SSE 4150: Social Studies - Elementary and Middle School
Fall 2003 Combined Courses Outline
This outline is for all social studies methods courses taught by Dr. Robert Kizlik in the Fall Semester 2003. Please refer to the day for which you are registered under the heading Due Dates to find the dates that assignments are due and tests are given.
Instructor: Dr. Robert Kizlik Office: ED 346
Phone: 297-3993 e-mail:
kizlik@fau.edu***STOP!!! Carefully read the following statement about prerequisites!!! ***
Prerequisites:
In order to take this course, you MUST have taken and passed with a grade of "C" or better all of the following courses as described in the current FAU Undergraduate Catalog:
TSL 4080: Introduction to TSOL
LAE 4353: Language Arts in Elementary and Middle School
EDF 3610: Education in a Multicultural SocietyIf you do not have the preceding prerequisite courses, you may not take this course. If you have taken these courses, please bring a copy of your transcript or grade report to the next class meeting so that this information can be verified. If you do not have the required prerequisites, you must drop this class. Students who lack the required prerequisites but remain in the class will be subject to administrative withdrawal.
Course Text: NONE
Overview
This course is a part of the core of methods courses required in the bachelors degree program in elementary education. The purpose of this course is twofold: (1) to meet certification requirements of the Florida Department of Education, and (2) to develop your abilities relating to curriculum, thinking skills, and instructional methodology in social studies at the elementary and middle school levels.
The instructional format employed in this course is primarily lecture-discussion. However, this format is not to be construed to mean that you will not be required to do outside readings, research, projects and reports.
A major focus of this course will be thinking skills. As you will come to realize and appreciate, unless we as teachers can foster thinking skills in our students, they will not be prepared to function or compete effectively in the 21st century.
The textbook required in this course is to be used as a primary resource, but bear in mind that other resources are also available. To teach social studies at the elementary and middle school levels, it is extremely important to have a comprehensive store of information that includes content in such diverse areas as history, geography, civics, sociology, government, anthropology, economics, and human development. These areas compose the "meat" or content of the curriculum that you will deliver to students via instruction.
Consequently, considerable attention in class will be paid to the content appropriate for social studies at the elementary and middle school levels. There is a maxim in education that goes like this, "...you can't teach that which you do not know."
The class will also focus attention on classroom management, management of student behavior, and ESOL strategies. You will be given specific information on these areas.
If you feel somewhat weak in social studies content, you will have ample opportunity to learn concepts in this area. In learning these new concepts, you will have the opportunity to make new connections between items of content that have important implications for student motivation and interest. The goal of this class is to make your experience and participation meaningful and a reference when you begin teaching.
Thinking skills are valued in this class -- so be prepared to THINK!
Course Objectives
On any written assignments that you produce, spelling, grammar, punctuation and following directions will count 25% of the value of the assignment. The other 75% will be based on the content.
The following activities and assignments are not in the order they are due. See the schedule for due dates. All assignments are due on the dates indicated. Assignments turned in late will be penalized at the rate of 10% of the value of the assignments for each day past the due date.
Upon completion of this class, it is intended that you have the ability to, or actually did:
1. develop a lesson plan that integrates content from at least two social studies areas with thinking skills appropriate at the elementary and middle school levels.
2. pass a test on subject matter content relating to social studies appropriate at the elementary and middle school levels.
3. participate, with one or two other students, in role-playing exercise called Cylons, in which you are aliens who land on Earth at a specific location and time in history. You will make a sub-space report to the class on what you discover.
4. complete a "content-link" exercise. This assignment will require you to create a story that uses eight seemingly disparate terms and tell it to the class.
5. take a three part final examination based on handouts, presentations and a special reading given at the time of the final.
Value of Assignments and Due Dates
Value of Assignments Class participation: 10%
Subject matter test: 15%
Lesson plan: 15%
CYLONS: 15%
Content links: 20%
Final exam: 25%Wednesday Class
Subject matter test October 1
CYLONS October 15 - 22
Lesson plan November 5
Content links November 12 - 19
Final exam December 10, 0745 - 1015Thursday Class
Subject matter test October 2
CYLONS October 16 - 23
Lesson plan November 6
Content links November 13 - 20
Final exam December 11, 0745-1015
Assignment Overview
Each assignment required in this class has a purpose. Below is a brief rationale for the assignments:
Lesson plan: the purpose of this assignment is for you to demonstrate competence in developing a lesson plan according to a specific format.
Subject matter content test: the purpose of this test is to ensure that you have a grasp of fundamental social studies content that forms a basis for teaching.
CYLONS: the purpose of this role-playing assignment is for you, in cooperation with another student, to learn about a specific time and place in history, create a report for home world, and present it to the class.
Content links: the purpose of this assignment is for you to think about the possibilities relating to how content can be related. It will help sharpen your critical and creative thinking skills.
Final exam: the purpose of this examination is for you to demonstrate that you comprehend basic information and terminology. The exam is a three part exercise, at least one of which is individualized for each student.
Specific assignment directions are at http://www.coe.fau.edu/faculty/kizlik/4150assigns.htm
Format for Written Assignments
All assignments that you turn in must include a title page that contains information below centered from top-to-bottom and left-to-right.
SSE 4150: Fall 2003
[Name of Assignment]
[Date due]
[Your Name]
Skip 4 spaces between each line of the title page.
All other written pages must have a 1.5" margin at the top, and 1" margins at the left, right, and bottom of each page, except the title page. Staple all pages, beginning with the title page, in the upper left-hand corner. Do not turn in written assignments in plastic or paper folders or binders.
Assignment Specifics
Subject matter content test: this is a multiple choice test, and is designed to measure basic information relating to basic social studies content for grades K-8.
CYLONS: you are to work with one or two students in a role playing situation to investigate a specific time and place in history. Separate instructions are provided for this assignment.
Lesson plan: The lesson plan you are to develop must meet the criteria contained described in the separate instruction sheet included with these materials.
Content link exercise: you are to present to the class your story incorporating the terms you are given. A separate instruction sheet provides details for this assignment.
National Council for Accreditation of Teacher Education and Florida Department of Education course objectives relating to ESOL.
During this course, the following intended learning outcomes will be integrated as appropriate, with assignments, in class-activities, discussions, tests, and projects.
The student will be able to:
1. Understand social studies content for elementary and middle school.
2. Apply a thorough understanding of developmental theories to social studies instruction, including but not limited to Piaget, Kohlberg, and Erickson.
3. Apply Bloom’s Taxonomy to social studies instruction and student evaluation.
4. Apply an understanding of geographical concepts, including the use of maps and globes in social studies instruction.
5. Apply an understanding of reference materials and instructional aids for social studies instruction, including, but not limited to software, the Internet, newspapers, television, and video-film applications.
6. Describe the changing nature of our society and identify the implications for social studies instruction.
7. Analyze contemporary curricula in the field, identifying their strengths and weaknesses and examining different approaches and models for social studies instruction.
8. Identify the characteristics of different children, i.e., gifted and talented, handicapped, Limited English Proficiency (LEP), various cultural groups, and minorities through acknowledgment and support.
9. Describe and analyze the theories implicit in the various instructional methods and apply various instructional strategies, including, but not limited to simulations, cooperative learning, grouping, questioning, inquiry, technology, and presentation of content.
10. Apply critical thinking methods to the study of social phenomena.
11. Apply value inquiry methods to the study of value conflicts and controversial issues to understand the role of values education in the social studies curriculum.
12. Develop lesson plans and valid tests for use in student teaching situations.
13. Develop skills in the use of creative springboards and interdisciplinary materials such as films, documents, music, and poems.
14. Integrate reading, writing, art and music into the areas of the social studies, i.e., anthropology, history, economics, political science, sociology, geography, and social psychology.
15. Develop valid criteria for analyzing and using textbooks, audiovisual aids and computer programs and describe how visuals, charts, and maps are incorporated into lessons to make content more understandable to LEP students.
16. Understand and acknowledge the importance of record keeping in clear legal fashion.
17. Examine and practice techniques for enhancing appropriate behavior and discipline in the classroom.
18. Exhibit competence in research standards, ethics, practices, and working with administrators, community, parents, and peers.
19. Adhere to the code of ethics and practice the concept of life-long learner in continuously reflecting and working on professional self improvement.Grading Scale
Grades are assigned in this course according to the following scale:
A: 96-100 A-: 92-95 B+: 89-91 B: 85-88 B-: 82-84 C+: 79-81 C: 76-78 C-: 73-75 D+: 70-72 D: 67-69 D-: 64-66 F: =< 63 Breaks
There will be, as appropriate, a short break at approximately the mid-point of each class. You are expected to return to class on time at the conclusion of the break. Failure to do so will negatively affect your participation grade.
Getting Help
Part of the responsibilities of any teacher is to provide assistance to students at times other than those of the scheduled class. Accordingly, I will be available to help you with any of the assignments during my scheduled office hours.
Please check my office hours which will be posted on my office door (Room 346) and schedule an appointment with me should you want to discuss any of the course requirements or assignments.
You may also send email to my address at the beginning of the course outline.
For certain assignments, such as the Content Link assignment, you may find visiting my web site to be helpful. The address is:
http://www.adprima.comAttendance and Participation
A semester may seem like a long time, but it can seemingly go by very quickly. I consider each class session to be valuable, whether I am making a presentation, leading a discussion, or whether the students in the class are making presentations. It is important that you be here for class sessions. Your participation grade is based in part on your attendance, and if you’re not here, you can’t participate. In addition, your participation grade may be negatively affected by behavior that is rude, disruptive, or disrespectful to the instructor or other members of the class (it has happened). Such behavior includes excessive talking during presentations by other class members or the instructor, passing notes, and coming to class late. If you want to be a teacher, begin now, if you haven’t already done so, to cultivate habits befitting a member of the profession that you will someday join.
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