Syllabus

IL 2269: Social Studies Education in International Contexts

COURSE DESCRIPTION

This online course centers on critical analyses of theories, research, and practices related to secondary social studies education as it is taught in middle schools and high schools around the world. In examining social studies in these international contexts, course participants will develop more exhaustive understandings of the impacts of history and social studies education on a global community. Specific topics include recent political rhetoric and legislation related to history and social studies education in various countries around the world, and the impact of patriotic identity-developing national history curricula on a global community.

COURSE OBJECTIVES

This course is designed to facilitate each participant’s:

  1. demonstration of more comprehensive understandings of history and social studies education in international contexts;
  2. examination of history and social studies education theories and practices in various settings around the world;
  3. discussion of the implications of history and social studies education on the global community;
  4. research in at least one particular area of social studies education in international contexts; and
  5. demonstration of skills to apply new knowledge to real world, 21st century teaching experiences.

REQUIRED MATERIALS

You are not required to purchase a text for this course.I will provide electronic copies of book chapters from the following anchor text:

Zajda, J., Tsyrlina-Spady, T., & Lovorn M. (2017). Globalization and historiography of national leaders: Symbolic representations in school textbooks. New York, NY: Springer.

You will also be assigned various articles, all of which may be accessed through the University of Pittsburgh online library collection.

COURSE EVALUATIONEvaluation in this course will involve both formative (used to guide learning) and summative (used for final assessment of learning) approaches. The grading structure will be traditional in design, with no + or – designations, and is explained in detail on the following pages.

EVALUATION & GRADING SCALE

Item Evaluated / Point Value / Grading Scale
Weekly Discussion Board / 60 / A / 90-100
National Profile Research Paper / 40 / B / 80-89
C / 70-79
Total / 100 / F / < 70

WEEKLY DISCUSSION BOARD (60 Points)

Your active participation in our weekly discussion board is critical to the success of the online course. Each week, I will post a discussion prompt for the group. You are expected to post one original response to my prompt (at least 100 words in length), and comment on the post of at least one classmate (also at least 100 words in length). This is, of course, a common format for online discussions. I use it here because I see it as an effective way to simulate in-class discussion. I will use the following 10-point scale to assess your discussion board participation each week:

Discussion Board Participation Evaluation Scale
9-10 points – Your original post is significant, and meets or exceeds my expectations. In replying to the prompt, you demonstrate original and deep thinking, and engage in focused analysis of the topic. Your response to a classmate’s post is equally impressive. Both posts meet the 100-word minimum requirement.
6-8 points – Any of the following observations warrant this score: Your original post is somewhat significant, and meets some, but not all of my expectations. In replying to the prompt, you engage in a marginal analysis of the topic. Your response to a classmate’s post is lacking in some regard. At least one of your posts fails to meet the 100-word minimum requirement.
0-5 points – Any of the following observations warrant this score: Your original post is weak/minimal, and meets few if any of my expectations for graduate-level study. You make few, if any, contributions to the discussion, your response to a classmate’s post is significantly lacking, or at least one of your posts significantly fails to meet the 100-word minimum requirement[CLL1].

NATIONAL PROFILE RESEARCH PAPER (40 Points)

This traditional research assignment is intended to encourage your examination of the ways and means by which nations tell their own stories. Spurred by personal interests or curiosities, and informed by course readings and discussions, you will investigate and analyze an iteration of nationalist history. You have three options for this assignment. You may: 1.) perform a comprehensive investigation of an element or elements of the national history of a single nation; 2.) compare and contrast the national history approaches of two or three nations; or 3.) examine global or regional trends relating to history or social studies education.

Regardless of the option you select, your final paper should be 2,000 words in length (not counting references or appendices), and should conform to all writing style and conventions rules of the Publication Manual of the American Psychological Association (6th Edition). You should also introduce your focus and/or context; include a review of at least eight examples of pertinent literature; elaborate on specific features of your selected country, perhaps including but not limited to demographics, economics, political situations, social stability/instability, legislation, cultural practices, patterns of im/emigration, etc.; and develop an informed opinion and/or conclusion about history/social studies education in your selected context. I will use the following 40-point scale to rate all elements of your final paper.

Discussion Board Participation Evaluation Scale
[CLL2]
38-40 points – Exemplary (exceeds my expectations for mastery in all areas). Your central thesis is readily apparent; you present relevant information that clearly supports your purpose, investigation, or argument. You clearly and thoroughly perform a very thoughtful, in-depth analysis of your selected topic and context. Your review of literature is exhaustive and includes at least eight recent, relevant sources. You share important insights and findings are arranged logically to support your purpose or argument. All claims are supported with evidence, and your opinions and conclusions are clear and concise. Your writing is compelling, the paper flows smoothly, and your tone is appropriate for an academic research paper. The paper conforms to all prescribed length and style requirements, and is free of syntax, grammar, or typographical errors.
30-37 points – Good (meets my expectations for mastery).Your central thesis is generally apparent; you present relevant information that supports your purpose, investigation, or argument. You perform a fairly thoughtful analysis of your selected topic and context. Your review of literature is thorough and includes at least eight recent, relevant sources. You share multiple insights and findings are arranged logically to support your purpose or argument. All claims are supported with evidence, and your opinions and conclusions are clear. Your writing is compelling, the paper flows smoothly, and your tone is appropriate for an academic research paper. The paper conforms to almost all prescribed length and style requirements, and is free of syntax, grammar, or typographical errors.
24-29 points – Any of the following observations warrants this score: Your central thesis is only marginally apparent; you present minimal information to support your purpose, investigation, or argument. You perform a limited analysis of your selected topic and context. Your review of literature includes at least eight sources. Findings are arranged somewhat logically to support your purpose or argument. Most claims are supported by evidence, and your opinions and conclusions, while lacking, are present. Your writing only minimally meets my expectations for graduate level research. Your paper fails to meet all prescribed length and style requirements, and/or contains multiple number of syntax, grammar, or typographical errors.
0-23 points – Any of the following observations warrants this score: Your central thesis is not apparent; you fail to include adequate information to support your purpose, investigation, or argument. You perform only a weak analysis of your selected topic and context. Your review of literature does not include at least eight sources. Your claims are not supported by evidence, or your opinions and conclusions are severely lacking. Your paper fails to meet several prescribed length and style requirements, and/or contains an inordinate number of syntax, grammar, or typographical errors.

TOPICAL OUTLINE

Please refer to the course schedule.

TEACHING METHODS

My teaching approach is centered on pre-recorded lectures, discussion board prompts and posts, and one-on-one phone and e-mail conversations with students.

PLAGIARISM & ACADEMIC INTEGRITY

Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

To learn more about Academic Integrity, visit theAcademic Integrity Guidefor an overview of the topic. For hands-on practice, complete theUnderstanding and Avoiding Plagiarism tutorial.

STUDENTS WITH DISABILITIES

If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Resources and Services, 140 William Pitt Union, at 412-648-7890 or 412-383-7355 (TTY) as early as possible, but no later than the fourth week of the term or visit the Office of Disability Resources website as early as possible, but no later than the 4th week of the term. DRS will verify your disability and determine reasonable accommodations for this course.

ACCESSIBILITY

Blackboard is ADA Compliant and has fully implemented the final accessibility standards for electronic and information technology covered by Section 508 of the Rehabilitation Act Amendments of 1998. Please note that, due to the flexibility provided in this product, it is possible for some material to inadvertently fall outside of these guidelines.

COPYRIGHT NOTICE

These materials may be protected by copyright. United States copyright law, 17 USC section 101, et seq., in addition to University policy and procedures, prohibit unauthorized duplication or retransmission of course materials. See Library of Congress Copyright Office and the University Copyright Policy.

[CLL1]Move this out of the syllabus.

[CLL2]Move this out of the syllabus.