Download ten thematic strands in social studies

TITLE: MID 373 Laboratory in Teaching Social Studies: Middle School (2)
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CATALOG DESCRIPTION: A concentrated laboratory experience for upper
division students seeking middle school certification with a teaching field in
social studies. Includes directed and supervised teaching experiences with
middle school students in area schools. Prerequisites: EDU 303 and MID 270.
PURPOSE: The behaviors indicated below are understood to be reflective of,
but not limited to, those behaviors advocated by the Kentucky Reform Act
guidelines. Following each objective are numbers that reference the Kentucky
New Teacher Standards (NTS).
As a result of participation in this course, students will:
Be aware of the six social sciences that make up social studies (anthropology,
economics, history, geography, political science/civics, and sociology). NTS I
Be aware of the skills of a citizen actor. NTS VI
Discover how the social sciences can be integrated for instruction. NTS I, II
Be aware of the steps in teaching social studies as a decision-making process.
NTS III,VIII
Be aware of the national and Kentucky state curriculum standards for social
studies instruction. NTS VIII
Recognize that critical thinking skills need to be taught as part of social
studies and interdisciplinary instruction. NTS I
Understand the relationship of language arts and social studies in
interdisciplinary instruction. NTS II
Be able to generate language arts activities based on social studies and
language arts learning goals. NTS I, II
Understand the difference between assessment and evaluation in social studies
and their close connection with objectives. NTS IV
Be able to explain different assessment models. NTS IV
Be able to construct a variety of assessment tools for social studies. NTS IV
Become familiar with middle school social studies content. NTS VIII
Refine lower- through higher- level thinking skills as depicted in Bloom’s
taxonomy. NTS I, III
Be able to apply brain research findings as part of strategic instruction in
social studies. NTS III
Recognize the need for teaching history as perspective taking. NTS III, VI,
VIII
Understand how the literary genres of historical fiction, nonfiction, and
biography can build students’ historical and geographical knowledge and
understanding. NTS VIII
Understand how recently published biographies present history in a realistic
and entertaining way. NTS VI, VIII
Understand how response journals can be used with historical fiction to help
students better understand historical events. NTS VIII
Be able to develop thematic units for social studies. NTS I, VIII
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Prepare and teach a KTTP lesson plan focused on a social studies theme
during a practicum. NTS III
Understand the geography for life standards. NTS VIII
Demonstrate competency in applying the six essential elements of geography.
NTS III, VIII
Be able to utilize children’s literature in the teaching of geography. NTS VIII
Be able to incorporate Internet sites throughout the world in the teaching of
geography. NTS IX
Understand how to create a democratic classroom. NTS I, III
Appreciate and understand the role of the citizen in a democratic society. NTS
VI
Comprehend the role of civic life, politics, and government. NTS VIII
Be able to apply critical thinking skills in teaching civic education. NTS III
Understand brain research as it relates to character education. NTS III
Appreciate the need to teach about human rights for all citizens. NTS VI
Understand that economics is based on the concept of scarcity. NTS VIII
Understand that students need to develop decision making in order to become
good consumers. NTS VIII
Be able to incorporate literature in the teaching of economics. NTS III, VIII
Understand the role of drama in social studies instruction. NTS VIII
Discover the role of drama and diversity. NTS III, VIII
Be able to develop dramatic activities as part of social studies. NTS I
Become familiar with sources and ideas for drama based on the thematic
strands of the social studies curriculum. NTS VII, VIII
Appreciate the need to integrate the arts and social studies instruction.
NTS III, VIII
Apply art activities to the teaching of social studies. NTS III
Collaborate with classmates to achieve common goals in social studies
projects. NTS VI
Reflect on what has been learned after attempting course projects and write
plans for refinement. NTS V
Kentucky New Teacher Standards for Preparation and Certification
This social studies methods course will specifically focus on Kentucky New Teacher
Standard VIII. The other standards relate to particular course objectives and performance
criteria given below.
***NEW TEACHER STANDARD VIII: KNOWLEDGE OF CONTENT
The teacher demonstrates a current and sufficient academic knowledge of certified
content areas to develop student knowledge and performance in those areas.
PERFORMANCE CRITERIA:
The extent to which the teacher:
1.Accurately communicates the skills and core concepts related to certified academic
areas.
2.Effectively applies the methods of inquiry related to the certified academic areas.
3.Incorporates a multicultural/global perspective in content presentations.
4.Utilizes technology related to the certified academic areas.
5.Connects knowledge of the certified academic areas to real life situations.
New Teacher Standard I
Designs/Plans Instruction
Standard Statement I: The teacher designs/plans instruction and learning climates that
develop student abilities to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
New Teacher Standard II
Creates/Maintains Learning Climates
Standard Statement II: The teacher creates a learning climate that supports the
development of student abilities to use communication skills, apply core concepts,
become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
New Teacher Standard III
Implements/Manages Instruction
Standard Statement III: The teacher introduces/implements/manages instruction that
develops student abilities to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
New Teacher Standard IV
Assesses and Communicates Learning Results
Standard Statement IV: The teacher assesses learning and communicates results to
students and others with respect to student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members,
think and solve problems, and integrate knowledge.
New Teacher Standard V
Reflects/Evaluates Teaching/Learning
Standard Statement V: The teacher reflects on and evaluates specific teaching/learning
situations and/or programs.
New Teacher Standard VI
Collaborates with Colleagues/Parents/Others
Standard Statement VI: The teacher collaborates with colleagues, parents, and other
agencies to design, implement, and support learning programs that develop student
abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate
knowledge.
New Teacher Standard VII
Engages in Professional Development
Standard Statement VII: The teacher evaluates his/her overall performance with respect
to modeling and teaching Kentucky’s learning goals, refines the skills and processes
necessary, and implements a professional development plan.
New Teacher Standard VIII
Knowledge of Content
Standard Statement VIII: The teacher demonstrates a current and sufficient academic
knowledge of certified content areas to develop student knowledge and performance in
those areas.
New Teacher Standard IX.
Implementation of Technology
Standard Statement IX: The teacher uses technology to support instruction; access and
manipulate data; enhance professional growth and productivity; communicate and
collaborate with colleagues, data; enhance professional growth and productivity;
communicate and collaborate with colleagues, parents, and the community; and conduct
research.
The most important standard from the Interstate New Teacher Assessment and Support
Consortium (INTASC) that relates to your course is:
Principle #1: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
TEN THEMATIC STRANDS IN SOCIAL STUDIES
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level and to guide learners in
developmentally appropriate experiences for the study of these ten social studies standard
themes which have been agreed upon by National Council for the Social Studies (NCSS):
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environment
IV. Individual Development and Identity
V. Individuals, Groups, and Institutions
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
IX. Global Connections
X. Civic Ideals and Practices
The NCSS social studies standards should:
1. serve as a framework for K-12 social studies program design through the use of ten
thematic strands;
2. serve as a guide for curriculum decisions by providing performance expectations
regarding knowledge, processes, and attitudes essential for all students; and
3. provide examples of classroom practice to guide teachers in designing instruction to
help students meet performance expectations.
As a result of this course, you will be able to:
a. decide what social studies knowledge, processes, and attitudes are essential for your
future students.
b. understand why teaching social studies is essential.
c. determine what aspects of social studies to include in the curriculum.
d. learn how to teach social studies well to students from diverse backgrounds.
e. refine your skills in how to assess whether or not students are able to apply what they
have learned during social studies instruction.
KENTUCKY’S LEARNING SUBGOALS
GOAL 2 Students shall develop their abilities to apply core concepts and principles from
mathematics, the sciences, the arts, the humanities, social studies, practical living studies,
and vocational studies to what they will encounter throughout their lives.
SOCIAL STUDIES
2.14 Students understand the democratic principles of justice, equality,
responsibility, and freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze
issues that relate to the rights and responsibilities of citizens in a
democracy.
2.16 Students observe, analyze, and interpret human behaviors, social
groupings, and institutions to better understand people and the
relationships among individuals and among groups.
2.17 Students interact effectively and work cooperatively with the many ethnic
cultural groups of our nation and world.
2.18 Students understand economic principles and are able to make economic
decisions that have consequences in daily living.
2.19 Students recognize and understand the relationship between people and
geography and apply their knowledge in real-life situations.
2.20 Students understand, analyze, and interpret historical events, conditions,
trends, and issues to develop historical perspective.
1.21 (Incorporated into 2.16)
III. MAJOR COURSE FOCUS QUESTIONS
a. What does it mean to teach young people social studies so that they learn about
citizenship, civic efficacy, and social interaction in the 21st century?
b. What content themes are essential to the curriculum at every level (early, middle, and
high school) because they address societal expectations and the needs of young future
citizens?
c. Which disciplines and fields make up the social studies and which other disciplines and
fields are natural allies of social studies?
d. What are the student performance expectations at early or middle school level for
knowledge, skills, and attitudes?
e. How can learning opportunities be structured at each school level to help students
meet social studies performance expectations?
f. How might performance expectations be assessed to show that students have
constructed an understanding that allows them to demonstrate and apply what they have
learned?
IV. DEFINITION
According to the National Council for the Social Studies (NCSS), social studies
education can be defined as follows:
Social studies is the integrated study of the social sciences and humanities to promote
civic competence. 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.
V. QUESTIONS I WILL ASK YOU IN ASSESSING YOUR COMPETENCE TO
TEACH SOCIAL STUDIES
a. What demonstrates that you know about the teaching of social studies which will lead
me to recommend to the state of Kentucky that you be licensed to teach middle social
studies?
b. What skills do you have that demonstrate your ability to teach social studies at the
middle level?
c. What dispositions (attitudes, beliefs, and values) do you hold in your teaching
philosophy that demonstrate your competence in dealing with socially sensitive issues
with our society’s young people?
In teacher education today we continually seek high standards of knowledge,
dispositions, and performance in our students (our teachers-to-be!). That is why every
course you go to in teacher education now “hits” you with lists of standards. Social
studies methods are no different. In this course, you will be measured by universal
standards that have been agreed upon by the state of Kentucky for new teachers
(KEPSB), by INTASC (Interstate New Teacher Assessment and Support Consortium, by
NCSS (National Council for the Social Studies), and by KDE (Kentucky Dept. of
Education). Additionally, you will be measured on your demonstration of subject matter
competency, teaching technique/execution, and overall growth during this methods
course.
VI. CONTENT OUTLINE/ COURSE ACTIVITIES
See separate section “Schedule for Spring 2001” at end of this syllabus.
VII. INSTRUCTIONAL ACTIVITIES:
Instructional methods will be a mixture of instructor presentation, group discussion and
problem solving, collaborative group work, field experiences, independent readings and
both group and independent assignments. The model of the reflective decision-maker as
the foundation for teacher development, including learning techniques for reflection, selfassessment, and self-improvement will be emphasized in all aspects of the course and
assignments.
VIII. FIELD AND CLINICAL EXPERIENCES:
Students will participate in a minimum of twelve visits to a middle school to teach
lessons. During those visits, the instructor will observe and evaluate the student’s
teaching.
IX. GRADING PROCEDURES:
Assignments and Points:
1. Chapter Study Guides (7 SGs x 5 pts.) ......................................................................................35
2. Chapter Infotext Group Assignments (7 x 5). ............................................................................35
3. KTTP Lesson Plans (3 x 100) ..................................................................................................300
4. Lesson Plan Assessment Assignment ......................................................................................100
5. Technology Website Assignment ..............................................................................................50
6. Midterm Exam .........................................................................................................................100
7. Practicum Reflection, Impact and Refinement (14 x 10) ........................................................140
8. Attendance in Class Experiences (14 entries x 10 pts.) ...........................................................140
9. Electronic Portfolio ..................................................................................................................100
TOTAL.....................................................................................................................................1000
Grading Scale:
1000-900
899-800
799-700
699-600
599-below
A
B
C
D
E
X. FLAG SYSTEM/CONTINUOUS ASSESSMENT
Student progress, throughout the teacher preparation program, is continuously assessed.
Appropriate professional characteristics and demeanors, in addition to academic
achievement, are assessed. Positive and negative flags are submitted by faculty to T.E.S.
and then presented to admissions committees. Negative flags are carefully reviewed to
make a determination as to whether a student should be denied admission OR if a
professional development plan will be designed for the student’s progress towards
program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF
ADMISSION TO TEACHER EDUCATION and/or STUDENT TEACHING, or
REVERSAL OF ADMITTED STATUS.
XI. ATTENDANCE POLICY:
This course adheres to the policy published in the Murray State University Undergraduate
Bulletin.
XII. ACADEMIC HONESTY POLICY:
(adopted by Board of Regents, February 14, 1975)
Cheating, plagiarism (submitting another person’s material as one’s own), or doing work
for another person which will receive academic credit are all impermissible. This
includes the use of unauthorized books, notebooks, or other sources in order to secure or
give help during an examination, the unauthorized copying of examinations, assignments,
reports, term papers or the presentation of unacknowledged material as if it were the
student’s own work. Disciplinary action may be taken beyond the academic discipline
administered by the faculty member who teaches the course in which the cheating took
place
XIII. TEXT AND REFERENCES:
Farris, P.J. (2001). Elementary and Middle School Social Studies: An Interdisciplinary
Instructional Approach. Boston: McGraw-Hill.
BLOOM’S TAXONOMY WEBSITES
http://www.stedwards.edu/cte/bwheel.htm
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Here are some additional helpful websites for unit planning:
On Assessment: http://www.aahe.org/assessment/principl.htm
On Classroom Planning: http://valdosta.peachnet.edu/~whuitt/psy702/plan/plan.html
NCSS WEBSITE
http://www.ncss.org
XIV. PREREQUISITES: EDU 303 and MID 270