EDCI 423 Teaching Social Studies in the Secondary School
Fall, 2004
Dr. Lynn R. NelsonSecretary:Kathy Reppert
BRNG 4174 4115Beering
Office: 494-2372 494-4755
Office Hours:Tue & Thu 9:00 – 10:00
PURPOSE
The ultimate purpose of this course is the development of a theoretical framework and pedagogical skills necessary to teach social studies to middle and high school students. In the course students are introduced to the general issues involved in planning and organizing of a social studies curriculum. An in-depth study of the methods and processes involved in teaching social studies to middle and high school students is the primary focus of the course. Students completing this course should possess the knowledge, skills, and attitudes necessary to become reflective and skilled social studies teachers.
OBJECTIVES
Students who successfully complete this course will be able to enter a social studies classroom and:
1. Explain their rationale for the social studies.
2. Define educational goals and objectives in instructional terms.
3. Select appropriate teaching materials for the social studies.
4. Integrate materials and equipment into the established scope and sequence of the social studies curricula.
5. Select and implement a variety of teaching strategies appropriate to the individual needs of diverse groups of secondary school students.
6. Assist students in the development of problem solving skills for the social studies.
7. Assist students in the acquisition of social knowledge and appreciation for the social studies, history, and the social sciences.
8. Select, design, develop and implement appropriate evaluative activities and instruments for the measurement of instructional objectives.
- Develop lesson plans, learning activities, and evaluation strategies using the National Social Studies Standards developed by the National Council for the Social Studies.
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TEACHING SOCIAL STUDIES IN SECONDARY SCHOOL SYLLABUS
EDCI 423: Fall 2004
(T & TH –7:30-8:45 in BRNG 1230)
Lynn R. Nelson BRNG 4174
How is EDCI 423 Organized?
Education 423 is essentially a methods course. This means that you are expected to acquire information, develop skills, and demonstrate abilities--and to do all of this on a schedule. Excellent performance will require you to avoid procrastination or handing work in late. Nor will you be able to put off reading the texts until the end of the semester, confident that you can cram for one final exam. The assignments are due on the days indicated in the assignment schedule of this syllabus. Your performance will be continually evaluated throughout the course. PAPERS THAT ARE LATE WILL BE EVALUATED, BUT NO SCORE WILL BE GIVEN. Late papers will be entered as a zero in the calculation of final grades.
III. What Are the Required Texts?
Read by All Students
Curriculum Standards for Social Studies. Publisher: National Council for the Social Studies, Bulletin 89, 1994. ISBN 087986-065-0
Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers, Frederick D. Drake and Lynn R. Nelson. Publisher: Merrill Division of Prentice Hall, 2004 ISBN:0130307807
Teaching the Social Sciences and History in Secondary Schools, A methods Book. Published by Social Science Education Consortium, Inc. Published by the Social Science Education Consortium, Inc., 1996 ISBN 1-57766-138-9
The Lord of the Flies by William Golding. Publisher: Econo-Clad Books, 1995. ISBN 0881030317
Students whose primary areas are U.S. and/or World History should purchase the History books
Bring History Alive, A Sourcebook for Teaching U.S. History. Los Angles: NationalCenter for History in the Schools, 1996 ISBN 0-9633218-5-4
Bring History Alive, A sourcebook for Teaching World History. Same as above ISBN not known
Students whose primary or secondary area is Economics should purchase the following:
Focus on High School Economics, National Council on Economic Education. New York: National Council on Economic Education 1996 ISBN 1-56183-489-0.
Virtual Economics CD ROM Disc. National Council on Economic
Education 1995.
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EDCI 423/Fall 2004Schedule and Assignments
Date / Topic/Teaching Strategy / Reading Assignment / Written Assignments and Questions and Activities
August 24 / Structure, Responsibilities and Expectations
August 26 / Part I.
Origins of Social Studies
The State of Nature:
What are the purposes of social studies? Cultural
continuity, social change and even social reconstruction
serve as rationales for the subject. What role
should knowledge, values and skills play in creating
a society on the island?
Is Social Studies Different from history?
CPI Discussions—Key method / Lord of the Flies,
Consult page 13 of this syllabus; I have included questions to guide your reading of Lord of the Flies and our class discussion
Teaching the Social Sciences and History, pp1-7
Teaching to Public Controversy in a Democracy, Diana Hess; Teaching Teachers to Lead Discussions…, Walter C. Parker
Teaching the Social Sciences and History, Chapter 2, pp10-34 / Complete the reading of Lord of the Flies for class on August 26. Consider the relationship of the individual to the group. How should we educate individuals to exercise their individual freedom and also their responsibility to the larger society? How should we teach students ethical behavior?
Should schools teach ethics to students?
August 31
September 2 / The History of Your Teaching Field
The Paradox of teaching Social Studies: Cultural Continuity and Social Reform.
Why teach social studies?
How are the beliefs of the teacher related to her teaching?
What is the relationship between reading, writing and discussion? What is the relationship between discussion and democracy?
Discussion—Think- Pair/Group- Share Lecture, Advance organizer / Engagement in Teaching History, Chapter 2, pp.32-53 / Autobiography is due on August 31. Two typed pages—Instructions and suggestions for this assignment can be found on page 14 of this syllabus.
Do you support the idea that discussion and deliberation should serve as the central methods of social studies instruction?
September 7
September 9 / Part II.
Rationales for Social Studies
Is citizenship a subject that needs to be taught? If so, what is the content of citizenship education? Should social studies be an integrated subject combining the content of several social science disciplines or should middle and high school social studies be organized according to history and the social science disciplines?
Do we live in a “FragileRepublic”?
Are there core values that unite American citizens? If so, what are these principles; where can we locate their origin(s)?
To what degree, if any, is multiculturalism in opposition to citizenship education?
To what degree does American popular culture undermine citizenship education? Do students view citizenship as an important or even a legitimate purpose of their education?
To what degree have vocational purposes for education displaced cultural or citizenship purposes for elementary and secondary education?
To what degree do non-instructional purposes, such as athletics or entertainment represent the important purposes for education in the mind’s of students? / Defining The Social Studies, iii-56. This reading is the primary source of information for the School Board Debate.
Located in AckermanCenter, Beering 4115, Fourth Floor / Quiz, Defining The Social Studies, The history of Social Studies, Lord of the Flies CPI on September 9
September 14
September 16 / Preparation for School Board Simulation
Examining Rationales for Social Studies Education
Social Studies teaching and citizenship: Citizenship transmission, social science and history, or reflective inquiry
Methods questions:
Why involve students in simulations?
What are the strengths and weaknesses of learning simulations?
Content question
How do advocates of C.T., S.S. and R.I. differ on the following?
The nature of a good society
The nature of citizenship
The knowledge which must be taught and learned
Methods of teaching and learning / Defining the Social Studies, 57-98 / School Board Simulation summarizes the readings to this point in class. Barr, Barth, and Shermis (on reserve in the AckermanCenter) provide a structure for the Simulation, but all readings contribute to the presentations and the questions asked by the Board Members.
Groups should meet (CT, S.S., R.I. and school Bd.) to organize school board presentation. Meetings will occur outside of class as well as in class on September 16.
Discussion: If only they had told me! The education of teachers and the purposes for teaching
Social Studies.
September 21 / Simulation
Class presentation of Hearing
Conflicting rationales for Social Studies: CT, SS, and RI. The three groups will make 10-minute presentations to the School Board followed by 5 minutes of questions. Presentations should draw upon readings to make an effective case for their position.Debriefing: Benefits and drawbacks of simulations.
September 23
/ Teaching in the “Real World”Complete Debriefing of Simulation
Central question: Are C.T., S.S., and R.I. discrete and mutually exclusive theoretical frameworks for teaching social studies?
Non-Academic Issues that will impact your work with students:
Control of Behavior v. Teaching
Defensive Teaching
Political Correctness from the left and right
and the inclusion of topics and issues.
What factors determine the legitimacy or illegitimacy of teaching strategies from the perspective of teachers, students, and members of the public?
Why are simulations so infrequently used in social studies classrooms? Why do students report that their high school and middle school experiences are defined by lectures, work sheets, current events, movies and multiple choice tests? Is it the fault of lazy and ill-prepared teachers or do students, parents and members of the public help create this common ecological environment which is labeled the social studies classroom? / Teaching the Social Sciences and History in Secondary schools, Chapter 3, pp37-53 / Peer Evaluations for School Board Simulation are due.
.
September 28
September 30
October 5
October 7 / Part III. History and Social Science Teaching Discipline Based InstructionTeaching History
Structure and Organization of History and Social Science Disciplines
Introduction to the intellectual components of history and social science content: facts concepts, generalizations and theories
Historical Thinking
History, Vital themes and Narratives
National Social Studies StandardsOrganizing the History Course
How can a teacher organize history to help students both comprehend the subject and remember key ideas? How can teachers create durable knowledge? How does a teacher select important historical knowledge to organize instruction?
Are all historical topics equally important?
How would Barr, Barth and Shermis answer the previous questions? What is the relationship of knowledge, values and skills in the teaching of history and the social sciences?
Scripted Trials, The Case Jamie Lee Potter / Teaching the Social Sciences and History in Secondary schools, Chapter 11; Studying and Teaching History, pp273-311.
Engagement in Teaching History, Preface and Chapter 1, pp. iii-31
Engagement in Teaching History, Chapter 3, pp. 54-75
Engagement in Teaching History, Chapter 4, pp 78-97
Scripted Trials, pp.13-30 / Oral History Assignment explained. Please note that this is not the same project as your interview of a professor
See pp. 19-20 of this syllabus
October 12-Fall Break
October 14
October 19
October 21
October 26
October 28
November 4
November 9
November 11
November 11
November 16 / Teaching History, Lesson and Unit planning
Historical Understanding and Performance Assessment
Teaching History, Using Primary Sources
Deliberations and Discussions in History
Writing to Learn History
Teaching the Social Science Disciplines
Which of the three traditions: CT, SS or RI do Professor Patrick’s ideas represent?
Describe the structure (major concepts, generalizations and theories) of the social sciences that you will teach. Which of these ideas will you teach to middle and high school students?
How can you include these ideas into history or social issue courses?
One source of help in answering the previous questions are the National and State Social Studies, History and Social Science Standards that are available on line. History Alive and Focus on Economics are also excellent sources of information.
Also consult the following sources if necessary:
The National and State Social Studies Standards;
The National History Standards, ;
Indiana Social Studies Standards, ;
Virtual Economics,
Bring History Alive
Economics Standards,
We the People: The Citizen and the Constitution – Workshop
We the People: The Citizen and the Constitution – Group prepresentation / Engagement in History, Chapter 5, pp. 98-113
Engagement in History, Chapter 6, pp. 114-138.
Engagement in History, Chapter 7, pp. 140- 158
Engagement in History, Chapter 8&9 pp. 158-187.
Engagement in History, Chapter and conclusion, pp189-211.
Teaching the Social Science Disciplines
Which of the three traditions: CT, SS or RI do Professor Patrick’s ideas represent?
Describe the structure (major concepts, generalizations and theories) of the social sciences that you will teach. Which of these ideas will you teach to middle and high school students?
How can you include these ideas into history or social issue courses?
One source of help in answering the previous questions are the National and State Social Studies, History and Social Science Standards that are available on line. History Alive
and Focus on Economics are also excellent sources of information.
Also consult the following sources if necessary:
The National and State Social Studies Standards;
The National History Standards, ;
Indiana Social Studies Standards, and Focus on Economics are also excellent sources of information.
Also consult the following sources if necessary:
The National and State Social Studies Standards;
The National History Standards, ;
Indiana Social Studies Standards,
Read the chapters that pertain to your primary and secondary areas.
Teaching the Social Sciences and History in Secondary Schools:
Chapter 5, Psychology
Chapter 6, Sociology
Chapter 7, Political Science
(Civics)
Chapter 8. Economics.
A note regarding the Part III reading assignments in Teaching the Social Sciences and History. Each student is expected to read the chapters that pertain to his or her primary and supporting areas of instruction. However it is strongly advised that the other chapters serve as references in the creation of lesson plans and units. Effective and interesting of history and the social sciences often involves the importation of important concepts and generalization from other subject areas or disciplines. /
Oral History Activity for your students, tape and other materials are due on October 26.
Please refer to pages 19 and 20 for the grading rubric used with this assignment.
You will work with other students in your primary content area (supporting content area if you are a social studies minor) to accomplish the following:
Interview a faculty member in your primary area todetermine the key concepts
of the discipline. Create
a concept web
The focus of your interview
are the ideas (content) that the professor believes should organize a high school course in history or one of the social sciences. Your questions and discussion should be based upon the Standards and other readings
Receive Billy Budd readings
November 11, your concept web sis due. Create a concept web of your primary discipline and make copies for each student in the class. See for examples of concept webs. See page 18 for instructions and grading rubric.
November 18
November 23
November 30 /
Part IV.Combining a Rationale, with Content and Teaching/Learning Methods: Jurisprudential Inquiry
Pragmatism and Practicality, John Dewey and Jurisprudential DiscussionSocial issues and problematic issues in history
Methods question:
How do you organize a class discussion to include questions of fact and value?
Why organize history and the social sciences around problematic issues? Jurisprudential inquiry
Summary of the Reflective Inquiry—Social Issues tradition in the teaching of Social Studies / Teaching the Social Sciences and History…, Chapter12, pp.312-339
Billy Budd and Jurisprudential Discussion (Available in AckermanCenter)
Project Citizen Handouts
Project Citizen Hearing in class on November 30 / Billy Budd Quiz on November 18.
Examples of facts, concepts, and generalizations are due.
Guided Research
Schedule Interviews with Professors this week
.
December 2
December 7
December 9 / Complete Lesson Plans and Gate Assignment.
Course Evaluation
Project Citizen lesson plan is due Gate assignment must be posted by December 9
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EDCI 423 Student Assignments
Assignment / Due Date / PointsAutobiography / August 31 / 50
Quiz, Defining the Social Studies, Lord of the Flies, History of the Social Studies / September 9 / 50
School Board Hearing, Peer evaluation / September 23 / 100
Oral History Assignment / October 26 / 150
History Lesson Plan / October 28 / 50
Concept Web representing history or a social science/ Interview of Historian or Social Scientist / November 11 / 100
Social Science Lesson Plan / November 16 / 50
Billy Budd Quiz / November 18 / 50
Lesson Collection & Evaluation / November 23 / 150
We The People Lesson Plan / November 30 / 50
Project Citizen… Lesson Plan / December 2 / 50
Gate Assignment posted on Task Stream / December 9 / 150
Total 1,000
Attendance Policy
15 points will be deducted from your point total for each unexcused absence. Five or more unexcused absences will result in a grade of F. Being late for class will affect your grade adversely.
Attendance and class participation are not identical. Participation involves contributions to discussions and other activities using information gained in the readings.
Grades
A93% - 100 %
B85% - 92.99 %
C75 – 84.99 %
D70.00 – 74.99 %
F69.99 -
Late Papers
All papers are due in class on the date indicated. Late papers will be read, however, they will count as a zero in calculating your final grade.
Official Excuses for Absences
Only an official excuse from the Dean’s office or a medical doctor’s note will be accepted as a legitimate excuse for an absence.
Social Studies Autobiography
This assignment provides me with a snap shot of your experiences and an introduction to your views regarding the teaching of history and the social sciences. Carefully consider your experiences as a student in classes that come under the social studies umbrella – history, political science, geography, civics, sociology, psychology, and social problems and describe your reaction to these classes in elementary, middle and high school. You need not list a chronology of every school year. Well-written essays will answer some, but not all of the following questions: