EDCI 361 (B): Social Studies in the Elementary School
Spring 2002 Instructor: Mrs. Kim Thompson Secretary: Kathy Reppert
4158 LAEB LAEB 4115
EDCI 362 Instructor:
Office Hours: Tuesdays, 9:15 –10:15, on campus; Thursdays, 2:30-3:30 (at Hillcrest)
Meeting Time: Tuesdays and Thursdays; 12:15 - 2:20 p.m. (includes University class and Theory-Into-Practice observation and participation)
Meeting Place: WTHR 360 (1/8, 1/10 and 3/26 and 3/28). Hillcrest Elementary School, Delphi School Corporation, Delphi, IN (from 1/15)
HomePagehttp://www.edci.purdue.edu/vanfossen/361/361page.html Required Reading Parker, W. (2000). Social studies in elementary education (11th Edition). Upper Saddle River, NJ: Merrill/Prentice Hall, Inc.
Readings packet (EDCI 361: Social Studies in the Elementary School) available at CopyMat in Chauncey Hill Mall.
Block III Theory Into Practice Materials. Included as part of the EDCI 362 Coursepack at CopyMat.
Freedman, R. (1980). Immigrant Kids. New York, NY: Puffin Books. (Available at Von’s)
Hesse, K. (1992). Letters from Rifka. New York, NY: Puffin Books. (Available at Von’s)
Bartone, E. (1997). (Lewin, T., illus.). Peppe the Lamplighter. Mulberry Books (Available at Von’s)
A teacher affects eternity; one can never tell where the influence stops.
--Henry Brooks, Historian, 1905
This course provides students with an overview of the field of social studies, of selected issues in the field, and of best practice strategies for teaching social studies to young children. Encourages participants to reflect on what social studies knowledge, skills and dispositions are most important? How do students learn these most effectively? Given answers to these, how can we best teach social studies? Includes a field-based experiential component. EDCI 361 is taken concurrently with EDCI 362: Literacy in the Elementary School, I, and includes a required, field-based, Theory-Into-Practice component in elementary classrooms.
Rationale for the Course
American public education was developed, in part, to prepare future generations of Americans to take their place as active, thoughtful democratic citizens. Every widely held rationale for social studies education highlights the important role of the social studies in the preparation of these democratic citizens (Barr, Barth and Shermis, 1977; Engle and Ochoa, 1988; Parker and Jarilomek, 1997). Indeed, the National Council for the Social Studies (1994) has defined the primary purpose of the field as helping "young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (p. 3).
Central to this mission of citizenship education is the development in young students of what Parker and Jarilomek (1997) called "civic efficacy" or "the readiness and willingness to assume citizenship responsibilities (p. 11)." What then should 'good' democratic citizens be able to do? What do democratic citizens need to know? What dispositions or values should 'good' democratic citizens possess? Engle and Ochoa (1988) argued that, because of the decision-making inherent in democratic societies, successful citizens also need to possess certain intellectual and political skills. This course will examine the nature of democratic citizenship, how the social studies curriculum fosters this citizenship and will introduce 'best practice' strategies for teaching social studies.
In spite of the important mission that the social studies possess, it often goes untaught, or "undertaught" in elementary schools. For example, Goodlad (1984) found that elementary school teachers spent an average of less that 20 minutes per day (about 1.5 hours per week) teaching social studies!
Because the development of future democratic citizens is so critical to our democratic, civil society, the aim of this course is help preservice teachers begin to see how to achieve the broader goals of citizenship education outlined above in their own students. It is likely that new elementary teachers in Indiana will be expected to demonstrate that they are meeting the goals of social studies education (i.e., developing competent democratic citizens). In fact, recent legislation (Public Law 221) will make social studies part of the ISTEP+ state test beginning with 5th grade in 2003. Eventually, social studies will be tested at grades 3, 4, 5, 6, 7, 8, and 9 Thus, the overarching organizing principle of the course is to expose students to a wide range of approaches for developing social studies knowledge, skills and dispositions in elementary students, hopefully ensuring--through democratic citizenship education--the continuation of our democratic traditions and culture.
I touch the future….I teach.
--Christa McAuliffe, Teacher/Astronaut, 1986
Connection to Other Courses in Block III:
EDCI 361 is part of Block III of the new Elementary Teacher Education Program. EDCI 361 shares the block with EDCI 362: Literacy in the Elementary School I and you are part of the same cohort of students in both courses. In addition, EDCI 361 and EDCI 362 are connected through common and linked expectations and assignments for the Theory Into Practice (TIP) component of the course with the TIP in EDCI 362 (e.g., informal and formal observations of preservice teachers’ pedagogy; formal lesson plans/reflection papers, reflection journal, outlined later in this document). Finally, these courses share a commitment to developing reflective practitioners who seek to foster children’s intellectual, social, and emotional development.
EDCI 361 Learning Goals: EDCI 361 will seek:
1. To provide pre-service social studies teachers with opportunities to develop awareness of their role as democratic citizens; to help pre-service teachers develop their own definition of democratic citizenship and corresponding rationale for teaching social studies; and to help pre-service teachers identify curricular opportunities to foster civic efficacy in their students. [Interstate New Teacher Assessment and Support Consortium (INTASC) Principles 1 and 4]
2. To help pre-service social studies teachers understand the various disciplines that comprise the social studies and the content knowledge that stems from these disciplines; and to help pre-service teachers identify the various ways in which these disciplines view the world. (INTASC Principles 1, 7)
3. To provide pre-service social studies teachers with opportunities to experience sound pedagogical techniques, grounded in the disciplines of the social studies, for facilitating the development of civic efficacy in their students, including the development of decision-making skills and the adoption of democratic dispositions. (INTASC 4, 7)
4. To increase pre-service social studies teachers' knowledge and understanding of the ways in which elementary students experience the civic world, both within and outside of school, in a democratic society and of ways in which elementary students can participate in the larger civic society (e.g., service learning, community projects) (INTASC 2, 5, 9, 10)
5. To increase pre-service social studies teachers' knowledge of state and national curriculum documents in social studies and to help pre-service teachers employ these documents in the development of sound instructional plans. (INTASC 1)
6. To help pre-service social studies teachers gain experience in sound instructional strategies such as: discrepant event inquiry, integration of children's literature in the social studies, concept attainment, multicultural education and the use of current events in social studies instruction. (INTASC 4, 6, 7)
To help pre-service social studies teachers develop skills needed to review various instructional materials for validity and appropriate pedagogy including social studies textbooks, World Wide Web sites and computer-based technologies. (INTASC 6)
Course Requirements and Assignments: 1. UniversityClassroom Participation(75 pts.). Informed, relevant participation is expected by all students. The success of this course depends in large part on the amount of sharing, dialogue, and debate that goes on among all of us. Part of any educational experience, and particularly one aimed at professional socialization, involves building a community of active, engaged, reflective participants. To this end, all of you are asked to become full members of our classroom community from the beginning. This means that you will come to each class having done all assigned readings, that you will be prepared to engage in classroom discussions and activities, and that you have prepared responses/questions about concepts and issues you found difficult to understand or simply wish to discuss further (you can find the Classroom Participation Rubric at the 361 HomePage under the "Classroom Participation" link in "Assignments"). Additionally, you are expected to be prepared for the daily Theory Into Practice (TIP) experiences and activities mentor teachers ask you to participate in. You will also maintain a reflection log associated with the TIP. Clearly, attendance is critical for your success in the class and TIP. If you do not attend class, you cannot complete the requirements for the TIP. Thus, a very strict attendance policy has been instituted. It is as follows: You are expected to attend every class and be on time for class. You will be allowed one absence for illness. You will lose 10 points for each subsequent absence (illness, etc.). You will lose 5 points if you are tardy for class.
It is important to note that I view education as a profession, with a professional body of knowledge. In this course you will be introduced to that body of knowledge for the social studies. This course will help you develop the tools necessary to become a successful social studies teacher at the elementary level. Please approach the course with this attitude. Always think like an educator. Ask yourself "how is what we're doing in this class beneficial to my future students?" Always act like an educator. Successful educators go beyond the basic requirements of any task.
This course is intended to provide a number of interactive opportunities, all of which depend upon your informed (e.g., doing the assigned reading) and active (e.g., contributing to class discussions) participation. I would suggest using the Classroom Participation Rubric to guide your participation--if you can answer "yes" to the questions on the rubric, you'll score well in this portion of the course (you can find this rubric at the 361 HomePage under the "Classroom Participation" link in "Assignments").
2. "Good Citizen" Essay (50 pts.) This assignment will be due the second class meeting. You will be asked to write a short (3 pages maximum) essay outlining what you believe are the most important characteristics of "good" democratic citizens. That is, in order for democracies to work, what must the citizens of those democracies know, be able to do and believe? We will be using "citizenship education" as the focal point of this course and so this assignment serves as a starting point for that discussion. See the 361 HomePage for more details.
3. Current Event Team (CETs) Presentations(50 pts.) You will be randomly assigned to a "Current Event Team." Each team will be responsible for presenting a brief (6-8 minute) summary of an appropriate local, state, national or international news item that might be used to teach social studies at the elementary level. Team reports should briefly summarize the current event, provide some "teacher" background information (what else do we need to know?), and indicate how this current event can be used to teach one or more of the proficiencies outlined in the Indiana Social Studies Standards or how this current event might help facilitate citizenship education. Teams should also present at least one lesson "idea" that this news item might be used to develop. Teams may use newspapers, current newsmagazines or the Internet as sources.
4. Social StudiesReflective Paper (100 pts.) You will write a reflective paper that will be a hypothetical response to a school corporation that is considering doing away with the social studies. Thus, you'll use a theme like: “Why Teaching Social Studies in the Elementary School is Essential.” The paper is not to exceed 5 pages. A detailed assignment sheet and rubric for this assignment will be posted on the EDCI 361 WebPage. 5. Social Studies Literature Circle Write-ups (50 pts.). This assignment seeks to introduce you to literature circle use in social studies by having you participate in one yourself. You will be assigned to a literature circle with 3-4 other members (4-5 total) that will read a literature set (one chapter book, one piece of children's literature and one resource/fact book) on "immigration." For approximately two weeks, we will begin our class meetings with 15-20 minutes of literature circle time. For one week, half the group will be responsible for leading the circle, for the second week the other half will lead the circle. Leading the circle requires that you decide on 'stop and respond' points you want the group to discuss, activities you want to share with the group and extension activities that might be appropriate for this literature set. Each student will produce a write-up of their participation in the literature circle including the activities you developed when you led the circle, your responses to the literature used and what you learned in the process. You will earn points for your preparation to lead, and your level of involvement in, the circle time as well as your write-up. 6. Integrated Literature Unit(200 points). With one or two colleagues, you will develop an integrated, social studies topic-driven, literature unit for children at a particular grade level. Your team will develop a complete set of learning experiences and materials for conducting a two‑week or three‑week integrated thematic unit that could be used in an elementary school classroom. Students may choose the teammate with whom they will be working, but assessment for this project will be shared equally. That is, one grade will be given for the team project. Choose your partner carefully. More information on this assignment with be forthcoming and a more detailed overview of this assignment will located at the 361 WebPage.
Note: The Integrated Literature Unit project is challenging and labor intensive. You are encouraged to get started on it early, to share ideas with each other, and to discuss your ideas with your instructor and your Mentor Teacher.
7. Integrated Literature Unit Overview Presentations (50 pts.)Each Unit Plan Team will develop and share a presentation of their Integrated Literature Unit. A schedule of presentations will be made shortly after all groups have chosen a topic. These presentations will be approximately 15 minutes in duration and should provide an overview of your Integrated Literature Unit and an introduction to two (2) of the lesson plans in your presentation. Your Team is not expected to completely 'teach' both lessons, but you must demonstrate at least one activity from each lesson plan. You will also develop a one-page handout with an outline of the Integrated Literature Unit and of key literature used. As with the Unit Plan assignment, each presenter will be given the same grade. Keep this in mind when dividing up the presentation. Dates for team presentations will be posted on the EDCI 361 WebPage.
8. Theory into Practice (TIP) Component(300 total pts.). The TIP component of EDCI 361 is the application component of the course and has been designed to allow teams of 2-3 you, the Purdue Teacher (at Hillcrest all Purdue University students will be called 'Purdue Teachers') to work in a variety of elementary classrooms. For the EDCI 361 TIP, you will work in either a primary (grades K-2) classroom or an intermediate classroom (grades 3-5) for the first half of the semester (or vice versa) and then rotate during the second half of the semester. Purdue Teachers participation in the TIP for both EDCI 361 and EDCI 362 will be assessed as follows:
TIP Journal (100 pts.). (Note: Purdue Teachers must meet minimum expectations to earn full points). Purdue Teachers will write an entry in the TIP Journal after each day in the classroom describing what took place and reflecting on what students learned about and about their own teaching (See the Block III Theory Into Practice Materials packet for the journal sheets). Journals will be reviewed at least twice per Rotation. In addition, please bring your TIP Journal to class each day as we will often read and discuss your entries.
Social Studies Lesson (1) and Integrated Lesson (1) Plans(100 pts.) With the guidance of their Mentor Teacher, each TIP team of Purdue Teachers will develop and teach a social studies lesson during Rotations 1 (worth 50 pts.) and an integrated (literacy and social studies) lesson during Rotation 2 (50 pts.). Before they teach the lesson, Purdue Teachers will design and write a lesson plan (using the guidelines presented in EDCI 361 and EDCI 362) that will be reviewed by both their Hillsdale Mentor Teacher and their Purdue Instructor. After they teach the lesson, each Purdue Teacher will analyze and reflect upon the lesson and their teaching to determine strengths, weaknesses, and potential changes. Each Purdue Teacher will then write a reflective paper that focuses on: (1) the integrity (or not) of the plan, (2) the effectiveness (or not) of their teaching, (3) whether the learning outcomes met the goals (and what evidence you have for this), and (4) what they would do differently next time. These lesson reflections will be due with the lesson plans. See the “Lesson Planning Guidelines” description in the Block III TIP Packet for more details on these lessons and the reflection.
Mentor Teacher TIP Assessment (100 pts.). Each Mentor Teacher will complete a mid-point and final assessment (See the Block III Theory Into Practice Materials packet for these forms) of each Purdue Teacher for each Rotation. Purdue Teachers will be evaluated each Rotation across five categories using a 5-point scale. Each Purdue Teacher’s score (out of 50) will be based on each Rotation’s final Mentor Teacher assessment. Purdue Teachers are responsible for giving evaluations to Mentor Teachers
9. Miscellaneous Assignments(100 pts.) Occasionally, we will begin the class with a 'quick-write' over the assigned readings where you will be asked to respond to several questions, which, if you've done the readings, should be quite easy to complete. We will also have several other minor assignments that will be assessed over the course of the semester including an in-class analysis of a social studies textbook and one or two Internet-based assignments. More information on these assignments will be provided and the semester develops.
All written assignments are to be in APA format,
(see or for help), typed, and are due at the beginning of class on the designated day. If an assignment is turned in late, 5% of the points allocated to the task will be deducted for each “late day.” Assignments will not be accepted if they are over one week late. This policy will apply to all students, even those absent from class. If problems arise, contact me immediately! I am much more flexible before the deadline than after it! If you experience difficulties with any of your obligations, take the responsibility to talk to me. Feel free to come to the office and/or call me there or to e-mail me at any time. Unless you take the responsibility to raise questions/concerns about an assignment, I assume that you understand what is expected of you. Finally, because clear writing is an important professional/educational component, errors in spelling/grammar/punctuation will be noted. Don’t needlessly lose credit!
Schedule of Topics, Readings, and Assignments: WEEK 1 Meet On-Campus in WTHR 360 Meet On-Campus in WTHR 360
Tuesday, January 8
Thursday, January 10
Course Introduction: assignments, etc.
What is social studies?
What is social studies? (con’t.)
Citizenship education defined
Core values of democracy
Parker, Ch. 1
Engle & Ochoa: "The Citizen We Need in a Democracy" (CP)
Indiana Clearinghouse for Citizenship and Character Education: "Good Citizenship Instruction" (CP)