SUNY COLLEGE AT OSWEGO

DEPARTMENT: C & I

CURRICULAR FOUNDATIONS

SOCIAL STUDIES IN THE ELEMENTARY SCHOOL

CED 350 SYLLABI

INSTUCTOR: Carolyn McKeever
109A Swetman Hall

Course Description: This course provides prospective elementary school teachers with mastery of essential knowledge, skills, attitudes, and values for social studies to organize and offer integrated instruction in elementary grades. This course also conforms to the New York State Education Department.

Learning Standards for Social Studies is required of prospective elementary school teachers seeking the Initial Teaching Certificate. Its main purpose is to equip the prospective elementary school teachers with tools for teaching social studies. This particularly requires an understanding of important content knowledge and skills, an understanding of teaching (best ways of helping children learn important knowledge, skills, attitudes, and values) and an understanding of the critical role of social studies in the school curriculum. National Council for the Social Studies (NCSS) curriculum standards will be examined.

Course objectives: As a result of taking this course will be able to:

Address persistent issues that stem from diversity (AUTHENTIC LEARNING, COLLABORATION AND LEADERSHIP, PRACTICE, SOCIAL JUSTICE, and KNOWLEDGE.
Effectively evaluate resources, materials, and curriculum that will be valuable in two contexts- early childhood and elementary school social studies, based on the conceptual framework of SUNY Oswego School of Education (AUTHENTIC LEARNING, SOCIAL JUSTICE, REFLECTION, KNOWLEDGE and PRACTICE).
Demonstrate an understanding of the New York State Learning Standards for Elementary School Social Studies in combination with the National Council for the Social Studies Curriculum Standards.
Design and match effective activities with the content and sequence in teaching elementary social studies.

Identify, investigate, plan, implement, and assess various teaching strategies in elementary school social studies and demonstrate with examples an evaluation of how these strategies work (AUTHENTIC LEARNING, PRACTICE and REFLECTION).

Demonstrate the ability to select resources and materials useful in planning content and learning experiences appropriate from early childhood to elementary school development levels (KNOWLEDGE).
Use various authentic strategies to assess students’ progress in content knowledge, process skills, and values.

Demonstrate the ability to understand the sources of and the integrated interdisciplinary nature of social studies, and the role it plays in day-to-day life.

Overview: Although it is often described as a methods course, it is more than a collection of teaching techniques. To be sure its’ main purpose is to equip pre-service teaches with tools to teach social studies, but this course entails more than techniques. It requires that you work to construct initial ideas of social studies teaching that include an understanding of content selection (e.g. How do I know which knowledge and skill are the most important?), an understanding of teaching (e.g. Which ways of teaching best help children learn important knowledge, skill, attitudes and values?), and an understanding of the critical role of social studies education in the school curriculum (e.g. Can Social Studies serve as the integrating core?) At the conclusion of the course you should have a good grasp of the elementary school social studies curriculum and be ready for your first attempt at planning and implementing a challenging and exciting social studies program a classroom.

Ten themes pervade this course. Their implications for the successful teaching of elementary school social studies are far reaching. They are:

1. The importance of educating children for democracy, i.e. to hold “the office of citizen” in a society organized under and striving to realize democratic ideals.

2. The diversity of human societies, especially of life in the United States and of the classrooms in which we teach.

3. A sensitivity to individual differences among learners combined with high expectations for all children.

4. The extraordinary importance of helping children develop historical, geographic, civic knowledge and skills.

5. The reality of the world as a global village, and the need to develop knowledge of world history and cultural geography.

6. The importance of integrating the reading and writing curriculum with the social studies curriculum.

7. The idea that the learners themselves must construct understandings, over time, and that the teacher should provide skillful guidance.

8. The importance of using learning activities to help children achieve essential social studies goals, rather than letting activities become ends in themselves

9. The need to match teaching strategies, especially concept formation and inquiry, to subject matter.

10. The moral obligation of teachers to socialize children into democratic life.

Required TexTbooks:

Duplass, James (2004) Teaching Social Studies: What Every Teacher Should Know. Houghton Mifflin.

REQUIRED PACKETS:

CED Social Studies Guide by Professor McKeever

PROFESSIONAL ASSOCIATIONS

The National Council for the Social Studies (NCSS) is the largest and most important national professional organization concerned with social studies education. The state and regional councils are affiliates of the National Council. The National Council for Geographic Education, the Center for Civic Education, and the National Council for History Education also promote improved teaching of social studies. Membership information can be found in the Sampler, as well as an application. It is recommended that you subscribe to this organization.

CED 350 Teaching Social Studies

Professor Carolyn McKeever

SUNY Oswego School of Education

Curriculum and Instruction Department

109A Swetman Hall

mckeever@oswego.edu

315-312-2644 (office phone)

Office Hours

Sections 800-810-830

Tuesday – 4pm – 5pm

Thursdays – 4pm – 5pm

and by appointments

If any student has a disabling condition that may interfere with the ability to complete this course successfully, please contact the Disability Services Office (211 Swetman Hall) 315-312-3358 or speak with me at your earliest convenience, so that I may offer assistance as needed.

Course Requirements:

1. Accountability for Chapter Readings

a) Pop Quizzes

b) Graphic Organizer

c) Learner Manual checklist

2. Class Activities/Participation/Collaboration

a) Expect to participate in a variety of activities which may include discussions, group work, cooperative learning, presentations and other learner-centered activities.

b) Collaboration in teaching is highly expected. Interpersonal skills are necessary in the teaching field. Collaboration presentations will be expected and graded.

c) Social Studies curriculum involves reading in the context area, not only with manuals, but trade books. Presentations will be given in both of the above areas.

(collaborating)

3. Lesson Presentations

Various techniques will be used where group work will be involved in presenting materials to your colleagues. Example, chapter reviews, teaching manuals, trade books, hands-on materials etc.

4. Internet Searches.

Technology has increasingly permeated our lives and as educators we should seek out available material and resources to support effective and culturally relevant classroom teaching practices, New York State standards and benchmarks.

5. Library Resources

As Social Studies teachers, resources in all areas will be needed. A formal introduction and analysis of materials available in Penfield Library will given.

You will be expected to use these materials in your presentations.

6. Local History

The New York State standards are reflecting the need for students to know what is in their community and relate it to national events. Therefore, you will be expected to visit and record historical events in a local community.

7. Biographies

Famous people in history have made our world and these forefathers should be known by our students. It will be expected that research using the internet and library will be presented and incorporated into a classroom setting.

8.Practicum

Practicum is a vital part of the Social Studies program. You will expected to visit a classroom weekly, record important data and reflect your observations.

9. History

Not only is our history important in Social Studies, but current events which are becoming history is a prime aspect of the program. Current events and technologies will be discussed and you will be expected to respond by developing a research center with your colleagues in this area.

10. Social Studies Mini-Unit

Social Studies mini-unit individually created will be expected as a final project. There will be ongoing teaching presentations and modeling by the professor throughout the semester to enhance your knowledge and behavior management to achieve this goal.

11. Attendance

You are expected to attend all classes. Attendance will be recorded at each class meeting. Please notify me in advance if you know you will be unable to attend. Late arrivals and early departures will also be recorded. T for tardiness will be recorded in my book. This could result in an absence if disruption of the class continues. Absences will affect your final grade according to the final scale.