Catalog Description:  ELE3340: Planning and organizing for instruction; material selection; and evaluation in social studies. Field-based activities will be provided                                         in ELE4000, Block II. Prerequisites: ELE3000 and concurrent enrollment in ELE4000, ELE3290 and ELE4880.

Welton, David A. (2005).  Children and Their World: Strategies for Teaching Social Studies,  Eighth Edition. Boston: Houghton Mifflin Company.

National Council for the Social Studies. (1994). Expectations of Excellence: Curriculum Standards for the Social Studies. Washington, D.C.: National Council for the Social Studies

The course Readings and Resources Packet may be purchased at the Union, Copy Express, date tba

Personal LiveText account

Instructor: Judy Barford
E-mail: cfjab@eiu.edu
Web site -- http://www.ux1.eiu.edu/~cfjab
Office: Buzzard Hall, Rm. 2205,  hours, Fall 05, MW 1:30, TR 8:00 or by appointment
Please give notification in advance if you would like to meet during office hours.
mailbox, Buzzard Hall, Rm. 2216
office phone: 217-581-7885            home phone: 217-345-9653           FAX: 217-581-6300

Course Purpose: ELE3340 is organized to prepare teacher education students to teach and commit to social studies curriculum in elementary and middle schools, and especially to the goal of effective and informed democratic citizenship for all children.  Project WOW course goals for teacher education participants include:
 a) developing relevant social studies curriculum in a collaborative, school-based setting; b) increasing knowledge of social studies and technology standards and values; c) selecting and utilizing materials and strategies for diversity and multiethnic respect and responsibilities; d) connecting social studies curriculum to real world concerns; e) utilizing diverse technologies in support of effective global citizenship education.

CEPS Rationale and Assumptions for all EC/ELE/MLE Classes:

1. Foster students' desire for lifelong learning, and model one's own desire for lifelong learning, including self-evaluation.
2. Demonstrate effective communication skills.
3. Strive for positive development of students' intellectual, social, and moral skills and behaviors.
4. Design instruction that will develop and utilize the cognitive and affective processes by which children learn.
5. Demonstrate a knowledge of facts and an understanding of fundamental principles, ideas, and relationships among various knowledge domains.
6. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.
7. Demonstrate knowledge and utilization of technological tools.

Outcomes for all sections, ELE3340:
(Numbers following refer to Illinois Core Professional Teaching Standards. Letters refer to knowledge and performance indicators.  The Illinois Standards apply to practicing teaching professionals and remain anticipated goals not fully attainable in  pre-service teacher education.  However, the site-based and collaborative format for ELE3340/001, Project WOW, moves participants toward realistic attainment of these outcomes prior to student teaching.)
1. Enhance the concept and experience of thoughtful democratic citizenship. 1A. 5K. 5L.
2. Utilize vital social issues and current events in lesson planning. 1D. 7F.
3. Demonstrate a firm knowledge base in the social sciences and integrated humanities. 1A. 4R. 4O. 6C.
4. Design integrated and themed curriculum for comprehensive social studies. 4J. 4L. 11I. 11L.
5. Create learning environments to invite development of healthy self concept and pro-social behaviors. 4C. 5B. 5C. 5H. 5I. 5K. 5L.
6. Foster appreciation of individual uniqueness, cultural pluralism, citizenship in the global village. 2G. 3D. 3E. 3G. 4C. 9E.
7. Promote cooperation and conflict resolution so that the classroom and the school can be democratic microsocieties. 5L. 5R.
8. Identify criteria by which one decides what will be learned and what instructional strategies will be employed to deliver that learning.  3K. 4M.
9. Incorporate local, state, and National Council for the Social Studies standards in SS lesson planning and instructional delivery. 4A.
10. ***Incorporate up-to-date technology and telecommunications in lesson planning and instructional delivery. 1I. 3K. 4E. 4R. 6C. 6K. 6N. 11I. 11L.
11. Promote higher-order thinking and decision making based upon involvement with critical issues. 6G. 6H. 7F. 7H.
12. Design authentic, appropriate, and varied forms of evaluation for social studies. 1H. 8B. 8E. 8J. 8P.
13. Manage the social studies classroom to optimize academically engaged time. 5K. 5L. 5M.
14. Teach so that critical citizenship education can result in constructive social action. 9A. 9E. 9H. 9I. 9J. 9Q. 10F. 10G.

Learning Models: Social Systems

"This model is constructed to take advantage of the collective energy people generate when working together by building learning communities.  Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem, not just the learner.  The model is designed to lead students to define problems, explore various perspectives of the problems, and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organiza information, and ensures a vigorous level of activity and discourse."   B. Joyce, M. Weil, and B. Showers (1992) Models of Teaching, Allyn and Bacon.  "We teach by creating environments for children...We believe the strength in education resides in the intelligent use of [a] powerful variety of approaches...We believe the world of education should be a pluralistic one -- that children and adults alike should have a 'cafeteria of alternatives' to stimulate their growth and nurture both their unique potential and their capacity to make common cause in the rejuvenation of our troubled society." B. Joyce and M. Weil (1980). Models of Teaching, 2nd edition, pp. xxiii-xxxiv.

References for ELE3340

ELE3340 Social Studies links

Project WOW resources are available from Mrs. Barford.  These include pamphlets, charts, teachers manuals, and children's trade books which will be most helpful when developing your team activities.

All readings listed at the conclusion of chapters in Welton as well as those on the end-of-text reference list, Resource Handbook, part 5.  Children's literature choices listed in part 4 of the Resource Handbook, pages R-25 to R-58 are recommended.

A short list of significant authors inthe social studies are: J. Dewey, W. Parker, S. Engle, K. Egan, F. Newmann, J. Banks, Tarry Lindquist, C. Bennett, H. Taba, J. Brophy, J. Alleman, J. Bruner, W. Kniep, J. Becker, A. Ochoa, L & C Anderson, K. Scott, N. Noddings, H. M. Hartoonian. Your NCSS social studies journals are: Social Education, Social Studies and the Young Learner, Theory and Research in Social Studies Education.

92% = A   84% = B   76% = C
Attendance policy (points noted above) and participation are essential.  If you are absent, you cannot participate. Late work is not accepted with the exception of special circumstances approved in advance of the due date.  Resubmits are accepted within the week following return of the assignment.

Syllabus continues:  See  WOW calendar, section 1  for times of meetings with WOW teams, topics, tasks (projects and assignments due), and labs for the current semester, and the course points table.

Change policy: If the course syllabus, calendar, and points change the changes will be announced in advance and will be according to class needs and decisions.

Specific guidelines, checklists, and/or rubrics for projects will be distributed and discussed in advance of due dates.
Many course materials are linked in the course calendar.

***If you have a documented disability and wish to receive academic accommodations, please contact the
Coordinator of the Office of Disability Services (581-6583) as soon as possible.

Earn 5 pts for submitting a one page social studies write up with orientation for social studies teaching and learning of any of the following experiences
*** work done for election campaigns, local, state, national
***community service such as Crop Walk, World Food Day, UNICEF drive, volunteer hours -- Habitat for Humanity, Charleston Food Pantry, Big Brothers/ Big Sisters, Haiti Connection, Alternative Spring Break --present your own ideas
***explore, summarize, and evaluate five excellent social studies WebQuests  for the grade level and thematic area of your choice. Submit printouts of the mainpage of the five WebQuests reviewed. The summary: 1 pg., default settings, double spaced, relating the site to the classical building model of Social Studies and giving specific and factual examples (not generalities) of ideas and strategies you learned at the site. Use the WQ evaluation form provided by Mrs. Barford.
***attendance at lectures of significance for social studies. *on-site powerful social studies experiences such as St. Louis Science Center, Chicago museums, Lincoln Log Cabin, Lincoln/Douglas Debate Museum, SS sessions at the EC/EIU Reading Conference, attendance at the EIU History Conference, SS sessions at the Spring EIU math conference, visits to Springfield gov't. and historical sites -- offer your own ideas.
***view and review according to the CBMSS, the award winning documentary, Bowling for Columbine, and or the films, Whale Rider, Rabbit Proof Fence, your suggestion
Two submissions are possible for a total of 10 extra credit points. Experiences must occur during the present semester. All extra credit must be submitted BEFORE Thanksgiving break (fall) and BEFORE March 31 (spring).