Department of Early Childhood, Elementary, and Middle Level Education
Eastern Illinois University

Catalog Description:

Welton, David A. and Mallan, John T. (2002).  Children and Their World: Strategies for Teaching Social Studies, Seventh 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

Ambrose, Stephen E. (1996).  Undaunted Courage: Meriwether Lewis, Thomas Jefferson, and the Opening of the American West.  New York: Touchstone, Simon & Shuster.  (This book is made available to all participants through the PT3 grant office, not through the EIU textbook library.)

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

Instructor: Judy Barford
E-mail: cfjab@eiu.edu
Web site -- http://www.ux1.eiu.edu/~cfjab
Office: Buzzard Hall, Rm. 2205,  hours, Spring 05, MW 1:00, TR 9:00, 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, emphasizing technology materials and strategies; 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, does allow for realistic attainment of several 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, including history, anthropology, economics, geography, and 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, Project WOW:

ELE3340 Social Studies links
                Top Lewis and Clark links as recommended by Spring, 2002, teams and updated Spring, 2004..

A Project WOW Resources will be made available to teams. These pamphlets, charts, teachers manuals, and children's trade books will be most helpful when developing your team activities.  Materials may need to be shared between teams.

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 Resourced 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.

Activities, Projects, Recognition
 

Participation (6 pt. deduction per absence)	30
SS KWL & webbing  due 1/13	+
Meet team/ Autobiography due 1/18	10
Packet purchase/ sylb./cal  printout	5
Quiz, Welton, Intro, Ch.1   due 1/13	10
Project & team  rationale & goals  postponed	10
Team skit      performed 1/26 & 1/27	25
Quiz, Ambrose, 51-59, & fact sheet  due 2/8	24.5
Original lesson plans (2 per facilitator x 25 points) submitted 2/4 and 2/25 taught 2/9, 2/16, 2/23, 3/9, 4/13, 4/20	50
Assistant teacher resources and reflections due each session in which you are assistant teacher (3 sets of lesson resources x 8 points each)	24
St. Louis field trip and reflections Trip is a course requirement	5    **
Quiz, readings on Unmotivated article    due  4/26	5
Lincoln Log Cabin notes  (TBA)	(10)
Web work on disk         due 4/22	34
WOW notebook complete	35
WOW recap statements  due 5/3, 10:15 a.m.	+
Open House participation      5/3, 6:30 - 7:30 p.m.	+
Total	267.5

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  for times of meetings with WOW teams, topics, tasks (projects and assignments due), and labs for the current semester.

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, and legislative initiatives
***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
***evaluate with rubric provided, and summarize content and process for 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. (three pages total)
***View and review movies approved by the instructor.  Suggested titles are Bowling for Columbine,Whale Rider, Hotel Rwanda.  Analyze for elements of the CBMSS, especially cultural awareness and effective citizenship.
***attendance at lectures amd events of significance for social studies: Campus events for Latino Heritage month, African American History month, Women's History month *on-site powerful social studies experiences such as St. Louis Museum of Westward Expansion, Chicago museums, Tarble Art Center cultural displays, Lincoln Log Cabin, Lincoln/Douglas Debate Museum, SS sessions at the Technology Conference,  at the EIU History Conference,  at the Spring EIU math conference, visits to Springfield gov't. and historical sites -- offer your own ideas.
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).