Instructor: Jeanne Pfeifer, Ph.D.

email: pfeifer@csus.edu

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

phone: (916) 278-5542

Required text: Ellis, Arthur K. (2002) Teaching and Learning Elementary Social Studies, 7th Ed. Boston: Allyn and Bacon. California Department of Education. History-Social Science Framework, K-12. 2001 Updated Edition with Content Standards.

Required Web subscription: http://www.taskstream.com To register online you will need to use a credit card and an email address. They will send you a user and pass word by email within two days. You will register as "university" and then "CSUS".

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 to their own lives and to 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. 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 a variety of techniques for assessment that are consistent with instruction. Incorporate technology into social studies learning

Assignments: 1. Because of the compressed time, students are expected to attend and participate in all classes. Please see instructor if you must miss for unforeseeable circumstances. After one absence grade will be lowered by one grade for each day. (35 points) 2. Individual work (you may consult with one another, share resources and ideas, put turn in your own portfolio). Each class should allow you to produce a part of your resource unit portfolio. (65 points) Portfolio will contain: 1. Annual plan with unit topic indicates state standards essential/unit questions associated disciplines/concepts a variety of resources (include literature and field trips) assessment strategies 2. Student involved, lesson plan 3. Map lesson and timeline lesson 4. cooperative learning strategies on annual plan

Course Schedule:

Class	Date	Topic	Activity	Readings	Portfolio
1	June 24, (M) (blue)   July 12 (F) (green) AS2372	What is Social Studies? What are the attributes of meaningful, well-planned social studies lessons?	Anthropology Boxes	Ellis: Chapters 1, 2	Reflection of activity (Discussion Board in Taskstream) (refer to concept development vs. vocabulary, hands-on/minds-on, critical thinking, working cooperatively, etc.)
2	June 27 (Th)-AS Computer Lab July 15 (M) Meyer	How do we know what to teach in social studies? What are concepts?	Annual Planning, Identifying Units, What Happened at Lexington Green? graphic organizers introduced	Ellis: Chapters 5, 6. Online: H/SS Framework pp1-26; skim 27-74, read carefully the grade level you are targeting	Annual plan for your grade level, identify specific unit of focus, identify disciplines and concepts for your unit
3	June 28 (F) AS Lab July 16 (T) 1-4 AS Lab	How do you locate resources for your unit? For you as the teacher? For your students? How do we mesh the standards and the framework? Locate primary sources, Web quests.	Searching the web for resources, evaluating resources.   rubric for resources	Ellis: Chapters 3 (skim and use for reference)& 13	List student and teacher resources pertinent to your unit; Locate primary sources for your unit, Find a webquest either for your unit, or one that would fit into your annual plan. List possible field trips (virtual?) Choose at least two children's literature selections relevant to your unit.
4	July 1 (M) AS Lab July 19 (F) AS Lab	Building Units: HLQ, Role playing, simulations, Inductive reasoning, inquiry etc.	House on Maple Street: Using literature as a graphic organizer Graphic Organizer examples:   Conflict: Civil War (conceptual) Civil War: (No examples) Feelings	Ellis: Chapters 7, 9, 14	Use the Unit builder in Taskstream. Generate essential questions for one topic in your unit. Asking Question Question types Essential/unit questions Use the lesson builder to plan at least one lesson that has hands on/mind on (with primary source materials.) Pay particular attention to the types of questions you ask. develop a graphic organizer for your unit (concept based)
5	July 3 (W) AS LAB July 19 (F) AS Lab	How will you assess your students and your teaching?	Using different models of assessment, developing rubrics	Ellis: Chapter 8	Describe how you will assess your unit. Include a unit rubric Include assessment strategies from Ellis Check Taskstream discussion board. Respond to units and rubrics questions.
6	July 5 (F) (Meyer) July 22 (M) Meyer	How does cooperative learning fit into social studies curriculum? How can it expand throughout the year?	Cooperative learning activities Social Studies Skills	Ellis: Chapter 11& 16	Indicate in your annual plan how and where you will introduce cooperative learning. class and group building skill building short term groups (strategies?) base groups long term group projects
7	July 8 (M) Meyer July 23 (T) 1-3 AS Lab	What should K-1, 2-3,4-5,6-8 know about timelines? Maps? What else is considered "social studies"?	Create a developmentally appropriate timeline lesson map lesson	Ellis: 10, 12, 15	How can these topics fit into your resource unit? your annual plan? use the Taskstream lesson builder to generate the map and time line lessons.