The University of Houston Clear Lake
School of Education
Fall 2010
TCED 4331 Social Studies Methods for 4-8
Instructor Information:
Instructor: Debby Shulsky
Office: Bayou 1119.06
Telephone: Bayou 281-283-3607
Office Hours: Monday 2-4; Wednesday 9-11 and by appointment
Email address:
Administrative Assist: Sharon Klein 281-283-3540
Administrative Assist: Judie Devitt 281-283-3529 Joyce Young 281-283-3530
Location/Time: SSB 3303 Mon – 4-7
Course Information: TCED 4231- Social Studies
Prerequisite: Admission to Teacher Education Program, TCED 4033 – Positive Classroom Environment and WRIT with B- or better grade.
Course Description/Methodology:
The social studies program fully supports the School of Education’s mission, which promotes curricula excellence through innovative practices. In this endeavor, the instructor explores constructivist-teaching models fostering the learners’ individual responsibility for developing unique and personal educational experiences. The constructivist model addresses the learning diversity that is present in every educational/social environment. More specifically, each learner determines the instructional strategies, content focus, and the type of research needed to facilitate their assignments. The overall aims are to introduce students to: current issues related to social studies education; alternative resources and learning environments that cultivate active, collaborative learner participation. Most specifically, the social studies program promotes a variety of instructional concepts such as: multiple perspectives designed to promote meaningful instruction; integration of all disciplines focusing on big themes or concepts; challenging discussions and reflective participation to facilitate the rigor of university coursework; and collegial investigation and planning. You will participate in the planning of instructional activities and assessment techniques for developing social studies education knowledge, citizenship, social justice, and critical thinking skills.
This is a web-enhanced class, which uses a high degree of technology including: video and computer (Word, PowerPoint, Photo-Story 3, Web CT and Internet).
NCATE:
UHCL is only one of only 12 universities in Texas accredited by the National Council for Accreditation of Teacher Education (NCATE). [1]
Standards:
This course supports the National Council for the Social Studies (http://www.socialstudies.org/standards/) standards, goals, and objectives by creating “powerful teaching and learning of knowledge, skills, and attitudes that are meaningful, integrated, challenging, value-based and active.”
The curricula foundations also reflect the UHCL Texas Teacher Proficiencies including learner-centered approaches to: knowledge, instruction, integration, equity, communication, and professional development. You are expected to examine and utilize these standards. Each of your assignments requires you make connections between the class and all standards. You may link to these standards at the following sites:
SBEC Social Studies Standards Domain III: TExES: 4-8 Generalist – Field 111
http://www.sbec.state.tx.us http://www.texes.ets.org/prepMaterials/
UHCL Initial Certification Standards: TExES: Social Studies 4-8 –Field 118
http://www.cl.uh.edu/soe http://www.texes.ets.org/prepMaterials/
Course Credit: 3 credit hours
Objectives:
v Explore the foundations, skills, values and status of social studies education (NCSS Standards I – X, and TExES Competencies Generalist 111 4-8: Domain III; Standards I – X, Competencies 16 – 19) and Social Studies 118 4-8: Domain III; Standard I-X, Competencies 19 - 23.
v Develop a comprehensive knowledge of the state and national mandated competencies/standards for entry level social studies teachers in all seven social studies content areas (118 Social Studies 4-8) and National Curriculum Standards for Social Studies (Ten Themes of Social Studies).
v Construct and implement learner-centered social studies curricula, instruction and performance based assessments that recognize schools’ and students’ diversity (Generalist 4-8 and Social Studies 4-8).
v Construct collaborative methods for curricula integration across the social studies and other disciplines most specifically the integration of literature, science and technology (4-8 Generalist and Social Studies 4-8).
v Explore the relationship between the student learner and continuous professional development opportunities (4-8 Generalist and Social Studies 4-8).
v Practice frequent reflective skills regarding social educative instruction (4-8 Generalist and Social Studies 4-8)
Required Tools: Pay close attention to these sites and download as directed.
· Expectations of Excellence: NCSS Standards: Download portions as directed during first meeting
http://www.socialstudies.org/
· 4-8 Social Studies TEKS (The entire social studies portion must be downloaded and printed)
http://www.tea.state.tx.us/rules/tac/chapter113/index.html
· TExES Texas Examination of Educator Standards Preparation Manual (You will need all portions of this during your teacher preparation program. For this course, it is recommended that Social Studies be downloaded and printed)
http://www.texes.ets.org/prepMaterials/
· TEA Social Studies Center (Bookmark only; Refer to this site for information and strategies)
http://www.tea.state.tx.us/ssc/index.html (Click on Downloads . . .)
Required Texts: (All Texts or portions of text will be located on E-reserves)
· Lundy, K. G. (2009). Teaching Fairly in an Unfair World: Portland, ME: Stenhouse Publishers. (ISBN: 9781551382319).
· Melber, L. M. and Hunter, A. (2010). Integrating Language Arts and Social Studies. Los Angeles: Sage. (ISBN: 9781412971102).
· Pugach, M. C. (2009). Because Teaching Matters: An Introduction to the Profession. Milwaukee: John Wiley & Sons, Inc. (See E-Reserves which is located electronically through UHCL library)
· American Forest Foundation. (2009/2008/2007/2006). Pre K-8 Environmental Education Activity Guide.
· Mortenson, G. (2009). Three Cups of Tea for Young Readers. New York: Penguin Group.
Suggested Texts for Enrichment and Research Purposes:
· The Social Studies
· Social Education
· Rethinking Schools
Instructors Handouts/Web site reference and other readings:
· WebCT: http://courses.cl.uh.edu:8900/
Field Experience:
A Field-based component is required by Texas law and allows you the opportunity to experience a variety of tasks with children in an authentic public school setting. Working in collaborative groups, the field-based component includes: conducting, analyzing, and reflecting on classroom observation; posing action research inquiry, and constructing/implementing high quality, student-centered instructional activities. You will meet at the public school site five times during the semester. Please see the gray highlighted sections on the tentative schedule. You must complete and submit criminal background checks on the first day of class. You will not receive credit for this course if all elements of the field experience are not completed.
Attendance and Participation Policy:
Class attendance and participation are vital in a learner-centered, constructivist classroom. Therefore, absences (and absences due to tardiness or leaving early) are considered a serious problem. Attendance will be managed through sign-in sheets distributed at the beginning of each class or accumulated through other means. Sometimes an absence is unavoidable, so the program will waive one absence. However,
· Each additional absence affects your grade by one grade level. Four absences results in administrative removal from class rolls.
· More than one tardy and/or early departure will be recorded as an absence. Attendance is also assessed through dispositions criteria.
Cell Phones
· When class begins, please turn off all electronic devices that may not be used during take-off/landing of aircraft (i.e. I-Phones, cell phones, blackberries etc. This includes any mode (i.e. text messaging, on-line research, games etc.). Use these in private during breaks. During the field-experience component you are only permitted cell phone usage to notify your team (or me) should emergency situations arise regarding punctuality or attendance.
Assessment Procedures:
TCED 4231 is intense! It is highly reflective and requires a serious time commitment. Evaluation for each product is based upon the level of attention given to the following seven criteria: Summary; Synthesis (Critical Analysis); Application, Integration, Research Level (Resources), Reflection and Professional Quality. This course also requires you to upload work into the UAS – University Assessment System.[2]
UHCL School of Education Statement on Professional Dispositions:
Each student in the School of Education is required to read and abide by the Statement on Professional Dispositions. You may read the statement by going to http://prtl.uhcl.edu/portal/page/portal/SOE/Forms/form_files/DISPOSITIONS.pdf, clicking on the Site Map tab at the top of the page, scrolling down the list on the right to Policies and Procedures and then clicking on Statement on Professional Dispositions. [3]
Course Assessment Requirements:
The requirements for this course fall into one of two categories. The first category offers practice and feedback only; these are called Coached Assignments. Although these assignments are not “graded” in the traditional sense, they offer practice, imperative feedback and experience toward the second requirement category: the Big 5, which are assessed on a four (4) point scale.
4 – Exemplary 3 – Proficient 2 – Progressing 1 – Unacceptable
* Any assessment concerns may be addressed via conference with me; you must bring all prior coached assignments to this meeting.
The final course assessment is based on the average of each of your five products and aligns to UHCL grading policy; in other words, this point system parallels the GPA system:
A > 3.667 A - > 3.333 B + > 3.0 B > 2.667 B - > 2.333 and so on
SAMPLE of COACHED
Lesson Plan 1 (Mini Unit)
Individual students throughout the semester will complete lesson plan modeling and discussions. The first lesson plan and instructions will be distributed during the second class. You will have two weeks to complete and submit the lesson plan. My written/verbal feedback will "guide" you to improve the lesson planning process by posing questions regarding your work. Your work with my comments will be returned during the next class. However, there will be no formal grade on this lesson plan. You are expected to address all feedback and revise the lesson. The second submission will be graded. Remember, standard/professional grammar and punctuation are required.
Turn-in Procedures:
All assignment due dates are posted on this tentative schedule. Closely monitor these dates and each assignment’s turn-in procedures, as you are expected to turn your assignments in on time. Please do not wait to upload your assignments, as technology issues will undoubtedly arise. Note that some dates will also vary as they are subject to presentation and field experience schedules. Dates may also change if unforeseen events during the semester alter the progress of the course. No late work accepted.
University Policies:
Americans with Disabilities Statement
In accordance with; Section 504 of the Federal Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990, UHCL attempts to make reasonable adjustments in its policies, practices, services, and facilities to ensure equal educational programs and activities. Whenever a special accommodation or auxiliary aid is necessary in order to ensure access to and full participation by students with disabilities in university programs and services, the department responsible for the program or service will work with Health and Disabled Services and appropriate federal and state agencies to ensure that reasonable application for such assistance through the Office of Health and Disabled Services (Student Service Bldg. 1301) and appropriate federal and state agencies to ensure that reasonable accommodations are made. The student requiring special accommodations or auxiliary aids must make an application for such assistance through the Office of Health and disability Services. Proof of disability from a competent authority will be required, as well as information regarding specific limitations for which accommodation is requested.
*Should you need special accommodations, please notify me immediately.
Academic Honesty Code
Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior. The University can best function and accomplish its mission in an atmosphere of the highest ethical standards. The University expects and encourages all students to contribute to such an atmosphere by observing all accepted principles of academic honesty. This policy is designed to encourage honest behavior and is jointly administered by faculty and students. It states: I will be honest in all my academic activities and will not tolerate dishonesty.
Calendar of Important Dates: See WebCT for this important information.
6 -Drop Rule
Dropping this or any othercoursebetween the first day of class and the census date for the semester/sessiondoes not affect your 6 -drop rule count.Dropping a course between the census date and the last day to drop a class for the semester/session will count as one of your 6 permitted drops.You should take this into consideration before dropping this or any other course. Visit www.uhcl.edu/records for more information on the 6-drop rule and the census date information for the semester/session.
ELPS Statement
Familiarize yourself with the TEA policy and English Proficiency Standards (ELPS) at: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html.
THE BIG FIVE: Assignment Overview
Products / CriteriaMaking Social Studies Make Sense
Standards Web
Individual
Due: August 30
Commitment: Using the curriculum responsibly / · Create ten concept maps (webs) that align NCSS themes I-X to Social Studies TEKS
· Each NCSS standard must be aligned to five TEKS. Each aligned TEKS must be from a different grade level.
· Each alignment must be described in full. In other words, you will explain what the NCSS standard means and also explain how the TEKS correlate with that standard.
Mini-Unit
(2) 5E Lesson Plans
Teaching for Social Justice
Individual
Due: Check Schedule
Commitment: Learning from multiple sources of knowledge / · 5E Lesson 1 will be based on assigned activity from your text: Integrating Language Arts and Social Studies. Remember, Social Studies will be the primary component, but take in to account the models that will be demonstrated throughout the course to demonstrate integration.
· The integrated lesson will be implemented during your field experience.
· Teacher mentors and colleagues will evaluate your work.
· Use evaluation and your self-assessment to create a reflection that discusses your ability to teach that lesson and suggestions for improvement.
· 5E Lesson Plan 2 will relate to your first lesson plan topic so it creates a mini-unit.
Chapter Presentation and Assessment
Group/Individual
Due: Check Schedule
Commitment: Crossing your own familiar borders to embrace diversity / · Collaborating with assigned group members, you will read and analyze a chapter in your text, Teaching fairly in an unfair world. You will determine the salient points and organize a 30-45 minute class presentation/lesson.
· This presentation will make connections between the chapter and your social studies teaching/learning objectives.
· Your group will create an assessment to assess students' understanding of the text material and any other points presented by your group.
· Your group will grade the assessment and provide feedback regarding the results.
· You will write a personal reflection that describes and reflectively assesses the process.
Field Experience
Individual
Due: Check Schedule
Individual
Commitment: Meeting the needs of individual students in the context of the classroom and the school / · You and three colleagues will be assigned to a site based mentor teacher.
· At the end of the field experience, you will teach a mini-lesson to elementary students and reflect on all aspects of the process.
· You will conduct observations and reflections regarding the community and the classroom.
· Action Research***
· During observations, you will consider events that caused you "professional wonderings." What may have unfolded during the observation that created a drive for you to learn more about the event/situation etc.?
· Construct a possible action research question that would guide you through that wondering.
· Locate resources that would assist you in addressing your research question.
· Consider viable actions that might be taken to address the dilemma.
Social Studies and Project Learning Tree Service Learning Project
Collaborative
Presented in Class
Due: December 6
Commitment: Contributing Actively to the Profession / · Design a viable community class project devoted to a NCSS Theme and related to PLT.
· Generate scholarly research related to the community and your field experience placement to authenticate the project.
· Analyze common/uncommon field trips that would assist the service learning nature of the assignment.
· Create a service-learning proposal to present to principal, parent or community to explain the relevance of the project, the value to the community/school and the expected learning outcome for students, school and community.
· Although this is connected to PLT, the focus must be social studies learning.
Field Experience Overview (See Packet for Specific Details)