(MCEA Program)
Spring, 2015
Instructor: Dr. John J. DeRose, Ph.De-mail:
Phone: (414) 229-4814 (C & I Office) Office Hours: By Appointment
* Students with Disabilities - If you need special accommodations in order to meet any of the requirements of this course, please notify me within the first two weeks of class. A university permit outlining specific details of specific accommodations required must be on file with the university and provided to me.Course Goals: The primary course goal is to help you acquire the knowledge, skills, and dispositions necessary to become a successful teacher of social studies so that ALL children come to realize what it means to participate fully and equally in a democratic society. Specifically, this course is designed to help you examine these broad goals:
- Recognize the key contributions of the various and integrated social studies disciplines and themes toward citizenship education, the development of multiple perspectives on and inquiry into significant human issues, and the realization of “Life, Liberty and Justice for All”.
- Develop, reflect, and act upon a logically consistent rationale to guide your curricular design and instructional decisions.
- Identify BIG ideas, essential questions, appropriate assessment and learning opportunities embedded in social studies standards, content and significant current human issues.
- Identify and integrate appropriate social studies skills including the skills of thinking, questioning, researching, valuing, cooperating, decision making, communicating, interviewing, collecting data, mapping, etc……
- Identify ways of selecting instructional content, curriculum materials, and teaching strategies that respect ethnic, linguistic, and social diversity.
- Learn effective and engaging, research-based ways to design and implementcurriculum and differentiated instruction for elementary/middle level students.
- Use varied and appropriate instructional strategies such as: inquiry, direct instruction, cooperative learning, play, learning centers, book clubs, simulations, discrepant events, concept maps, timelines, etc…..
- Locate and develop instructional materials and resources appropriate for a diverse student population.
- Learn how to create a warm and open classroom climate that facilitates exploration and adventurous learning.
- Engage students individually and within collaborative groups.
- Integrate appropriate technology for instruction.
- Demonstrate knowledge, skills, and attitudes needed for professional growth related to the teaching of social studies.
Course Content: In accordance with PI 34, this course includes content related to the knowledge, skills, and dispositions embedded in the UWM and Wisconsin Teaching Standards. You will have the opportunity to address many of these standards and principles.
UWM-WI TEACHER STANDARDS:
The following UWM-WI Teacher Standards are addressed in this course:
Standard #1. A Liberal Arts Foundation with Strong Content Knowledge
Standard #2. Developmental Framework, Placing the Learner at the Center
Standard #3. Addressing Differences and Disabilities
Standard #4. A Repertoire of Instructional Strategies, Including Culturally
Responsive Pedagogy
Standard #5. Active Engagement/Community of Learners
Standard #6. Effective Communication Skills related to Curricular &
Instructional Decisions with Students, Families, Administration & Community
Standard #7. State of the Art Curriculum and Strategic Planning for Instruction
Standard #8. Assessment to Ensure Student Success
Standard #9. Reflective Practitioner/Learning From One's Own Practice
Standard #10. Collaboration/Family Partnerships/Community Involvement
Course Requirements: (Written instructions will be provided for each assignment.)
Professionalism/ Participation: As a prospective teacher, you are expected to be an avid and active learner. This is a highly participatory class. In-class participation and interactions in both large and small collaborative learning groups are key to your learning and success in teaching. As a professional teacher you must be able AND willing to interact and participate in a professional learning community. So -- come to class on time and be prepared to interact in an informed and collaborative manner. Have your readings visible. Share information from readings, ask questions, investigate new ideas, and collaborate consistently with your colleagues. Invest in Your Learning.
Attendance is also an important part of your professionalism/participation grade. (See attendance policy).
Engaged Reading: As a prospective teacher, read all assigned readings before coming to class so you are prepared to participate in class discussions and learning activities in an informed manner. Read actively. Think like a teacher. Pose questions and identify important issues in the readings. Think about how the ideas may apply to you as you make curricular and instructional decisions. Bring your readings to each class.
Accountability: In-class readingreflectionswill be regularly administered based on assigned readings and class activities throughout the semester following an “open-book” policy.
Written Curricular and Instructional Products: Written assignments will include a rationale statement, one introductory social studies lesson plan, a current events outline with rationale for teaching/learning strategy, and a unit plan including 4 (2 per person) related lesson plans. All written assignments must be turned in at the beginning of the class period.DO NOT E-MAIL ME ASSIGNMENTS!!! Late assignments will result in a lowered grade. (See Late Work Policy).
On-Going Thinking/Learning: Two assignments may be revised and resubmitted once: the introductory lesson plan and rationale statement. However, to ensure that high quality work is submitted on the due date, if you choose to resubmit an assignment an average of your grades on the initial and revised assignments will constitute your final grade on these assignments. Revisions must be resubmitted within one week. Some written assignments may be completed collaboratively such as the introductory lesson plan and the unit plan. The rationale statement is written individually.
Field Experience: Class members should work to teach any of the lesson and/or unit plans they create for the course if the opportunity presents itself. If you are able to teach your unit or lesson plans, please ensure that your topic is fully in line with the curriculum of your cooperating teacher. If you need help with these negotiations, don’t hesitate to contact your field supervisor. Make every effort to do this in a timely and professional manner.
Current Events Article/Presentation/Inquiry: Class members will join classmates to present a short recentarticle from a news source (magazine/newspaper/Internet) that highlights a significant and current human issue. Group members will briefly introduce the main points of the article to the whole class and facilitate a brief activity to help class members further explore the significant human issues embedded within the article
Working in Pairs/Groups – Class members will be asked to work in pairs/groups on some major projects and assignments in this course. Collaboration is a very big part of teaching. At the same time, situations can arise where one person feels they are “doing all of the work.” If you should ever feel this way, it is your responsibility to come to the course instructor well in advance of a due date and describe your situation so that actions can be taken to remedy the problem. It is too late to express these concerns after a project or assignment has been completed.
Course Readings: You are expected to bring all texts/articles/trade books to class as noted in syllabus. If you choose to share texts then just be aware that there may be some times when you will need to access them during class for in-class reading reflections and group projects. Even if you share materials you are expected to have your readings accomplished BEFORE class.
*Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD.
** C3 Framework for Social Studies Standards
***National Social Studies Standards (on-line)
****Wisconsin Academic and Performance Social Studies Standards(on-line)
***** MPS Social Studies Learning Targets (on-line)
******Additional Readings available on D2L.
********One Current Events Article highlighting a significant human issue; one you might explore with middle level students.
Course Policies:
* Academic Misconduct - The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. A more detailed description of Student Academic Disciplinary Procedures may be found in Regents Policy Statements, UWS Chapter 14 and UWM Faculty Document #1686 and at
*Accommodation for Religious Observances - Students will be allowed to complete examinations or other requirements that are missed because of a religious observance. Students will provide written notice of religious conflicts within the first two weeks of class. Reasonable accommodations will be made without any prejudicial effect.
* Complaint Procedures - Students may direct complaints to the head of the academic unit or department in which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to the appropriate university office responsible for enforcing the policy.
* Discriminatory Conduct- Sexual harassment is reprehensible and will not be tolerated by the University. It subverts themission of the University and threatens the careers, educational experience, and well being ofstudents, faculty, and staff. The University will not tolerate behavior between or amongmembers of the university community that creates an unacceptable working environment. Definitions of discrimination, Harassment, abuse of power, and the reporting requirements of discriminatory conduct are found at the following:
*Electronic Devises - Turn off phones and other beeping, ringing or singing electronic devices during class. Onlyanswer phones during class in transition times or in emergencies.
* Grade Appeal Procedures – A student may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by the department, college, or school in which the course resides. These procedures are available in writing from the respective department chairperson or the Academic Dean of the College/School. A more detailed description of the Grade Appeal Policy may be found in UWM Selected Academic and Administrative Policies, Policy #S-28 and UWM Faculty Document #1243.
* Incompletes. An incomplete may be given to a student who has carried a subject successfully until near the end of the semester but, because of illness or other unusual and substantiated cause beyond that student's control, has been unable to take or complete the final examination or to complete some limited amount of term work. An incomplete is not given unless the student proves to the instructor that s/he was prevented from completing course requirements for just cause as indicated above. The conditions for awarding an incomplete to graduate and undergraduate
students can be found at the following:
* Military Duty – The University of Wisconsin System and UWM have a number of policies in place to accommodate students who must temporarily lay aside their educational pursuits when called to active duty in the military. Accommodations for absences due to call-up of reserves to active military duty should be noted.
Safety - Financial Obligation. The submission on your registration form and your subsequent assignment to classes obligates you to pay the fee-tuition for those classes or to withdraw your registration in writing no later than . . . (date specified in the schedule of classes). It is important to both you and the University that you make payment on time.
* Students with Disabilities - If you need special accommodations in order to meet any of the requirements of this course, please notify me within the first two weeks of class. A university permit outlining specific details of specific accommodations required must be on file with the university and be provided to the course instructor. http://
Cell Phone, I-Pod, Blackberry, ComputerLap-Top Policy: Should you find it necessary to bring a cell phone, pager, I-Pod, Blackberry, etc. to class, please turn it off before class begins. However, if you expect an emergency phone call, please notify the instructor before class begins and step out into the hallway to take your call. Do not relay or check your text, phone or email messages in class. While laptop computers are certainly outstanding tools for learning and may be used in class to take notes, work on collaborative projects, they, too, should not be used during class to check email messages, surf the Internet, or complete coursework for this or any other class unless it is an “in-class” learning activity.
Late Work Policy: Each assignment is expected at the beginning of the class period. Late work is NOT acceptable. Late work will receive a grade reduction of one interval for each day between the due date and the date it is turned in. In cases of documented extenuating circumstances (e.g. medical emergency, death in the family….) contact the instructor to discuss a reasonable deadline. This late work policy also pertains to revisions, as revisions are due one week at the beginning of class after the original assignments are handed back.
Attendance Policy: If an emergency arises, contact the instructor prior to class if you are unable to attend. Do not ask for permission to miss class. Make arrangements with a colleague to collect handouts and to share notes. You are responsible for assigned readings and in-class work when you are absent or leave class early and must submit any “in-class” work before the next class.
** You are expected to attend ALL classes and be on time.
**Your second absence and each additional absence may lower your grade one interval per absence. For example, for a total of two absences, a grade of A- may be lowered to a B+; for the third absence, a grade of B+ may be lowered to B. The decision will be the instructor’s in consideration of attendance patterns and individual circumstances. Should you miss more than 3 classes you will receive an incomplete (I) or Failure (F).
**Leaving class early and tardiness is unacceptable and unprofessional. Tardiness and leaving early will be noted on the attendance record. A policy similar to number of absences will be followed and applied to the participation portion of your final grade.
Course Electronic Communication Policy: Throughout the semester, information for this course and for the MCEA Program will periodically be sent via email or posted on D2L. All class/cohort members are required to check their email messages and D2L weekly to keep up with this course and program information. If you change your email address during the semester, please notify the Program Coordinatorimmediately.
Time Investment – This is a 3 credit course, so the expected time commitment from students is approximately 144 hours. Although the exact breakdown will vary by student and by week, my expectation is that students will spend approximately 35% of the time (50 hours) reading and reviewing assigned readings and 65% of the time (94 hours) completing the assignments noted on this page (below) of the syllabus, which includes time seeking outside data, additional research, and other supporting materials.
Course Assessment Guidelines: Letter grades are assigned according to the number of points earned. Following is a breakdown of percentages and total possible points:
Assignment % /Points
Rationale Statement 15 30
Introductory Lesson Plan 10 20
Current Events Presentation 5 10
In-Class Reading Reflections25 50
Unit Plan with 2 Lessons (per person)40 80
Professionalism/Participation/ 5 10
Attendance/Responsibility
Final letter grades are assigned according to earned points.
A 186-200 / B+ 174-179 / C+ 154-159 / D+ 134-139A- 180-185 / B 166-173 / C 146-153 / D 126-138
B- 160-165 / C- 140-145 / D- 120-125
F 0-119
PROPOSED* COURSE SCHEDULE of LEARNING ACTIVITIES
*PLEASE NOTE THAT THIS IS A TENTATIVE SCHEDULE THAT CAN BE CHANGED BASED ON
THE NEEDS OF THE CLASS. ANY CHANGES TO THE SCHEDULE WILL BE PROVIDED IN A
TIMELY MANNER AND IN ADVANCE TO THE CLASS.
Date / Agenda / Readings and Assignments DueSession 1
January 29 / What is SS?
Why teach Social Studies?
What can I expect from this course and
why is it important to my work as a
teacher? / 1. Purchase Books
Session 2
February 5 / How is social studies defined in the
field, on a National, State, and Local
level?
What is the rationale behind the
articulation?
What is my rationale for the Teaching
of Social Studies? / 1. Read NCSS, 4th and 8th Grade Wisconsin Model Academic, and Grade Level MPS Social Studies Standards
2. Read Schug & Hartoonian article
3. Read Howard article
4. Read Ravitch article
5. In-class Reading Reflection
Session 3
February 12 / How and Why should I begin to think
critically about the teaching of
Social Studies?
What are the components of an
effective social studies lesson plan? How do teachers plan introductory social studies lessons? / 1. Read Social Justice Articles (Gay & Wade)
2. C3 Framework for Social Studies State Standards
3. Read Lesson Planning handouts
Session 4
February 19 / What is understanding by design
(UBD)?
What is differentiated instruction (DI)?
Why are we planning our social studies units using a combination of these two models? / 1. Read Chapter 1 in Tomlinson and McTighe Book
2. Read Lattimer Article
3. In-class Reading Reflection
Session 5
February 26 / What matters in social studies unit planning/curriculum design?
How do we begin to determine what is
worth students knowing, learning
and doing in social studies?
What kinds of social studies knowledge
should urban students learn? How is
culture defined and articulated in
social studies education? / 1. Read Chapters 2 & 3 in Tomlinson and McTighe.
2. ReadArticleson Culture and Pedagogy (Ladson-Billings & Merryfield)
3. Rationale Statement Due
Session 6
March 5 / How do we determine acceptable
evidence of learning in social studies?
What does planning for differentiation
look like in practice social studies? /
- Read Chapters 4 & 5 in Tomlinson and McTighe
- Current Events Group 1 Presentation
- Introductory Lesson Plan DRAFT