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S e cond a r y So ci a l Stud ies Methods Credit Hours: 3 Fall 2009 Section A, Wednesdays 6:00-8:30, Brookens 340 Instructor: Office: Office Hours: Phone: Email:

Curby Alexander, Ph.D. Brookens 314 T & H, 10-12 217.206.7566

Course Description This course provides pre-service teachers with a comprehensive overview of effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students. Emphasis will be placed on exploring the relationship between educational theory and the development of practical teaching techniques for everyday use in the secondary social studies classroom. In this course, we will examine the following areas of social studies education: standards & accountability, curriculum/unit/lesson planning, instructional methods/approaches, engaging approaches for the teaching of history, government, civics, economics, sociology/psychology and multiculturalism.

Course Objectives/Learning Outcomes Students will understand: • That effective social studies teaching requires knowing your subject matter and understanding how to connect your content to students; knowing different teaching and assessment approaches; knowing the school culture and understanding how to make space for yourself in that culture; knowing students, engaging students in critical and higher-order thinking, teaching students “life-long learner” skills, and presenting students with multiple perspectives. • That learning to teach is a complex process involving continuous reflection. Students will know: • Content related to standards & accountability, engaging teaching approaches, assessment in the social studies, epistemology of and approaches to teaching history, and the theories behind multiculturalism. Students will be able to:

Reasonable accommodations are available for students who have a documented disability. If you believe you have a qualifying disability and have not contacted the Office of Disability Services (ODS) please do so as soon as possible. If you have already registered with ODS, please provide your instructor with the Request for Accommodation letter during the first week of classes. Late registration or notification may cause the requested accommodations to be unavailable. No accommodations can be made without prior registration and documentation with ODS, located HRB Rm. 80, 217-206-6666. Page 1 of 10

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Engage in critical, reflective discussions of research and practitioner readings and will practice implementing these methods in small and large group settings. Develop lesson and unit plans, develop assessment tools, reflect on teaching practice and focus on practical investigation and modeling of student-centered and activity-based methods designed to meet the individual needs of a diverse student population.

Expectations Academic Integrity: The policies and procedures of the University of Illinois at Springfield Academic Integrity Policy will be strictly followed in this course. The policy requires that all work be original, properly cited and done in the spirit of honesty and trust. Attendance: Attendance is expected and assumed. If you are not present in class, there will not be a reenactment of what transpired during class time. You have one “free” absence. For each subsequent class absence 10 points will be deducted from your Participation grade. Please contact the instructor regarding any pre-planned or emergency absences. Students are expected to be on-time. You have one “free” late arrival. For each subsequent late arrival, 5 points will be deducted from your Participation grade. Assignments: Each assignment is due by the date indicated on the course schedule. Assignments submitted late will be penalized one letter grade for each day they are overdue. Assignments will not be accepted more than three days after the due date. Since most assignments will be submitted electronically, it is a good idea to send them early rather than waiting until the last minute. Technical difficulties are not an excuse for late work. Preparation and Participation: Students are expected to be prepared for all class sessions. This preparation includes completion of reading assignments in advance of class sessions and active participation in class discussions and activities. Cell phones: the ringer must be turned off during class time.

Required Texts Chapin, J. (2006) A Practical Guide to Middle and Secondary Social Studies. Upper Saddle River, NJ: Allyn & Bacon, Inc. ISBN: 0205492436 Berson, M.J., Cruz, B.C., Duplass, J.A. & Johnston, J.H. (2006). Social Studies on the Internet. Upper Saddle River, NJ: Prentice Hall. ISBN: 0132383195

Course Requirements I.

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Syllabus quiz (10 points), Due September 2 a. This quiz will be available on Blackboard between the dates of August 26 and September 2 . b. Items will cover course procedures, assignments and expectations.

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Autobiographical Sketch (100 points), Due September 2 Please refer to the detailed assignment description on Blackboard for specific requirements.


Reading Response (90 points total), Due Sept. 16, Oct. 7 and Dec. 16 Throughout the semester, you will be periodically quizzed on topics related to your course readings. You are expected to come to class with the weekly reading assignment completed. There will be at least 3 reading responses – one will take place on the last day of class.


Curriculum and Unit Plan Outline (50 points), Due September 23 Please refer to the detailed assignment description on Blackboard for specific requirements.


History Through a Student’s Eyes (200 points), Due November 18 Please refer to the detailed assignment description on Blackboard for specific requirements.


Unit Plan (200 points), Due December 9 Please refer to the detailed assignment description on Blackboard for specific requirements.


Class Participation (50 points, Due) - Points are determined by professor – includes active participation during class discussions and assigned activities.


Final Exam (100 points), Dec. 16

Methods of Evaluation Students will be evaluated using the following methods: • • • •

Professor observation; Personal reflection on assigned readings; Rubric evaluating autobiographical sketch, unit plan and HTCE; and Final exam, consisting of essay and case study questions.

Grading Grade A B C D F

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Percentage 90-100 80-89 70-79 60-69 59 and below


and below

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Delivery Method Class sessions will consist of a variety of teaching and learning activities including lecture, small group discussion and activities, computer assisted study, independent work, research and student presentations. Outside of class, students will read and analyze, research, write formal and semi-formal pieces, and work with a variety of technologies

Course Calendar or Schedule Week 1 Aug. 26



Assignment Due Assignment for 9/2: Go to the Illinois State Department of Education’s Web Site and read through the materials available for Social Sciences. ( ils/social_science/standards. htm)

• Overview of Syllabus • Circle of Selves/ Autobiography in Education • Introduction to the Social Studies

Print out one (1) copy of the Illinois Social Science Performance Descriptors for 6-12 (on Blackboard). Bring these to class each week.


• Planning for Instruction

Sept. 2 • The Context of Teaching Social Studies (Illinois Learning Standards) Methods: • Big Ideas in History • Chunking Content • Curriculum Mapping • Unit & Lesson Planning

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Middle and Secondary Social Studies (MSSS), Chs. 1-2

Autobiographical Sketch

Syllabus Quiz

Thornton, 2001 Tomlinson, 2001

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Week 3 Sept. 9

Topic U.S. History Colonial American and the American Revolution


Assignment Due

Barton, 2005 MSSS, Ch. 6

• Historical Thinking & Historical Sources

4 Sept. 16

5 Sept. 23

Methods: • Causation & Camels • Survivor • SOAPS/APPARTS • Response Groups • Do-Now/Preview Activity U.S. History Civil War Era

King, 2009 Scheurman, 1998

Reading Response #1 (in class)

Gay, 2000, parts 1 & 2

Curriculum and Unit Plan Outline

• Digital History Methods: • SCIM-C • Digital Historical Sources • Autobiography • Bumper Stickers U.S. History World War II

Banks, 2001 • Multicultural Education • Historical Sources, Photographs, Audio Recordings, Documents, & Music

Delpit, 1996 Takaki, 1994, parts 1 & 2

Methods: • Perspective • Digital Historical Sources • Visual Discovery • Media Response Guides • Chronology/Significance

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Week 6 Sept. 30



World History Overview of World History

MSSS, Chapter 3

Assignment Due

Zinn, 2003 • What is world history? • Lecture


Methods: • Curriculum Mapping • Lecture and Note-taking • Graphic Organizers • Blooms Taxonomy World History Medieval & Renaissance Europe

MSSS, Chapter 4

Reading Response #2 (in class)

Oct. 7 • Art, Illustrations, & Historical Source Documents in World History

8 Oct. 14

Methods: • Hollywood Movies • Interactive Lecture • Visual Discovery • Movie Posters World History Age of Discovery

MSSS, Chapter 5

• Arts & Crafts, Review Games Methods: • Fun Arts & Crafts • Historical Heads • Mini-Projects • Whip Around • Primary Sources

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Week 9 Oct. 21

10 Oct. 28




Geography Cultural Geography

MSSS, Ch. 7 (pp. 185-198) Yell, 2002

• Poetry, Art, Journals, Fiction and other Historical Sources Methods: • Learning Centers • Journals • Poetry & Art • Lecture & Note-Taking Geography Physical Geography Methods: • Sorting • WebQuests Civics

Nov. 4 Methods:

12 Nov. 11

13 Nov. 18

Assignment Due

• Debate • Discussion • Mock Trial Civics Methods: • Issues Approach • Case Studies • Service Learning Economics

MSSS, Ch. 8 Hess, 2004 Silverman, 2003

Hartoonian, 2007 Hess, 2005 Parker, 2006

MSSS, Ch. 7 (pp. 202-207)

Methods: • Simulation • Problem-based Learning

History Through a Student’s Eyes


Thanksgiving Recess—No Class

Nov. 25 15 Dec. 2

Behavioral Sciences Methods: • Documentary film • Data-driven learning

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MSSS, Chapter 9 Hess, 2007

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Week 16



Assignment Due

• Unit Presentations

Unit Plan

• Final Exam

Reading Response #3 (in class)

Dec. 9 17

Dec. 16 *All dates, topics and other information contained in the course schedule are subject to change by the professor. ILLINOIS PROFESSIONAL TEACHING STANDARDS ADDRESSED STANDARD 1 - Content Knowledge The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students. Knowledge Indicators - The competent teacher: 1A. understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought. 1D. understands the relationship of knowledge within the discipline to other content areas and to life and career applications. STANDARD 2 - Human Development and Learning The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. Knowledge Indicators - The competent teacher: 2A. understands how students construct knowledge, acquire skills, and develop habits of mind. 2C. understands human development, learning theory, neural science, and the ranges of individual variation within each domain. 2E. understands how to include student development factors when making instructional decisions. STANDARD 3 – Diversity The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Knowledge Indicators - The competent teacher: 3D. understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes. STANDARD 4 - Planning for Instruction

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The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. Knowledge Indicators - The competent teacher: 4A. understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction. 4B. understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory. 4D. understands when and how to adjust plans based on students’ responses and other contingencies. Performance Indicators - The competent teacher: 4I. establishes expectations for students’ learning. 4J. applies principles of scope and sequence when planning curriculum and instruction. 4K. creates short -range and long-term plans to achieve the expectations for students’ learning. STANDARD 5 - Learning Environment The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge Indicators - The competent teacher: 5D. understands factors that influence motivation and engagement and how to help students become self-motivated. Performance Indicators - The competent teacher: 5N. engages students in and monitors individual and group learning activities that help them develop the motivation to achieve. STANDARD 7 – Communication The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Knowledge Indicators - The competent teacher: 7A. understands communication theory, language development, and the role of language in learning. 7B. understands how cultural and gender differences can affect communication in the classroom. 7C. understands the social, intellectual, and political implications of language use and how they influence meaning. 7D. understands the importance of audience and purpose when selecting ways to communicate ideas. Performance Indicators - The competent teacher: 7E. models accurate, effective communication when conveying ideas and information and when asking questions and responding to students. 7F. uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.

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7I. uses a variety of communication modes to effectively communicate with a diverse student population. 7J. practices effective listening, conflict resolution, and group-facilitation skills as a team member. 7K. communicates using a variety of communication tools to enrich learning opportunities. STANDARD 8 – Assessment The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. Knowledge Indicators - The competent teacher: 8A. understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development. 8B. understands the purposes, characteristics, and limitations of different kinds of assessments. 8C. understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring. 8D. understands how to use the results of assessment to reflect on and modify teaching. 8E. understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction. 8F. knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities. 8G. knows methods for monitoring progress of individuals with disabilities. 8H. knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities. Illinois Professional Teaching Standards [24.100] 2nd Edition 2002 9 STANDARD 10 - Reflection and Professional Growth The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. Knowledge Indicators - The competent teacher: 10A. understands that reflection is an integral part of professional growth and improvement of instruction. 10B. understands methods of inquiry that provide for a variety of self-assessment and problemsolving strategies for reflecting on practice. 10C. understands major areas of research on the learning process and resources that are available for professional development. 10D. understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities.

Date Syllabus Prepared: August 12, 2009

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Social Studies Methods Syllabus