SEDU 441 - Methods of Teaching Secondary Social Science

Supplemented with SEDU 405 – Field Experience Methods

Buena Vista University-Council Bluffs, Term 2, 2006 [072T] (October 23, 2006 to December 18. 2006) 

Instructor, Tom Haskell, M.Ed.

  E-mail: mailto:HaskellOma@aol.com or mailto:haskellt@bvu.edu

Phone: (W) (712) 328-0788 or 1-800-798-0788 routine;

(H) (402) 391-7966 emergencies

Office Ashley Hall 149, Hours: M & Th 12:30 - 8:00 p.m.; T & W 9:15 – 5:30 p.m. F 9:15 - 3:00 p.m.

 

COURSE DESCRIPTION

 

         This course is designed to provide the secondary education student with the tools and procedures expected of social studies instructors at the secondary level.  Methods of Teaching Secondary Social Science prepares students to be aware of the development of the social studies field, teaching and assessment approaches employed in the field, and resources available for teaching.  In addition, the course is designed to provide the student practice in developing materials, critiquing materials, presenting materials, and reflecting on the entire teaching learning process of the field. 

 

COURSE COMPETENCIES

 

         The requirements of the course are drawn from the Iowa Department of Education guidelines, The Interstate New Teacher Assessment and Support Consortium (INTASC),  and the professional associations that address the teaching of social studies.  Because INTASC principles are a primary emphasis in the teacher education program, they are referenced parenthetically (see the list in the Teacher Education Program Booklet).  Upon completion of the course the student will:

         1.  demonstrate an understanding of the development of  the social studies field (INTASC 1)

         2.  develop a personal rationale/philosophy for teaching the social studies.

         3.  design teaching units and daily lesson plans (INTASC 7).

         4.  demonstrate an awareness of a variety of teaching strategies, resources, and evaluation techniques for the social studies (INTASC 4, 8).

         5.  demonstrate an understanding of the legal and ethical responsibilities of teachers of social studies (Iowa Code, NCSS, INTASC 10).

         6.  apply ideas discussed in the course through "mini" lessons and other forms of classroom participation (INTASC 4, 7).

         7.  prepare in practical and professional ways for student teaching the social studies.

 

TEACHING STRATEGIES

 

         As one of the culminating methods courses in secondary education, this course incorporates a multitude of teaching strategies.  These strategies include writing, reading, oral reports, lesson planning, unit development, simulation, review of curricular materials, micro-lessons, library research, discussion, debates, cooperative learning, classroom observations, case studies, incorporation of instructional technology, and behavior management plans.  Techniques and strategies will be employed and illustrated by both professor and student.  The course approaches will be interactive in nature.

 

COURSE OBJECTIVES AND GOALS IN SUPPORT OF COMPETENCIES:

The student will--

1.  Explore social studies in the secondary schools.

2.  Prepare lesson plans based upon a self-developed unit.  Demonstrate an ability to plan and implement lessons effectively both long range (curricular unit) and short range (daily).

3.  Complete a grading simulation of a secondary classroom.

4.  Examine questioning skills and values clarification activities in relationship to social studies lesson planning.

5.  Explore professional values, responsibilities, and organizations.

6.  In conjunction with the above activities (and the reading assignments) students may expect the following:

 Investigation of record-keeping devices.

 Practice writing a unit plan and lesson plans.  (PORTFOLIO ITEM)

 Deliver a social studies lesson.  (Part of SEDU 405 requirement.)

 Videotape teaching segments.  These segments should reflect knowledge of  educational technologies.

 Incorporate modern instructional technology tools including web research.

 Write practice test questions.  Gain a basic understanding of assessment theory and of  the construction of tests.

 Examine community, societal influences and resources including the use of the Internet

 Discuss the role of a teacher as a counselor.

 Review philosophies of education -- particularly as they relate to the social sciences.

 Project possibilities for the student teaching experience based upon classroom activities, readings, and discussions.

7.  Incorporate throughout the course those reflective practitioner objectives found in the overall teacher education program design for Buena Vista University.  Some of these objectives are already listed above.  Other objectives with strong social science origins found in the Buena Vista document that are implicit in this course include:

          Critique origins, purposes, actions and outcomes of the social environment. 

          Develop skills necessary to work collaboratively and cooperatively with others.

 Recognize and address such dehumanizing biases as racism, sexism, prejudice, and  discrimination and become aware of the impact such biases have on interpersonal  relations.

8.  The correlation of social studies and the New American College will be discussed.

NOTE:  Many of the topics that we discuss should have already been covered in previous education courses.  However, in this course it is expected that many of these concepts will be applied directly toward a particular discipline (social sciences).

 

TEXTBOOKS AND MATERIALS:

1. Peter H. Martorella (deceased), Candy Beal, and Cheryl Bolick, Teaching Social Studies in Middle and Secondary Schools, 4th ed., (Upper Saddle River, NJ: Merrill/Prentice-Hall Company, 2005) [M]

2.  Class handouts will be used for in-class activities and light supplemental reading.

3.  Internet Resources include the following Instructor Favorites:   

                                                                                                           

National Council of Social Studies (NCSS) On-Line Menu:

                        http://www.ncss.org/

                        http://www.socialstudies.org/standards/  (curriculum standards for social studies 1994)

ERIC Clearinghouse for Social Studies & Social Science Education:

                        http://www.indiana.edu/~ssdc/eric-chess.html  CLOSED

remnants can be found at: http://www.indiana.edu/%7Essdc/ssdc.htm  CLOSED

            http://www.indiana.edu/~ssdc/organization.html 

Newest site – not nearly as extensive.

Department of Education (national):

                        http://www.ed.gov/

Federal Resources for Educational Excellence (FREE) – Social Studies

                        http://wdcrobcolp01.ed.gov/cfapps/free/displaysubject.cfm?sid=9

Department of Education (state - IA and NE):

                        http://www.state.ia.us/educate/links/index.html

                        http://www.nde.state.ne.us/

                                    http://www.nde.state.ne.us/SS/  Nebraska Social Studies Page

                                    (Links to 34 page document for Nebraska Social Studies Standards.)

This may be the best single stop for Social Studies Education:

                        http://k-12historysocialstudies.com/boals.html

This site has moved three times in the last four years due to the author’s retirement.        

Check out the University of Iowa Social Studies Site:

                        http://www.uiowa.edu/~crl/curriculum/social.htm

Where social studies meets language arts and the humanities:

                         http://edsitement.neh.gov/websites_all.asp

STANDARDS – Developing Educational Standards

                        http://edstandards.org/standards.html

STANDARDS – Mid-continent Research for Education and Learning (McREL)

                         http://www.mcrel.org/standards-benchmarks/

                        http://www.mcrel.org/PDF/Standards/5007TG_Distillation_Geog_Hist.pdf (92pages)

                        http://www.mcrel.org/PDF/Standards/5041TG_ExemplaryHistoryBenchmarks.pdf

                         http://www.mcrel.org/compendium/browse.asp

                                    http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=5

(US History – as an example)

The above addresses are linked at your instructor's web site:

                        http://hometown.aol.com/haskelloma/Sedu441.htm

Also these can be reached through the Haskell Home Page at:                                                                                      http://hometown.aol.com/haskelloma/index.htm

 

TOPIC SEQUENCE:

 

October 23/26 – Week 1 – Syllabus, ice breakers, Bloom’s taxonomy and three domains, and role of objectives in lesson planning.

 

October 30/Nov 2 – Week 2 – Complete behavioral objectives and Lesson Planning.  Laptops on 11/2/06

 

November 6/9 – Week 3 --  Scope of Topics, Questioning and Wait Time, Questioning Skills using Bloom’s Taxonomy, and classroom management (11/9). 

 

November 13/16 – Week 4 – Unit Theme, Standards and Benchmarks, Objectives within context, Legal Issues and internet rules. 

 

November 20 – no class on the 23rd  (Thanksgiving) – Unit and Lesson planning time.

 

November 27/30  -- unit and lesson planning time.  Begin information regarding assessment.  Regarding on-line lesson plans – need to adjust for each unique situation.  Rules for writing assessment items in testing (start). 

 

December 4/7  -- Professional organizations, readability, assessment (continued), benchmarks – tie-in to curriculum.  

 

December 11/14 – Ethics.  Considerations for controversial topics.  Taping of lessons on 12/14/06.

 

December 18 – Review tapes and reflection paper. 

 

COURSE REQUIREMENTS: 

1.  Attendance and Participation:  30% of grade.       ______  (0-30 pts.)

            Regular participation in class activities and prepared for class with assignments and materials.

            Completion of legal and ethical issues portions.

            Familiarity with course materials.

            Field of Social Studies

            On-Task with activities.

2.  Unit and Lesson Planning – Graded in Accord with the Rubric.   30% of Grade.       ______  (0-30 pts.)          

Meets expectations for a beginning teacher.

            Continuity and ease of following the lesson.

3.  Completion of off-campus teaching assignment.  Sharing with the class regarding this experience.  15% of Grade.

            See SEDU 405 booklet.                                                                .       ______  (0-15 pts.)

4.  Taping and Presentation of Lesson.   10% of Grade.                                  .       ______  (0-10 pts.)

            Attentive during the replay and  developing reflective practitioner frame of mind.

5.  Writing/Reflection/and Evaluation.  15% of Grade.                                           ______  (0-15 pts.)

            Take home assignments and in class writing on 12/18. 

 

OVERVIEW OF SECONDARY EDUCATION PROGRAM

SEDU 405
Field Experience/Methods
0 Hours
This 10 hour clinical experience promotes the integration of methods and field experiences. It will be taken in conjunction with secondary methods courses.   Details will be provided. 

Teacher Education Program: http://www.bvu.edu/academics/education/teachered/

Portfolio Item for this class:  Lesson and Unit Plans                                                     

Secondary Education

The secondary education major requires a content major in a certifiable teaching area and completion of the following six components:

Distribution, core, major and university graduation requirements:
See various sections of the undergraduate catalog.

The Education Core
See elementary education major section for detailed course descriptions.
EDCO 250 Educational Psychology/Human Development - 3 hours
EDCO 260 Directed Observation/Interaction - 1 hour
EDCO 279 Structure and Philosophy of American Education - 2 hours
EDCO 290 Supervised Participation - 2 hours
EDCO 301 Exceptional Learner - 2 hours
EDCO 369 Human Relations - 2 hours
EDCO 401 Classroom Management & Evaluation Techniques - 3 hours
  Education Core Total: 15 hours

Specific certification, distribution and core requirements:
As the distribution and core requirements of the University are met, the following must be selected:
PSCN 110 Introduction to American Government or
PSPA 320 State and Local Politics or
U.S History Course - 3 hours
Biological Science - 3 hours
Physical Science - 3 hours
Fine Arts - 3 hours
CPER 105 Public Speaking - 3 hours

Secondary Methods
Students must take the methods course related to their major. In addition, if one desires to add another secondary teaching endorsement, the methods course for that endorsement must be taken.
SEDU 441 Methods of Teaching Secondary Social Science - 3 hours  (This Class)
Field Experience Linked to Methods
SEDU 405 Field Experience/Methods - 0 hours Student Teaching
SEDU 490 Secondary Student Teaching - 6-12 hours