Instructor: Jeanne Pfeifer, Ph.D.. Room: AS #2368/72) and computer lab (#2362)

email: pfeifer@csus.edu

Web page: www.csus.edu/indiv/p/pfeiferj

phone: (916) 278-5542

Required text: Ellis, Arthur K. (2006) Teaching and Learning Elementary Social Studies, 8th Ed. Boston: Allyn and Bacon. California Department of Education. History-Social Science Framework, K-12. (Including Standards.)

Statement of Purpose: The underlying assumptions of the social studies methods course are embedded in constructivist philosophy. In this approach, students are thought to learn best when they are involved directly in authentic experiences. The experiences are planned and mediated by the teacher such that students gain in-depth understandings of their own lives within a diverse society and of today's world. Teachers must plan carefully and thoroughly for such activities to take place successfully. They must take into account student characteristics and prior experiences in order to create meaningful experiences. Most likely, in this problem-centered approach, students become engaged from multiple perspectives, thus instruction and learning are "integrated." During the actual instructional event, teachers may spend much of their time as coaches and facilitators (rather than center stage disseminators of knowledge). Anticipated outcomes for the learners are in-depth conceptual knowledge, critical thinking processes, social skill development and positive self-esteem. From the CCTC: A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS Teaching History-Social Science in a Multiple Subject Assignment Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state-adopted academic content standards for students in history-social science (K-8). They enable students to learn and use basic analytic thinking skills in history and social science while attaining the state-adopted academic content standards for students. They use timelines and maps to give students a sense of temporal and spatial scale. Candidates teach students how social science concepts and themes provide insights into historical periods and cultures. They help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects, and student research.

Course Objectives: Students will: participate and analyze their experiences with a variety of instruction strategies (e.g. simulations/role playing, dramatics, concept development, student research activities, case studies, cooperative learning, graphic organizers and activities using primary sources, cultural artifacts including works of art and literature). identify a variety of instruction strategies (activities) for teaching social studies which are appropriate for students from diverse backgrounds and with varying needs, interests and learning styles. locate, discuss, analyze and evaluate a variety of social studies teaching resources. design lessons (using maps, timelines, and hands-on/minds-on) in developmentally appropriate ways. Plan a resource unit which incorporates resources and activities that promote active student involvement. Unit must include attention to: critical thinking processes multicultural perspectives concept development integration with other subjects Identify and develop a variety of techniques for assessment that are consistent with instructional strategies and objectives/standards. Incorporate technology into social studies learning Identify different views of social studies e.g. Disciplines/concepts; citizenship; critical thinking; values/moral education..

Assignments: 1. Because of the compressed time and only seven class sessions, students are expected to attend and participate in all classes. Please see instructor if you must miss for unforeseeable circumstances. Absence will result in a lowered grade. (35 points) 2. Integrated Unit: You may collaborate with other class members. Be sure it is clear who contributed what to the unit. The thoroughness, number and depth of lessons should increase with the group size. Each class meeting should allow you to produce a part of your resource unit portfolio. (45 points) A. Annual plan with unit topic indicated B. Unit Plan (use format provided) state standards objectives essential/unit questions associated disciplines/concepts concept analysis a variety of resources (include literature and field trips) a sequenced list of authentic activities/lessons with a brief description of lesson yet-to-be developed assessment strategies C. Lesson Plans--at least one developed by each team member (e.g. if 3 group members, 3 lessons; if 5 group members, 5 lessons). (Use format provided.) Including the following lessons---but not limited to: Student involved (Project-based and/or hands-on/minds-on) Map lesson and Timeline lesson 3. "What else is social studies?" project. (20 points) Powerpoint presentation last class meeting.

Course Schedule