Studies and the Young
Learner, 19(2), 4-7.
Pass, S., White,
J., Owens, E, & Weir, J. (2006). Bringing cultures into the classroom: An
invitation to families, Social Studies
and the Young Learner, 19(2), 16-18.
Risinger,
C.F. (2008). Teaching historical analysis and thinking using the Internet. Social Education, 72(1), 31-33.
Shin, E.,
& Alibrandi, M. (2007). Online interactive mapping: Using Google Earth.
Social Studies and the Young Learner, 19(3),
P1-P4.
Thompson, S. & Williams, K. (2008).
Using photography to tell a story. Social
Studies and
the Young Learner, 20 (3), 18-21.
WEB SITES
National Council of Social
Studies: http://www.ncss.org
National Council of History
Education: http://www.history.org/nche/main.html
National Council of Geography Education:
http://multimedia2.freac.fsu.edu
National Council on Economic
Education: http://nationalcouncil.org
Center for Civic Education: http://www.civiced.org/stds.html
Multicultural Link: http://curry/edschool/Virginia.EDU/go/multicultural/sites/education.html
Global/Environment Education: http://www.globaled.org
Peterson HomePage – http://faculty.usiouxfalls.edu/arpeterson
Created by Arlys E. Peterson
1/2010