Course Syllabus ELE 3340, section 1

  Project WOW*****Windows on our World: Heroes of Freedom, 1800 - 1900
     J. Barford, EIU,  L. Conwell  &  K. Miller , Carl Sandburg School, Fall, 2008

                                                                                                                                                           image source, e. wertheimer, sculptor

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

ELE3340: Social Studies for Elementary School Children

College of Education and Professional Studies THEME:
Educator as creator of effective educational environments:
integrating diverse students, subjects, strategies, and societies, and technologies

Catalog Description: ELE 3340: Social Studies for the Elementary School Children (3-0-3). Planning and organizing for instruction, material selection, and evaluation in social studies. Field based activities will be provided in Elementary Education 4000. Prerequisites: Elementary Education 3000; and concurrent enrollment in Elementary Education 3290, Elementary Education 4000, and Elementary Education 4880, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met.

Course Purpose: The primary purpose of social studies is to help young people develop the ability to “make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (NCSS, Expectations of Excellence, p. vii). ELE 3340 is structured to assist in preparing preservice teachers to teach social studies in elementary and middle schools. Course goals include helping preservice teachers to develop: a) confidence in their teaching abilities; b) knowledge of social studies content and sequences; and c) the ability to select and utilize developmentally and age appropriate materials and techniques. ELE 3340 is essential in helping preservice teachers acquire knowledge, interactive and informational processing skills, attitudes, and commitments necessary for effective teaching of the social studies in elementary and middle schools.

Purposes specific to section 1, Project WOW :
Participants will  a) develop relevant social studies curriculum in a collaborative, school-based setting; b) increase knowledge of social studies and technology standards and values; c) select and utilize materials and strategies for diversity and for multiethnic respect and responsibilities; d) connect social studies curriculum to real world concerns; e) utilize diverse technologies in support of effective global citizenship education.
**This is a school-based methods course.  You will be learning by doing social studies with children, according to curriculum you develop with children, under the supervision of your university professor and two expert classroom teachers.
**This is a technology-intensive course.  Technology is applied in support of social studies curriculum development, teacher education, and real-time children's learning.  (Your personal Web site which you developed in ELE2022 is important preparation for this course.)

Textbooks: Welton, David A. (2004).  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.: author.

Supplemental Materials:
Personal LiveText account
Course packet --  available through Copy Express.
Web resources

Instructor: Judy Barford
E-mail: jbarford@eiu.edu
Web site -- http://www.ux1.eiu.edu/~cfjab
Office: Buzzard Hall, Rm. 2205,  hours, Fall 08, MW 10:00, TR 2:00 and by appointment
To avoid waiting, pllease 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

Teaching Model: The Social Family of Models, Part III, Joyce, B., Weil, M., & Calhoun, E.  (2009).  Models of teaching.  (8th ed.).  Boston:  Pearson. 

Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning.  

Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. 

Standards related to ELE 3340:
Outcomes specific to ELE 3340:

Students will:
Demonstrate commitment to continuing enhancement of knowledge bases in the Social Studies and in best practice pedagogy

Course Requirements

Demonstrated Competencies

Aligned Standards

Participation

Performance includes discussion, volunteer input, engagement with others, and cooperative learning situations that relate to social issues and social concerns. Focus is on critical citizenship education that

results in constructive social action

ACEI 5.3

IPTS 7. 9, 10

ISTE 1

LASIT 2

Integrated Social Studies Curriculum Unit

Performance includes application of technology skills in researching topics; and development activities reflecting creativity, higher order thinking skills, different learning styles, and multiple assessments. Qualitative and developmentally appropriate children’s literature will be collected and applied in unit projects. Focus is on the design of integrated and themed curriculum for comprehensive social studies and citizenship in a global village, including the creation of learning environments that invite development of healthy self-concept and pro-social behaviors.

 

LiveText uploads will be submitted from the Social Studies Curriculum Unit.

ACEI 2.8, 3.1, 3.2, 3.3, 3.4, 3.5

IPTS 1, 3, 4, 5, 6, 8

ISTE 2, 3

LASIT 1, 2, 3

Group Presentations

Performance includes demonstration of effective communication skills; application of technology tools; and utilization of productivity tools such as Power Point or LiveText. Focus is on dissemination of social studies content knowledge.

ACEI 3.5, 5.4

IPTS 7, 9

ISTE 2, 5

LASIT 2

Literature/

Journal/Internet Reviews

Performance may include assembling and evaluating books for a literacy circle, reading an article provided by the instructor and submitting a reaction paper and/or locating relevant social studies sources, topics, issues, and providing a reflection paper. Focus is on utilization of vital social issues, current events, enhancement of the concept, and experience of thoughtful democratic citizenship.

ACEI 5.2

IPTS 1, 9, 10

ISTE 4, 6

LASIT 2

Selected Assignments

Performance includes demonstration of content knowledge, research skills, multiple perspectives, and creativity. Diverse and appropriate technology tools will be utilized.

Focus is on the promotion of higher-order thinking skills and decision making, in support of and as applied to individual uniqueness and cultural pluralism.

ACEI 3.2

IPTS 1, 2, 5, 11

ISTE 4

LASIT 1, 2, 3

Final Exam

The course final exam will be administered during exam week as scheduled and as required by Internal Governing Policy #44, Eastern Illinois University

 



Core Assignment

Brief Description

Weight

Participation

Forms of student participation are listening, reflecting, responding, and contributing to class and group projects, discussions, and presentations.

10%

Integrated Social Studies Curriculum Unit

Within the unit, social studies lead several subject areas (math, literacy, science) in investigation of an essential question. Resources are assembled and reviewed. Lesson plans are developed to enable diverse learners to explore, explain, elaborate and respond to unit components.

 

LiveText uploads will be submitted from the Unit.

30%

Literature/Journal

Internet reviews

Literature, periodicals, and electronic media in many categories may be selected for relevance, reflection, and review.

10%

Exams

Tests reflect course objectives. A final exam is required. (EIU IGP#44)

20%


Suggested optional assignments (30%):     


Grading Scale:  A = 100-93%, B = 92-84%, C = 83-75%

See the WOW course calendar, Fall, 2008, for specific descriptions of assignments,
dates, guidelines, resources, locations, and travel for the semester
                                                                       
WOW Projects and points, Fall, 2008              

Participation 
(6 pt. deduction per non-participatory period)		  30
Autobiog./ heritage research /        due 8/28  10
Quiz, Welton, Prologue & Ch. 1    due 9/4
  10.5
WOW team teaching unit combines and
integrates the following projects:
Freedom Hero Skit /presented 9/11 (&12 tba)  24
Team scope and sequence,rationale statement, six plan topics
with head teachers assigned, posted to LiveText  due 9/23
  20
Child's team folder
               submission 1  due 10/9
               submission 2  due 11/20  (10 pts x2) 		 

 20
FH Plan I  /       due 1 wk. before teaching  40
FH Plan II  /      due 1 wk before teaching
  40
FH Plan III/      due 1 wk before teaching  40
3 (x5) teaching reflections on first two lessons
as head teacher plus one reflection
from a team technology session/
                     due class period after teaching
  15
Mini FT thank yous   +
Hero Team Quiz/ (incl. in nbk. chklst.) due 11/29  (5)
Hero Notebook / acc. to checklist         due 12/4  35
Cover design for notebook (incl. in nbk. chklst.)  (5)
Team Web work on disk  /          due 12/5
submit team website URL to LiveText after posting
 50
Open House display and presentation/   12/16  20
WOW recap    +
Total  364.5
    

***EXTRA********EXTRA***

Earn 5 pts for submitting a one page 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
***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 Illinois  Reading Conference, ACEI International Conference, attendance at the EIU History Conference, SS sessions at the Spring EIU math conference, visits to Springfield gov't., historical sites, the new Lincoln Presidential Library -- 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, Invisible Children (about the children of Rwanda), 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).

The following descriptions for the Social Family of Teaching Models are taken from earlier editions of Joyce & Weil, Models of Teaching
and convey important expressions of objectives of Project WOW,  a school-based social studies methods course:

"[These models are] 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 organize 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.

ELE 3340 References

 

Apple, M. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.

Banks, J. (2005). Cultural diversity and education: Foundations, curriculum and teaching. Boston, MA: Allyn and Bacon.

Banks, J. (1999). Teaching strategies for the social studies: Decision-making and citizen action. New York: Longman.

Brophy, J., & Alleman, J. (May, 1991). Activities as instructional tools: A framework for analysis and evaluation. Educational Research, 20, 9-22.

Dewey, J. (1938). What is social study? Progressive Education, 15 (May), 367-369.

Dewey, J. (1916). Democracy and education. New York: MacMillan.

Hirsch, E.D. (2004). Cultural literacy: What every American needs to know. New York: Vintage Books.

Johnson, D. & Johnson, R. (1999). Learning together and alone. Boston: Allyn and Bacon.

Johnson, D. & Johnson, R. & Smith, K. (1998). Maximizing instruction through cooperative learning. ASEE Prism 7. 6, 24-29.

Kohn, A. (February, 1997). How not to teach values. Phi Delta Kappan, 78, 429-439.

Lindquist, T. (1997). Ways that work. Portsmouth, NH: Heinemann.

Lindquist, T. & Selwyn, D. (2000). Social studies at the center: Integrating kids, content, and literacy. Portsmouth, NH: Heinemann.

Lindquist, T. (2002). Seeing the whole through social studies. Portsmouth, NH: Heinemann

Mussen, P., & Eisenberg-Berg, N. (1977). Roots of caring, sharing, and helping: The development of pro-social behavior in children. New York: Freeman.

National Commission on Teaching and America’s Future. (1996). What matters most: Teaching for America’s future. NY: Author

Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York, NY: Teachers College Press.

Sapon-Shevin, M (1998). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Boston: Allyn and Bacon.

Taba, H., Durkin, M. C., McNaughton, A. H., & Fraenkel, J. R. (1967). Teacher’s handbook for elementary social studies (introductory ed.). Menlo Park, CA: Addison-Wesley

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design.

Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G, & McTighe, J (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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Students with Disabilities: If you have a documented disability and wish to discuss academic accommodations,

please contact the Office of Disability Services at 581-6583.

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