Social Studies Methods (EDU 308)

CSUS-UCD Collaborative

Summer, 2006

Instructor: Jeanne email: Web page: phone:

Pfeifer, Ph.D.. pfeifer@csus.edu www.csus.edu/indiv/p/pfeiferj (916)
Room: AS 278-
#2368/72) and 5542
computer lab
(#2362)
Required text:

Ellis, Arthur K. (2006) Teaching and Learning Elementary Social Studies, 8th
Ed. Boston: Allyn and Bacon.

California Department of Education. History-Social Science Framework, K-12.

(Including Standards.)

Statement of Purpose:
The underlying assumptions of the social studies methods course are embedded
in constructivist philosophy. In this approach, students are thought to learn best
when they are involved directly in authentic experiences. The experiences are
planned and mediated by the teacher such that students gain in-depth
understandings of their own lives within a diverse society and of today's world.

Teachers must plan carefully and thoroughly for such activities to take place
successfully. They must take into account student characteristics and prior
experiences in order to create meaningful experiences. Most likely, in this
problem-centered approach, students become engaged from multiple
perspectives, thus instruction and learning are "integrated." During the actual
instructional event, teachers may spend much of their time as coaches and
facilitators (rather than center stage disseminators of knowledge). Anticipated
outcomes for the learners are in-depth conceptual knowledge, critical thinking
processes, social skill development and positive self-esteem.

From the CCTC:

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

Teaching History-Social Science in a Multiple Subject Assignment

Candidates for a Multiple Subject Teaching Credential demonstrate the ability

to teach the state-adopted academic content standards for students in history-
social science (K-8). They enable students to learn and use basic analytic thinking
skills in history and social science while attaining the state-adopted academic
content standards for students. They use timelines and maps to give students a
sense of temporal and spatial scale. Candidates teach students how social science
concepts and themes provide insights into historical periods and cultures. They
help students understand events and periods from multiple perspectives by using
simulations, case studies, cultural artifacts, works of art and literature,
cooperative projects, and student research.
Course Objectives: Students will:
 participate and analyze their experiences with a variety of instruction
strategies (e.g. simulations/role playing, dramatics, concept development,
student research activities, case studies, cooperative learning, graphic
organizers and activities using primary sources, cultural artifacts
including works of art and literature).
 identify a variety of instruction strategies (activities) for teaching social
studies which are appropriate for students from diverse backgrounds and
with varying needs, interests and learning styles.
 locate, discuss, analyze and evaluate a variety of social studies teaching
resources.
 design lessons (using maps, timelines, and hands-on/minds-on) in
developmentally appropriate ways.
 Plan a resource unit which incorporates resources and activities that
promote active student involvement. Unit must include attention to:
o critical thinking processes
o multicultural perspectives
o concept development
o integration with other subjects
 Identify and develop a variety of techniques for assessment that are
consistent with instructional strategies and objectives/standards.
 Incorporate technology into social studies learning
 Identify different views of social studies e.g. Disciplines/concepts;
citizenship; critical thinking; values/moral education..
Assignments:
1. Because of the compressed time and only seven class sessions, students are
expected to attend and participate in all classes. Please see instructor if you must
miss for unforeseeable circumstances. Absence will result in a lowered grade. (35
points)

2. Integrated Unit: You may collaborate with other class members. Be sure it is
clear who contributed what to the unit. The thoroughness, number and depth of
lessons should increase with the group size. Each class meeting should allow you
to produce a part of your resource unit portfolio. (45 points)

A. Annual plan with unit topic indicated

B. Unit Plan (use format provided)

 state standards
 objectives
 essential/unit questions
 associated disciplines/concepts
 concept analysis
 a variety of resources (include literature and field trips)
 a sequenced list of authentic activities/lessons with a brief
description of lesson yet-to-be developed
 assessment strategies

C. Lesson Plans--at least one developed by each team member (e.g. if 3 group
members, 3 lessons; if 5 group members, 5 lessons). (Use format provided.)
Including the following lessons---but not limited to:

 Student involved (Project-based and/or hands-on/minds-on)

 Map lesson and
 Timeline lesson

3. "What else is social studies?" project. (20 points) Powerpoint presentation last
class meeting.

Course Schedule
Cla Date Topic Class Activity and Readings-after class Assignments:
ss resources Homework
1 June 1. What is Brainstorm Ellis: Chapters 1, 12
26, Social components of
(M) 12: Studies? Social studies H/SS Framework pp1-
30-3:30 31; skim 32-115, read
2. Reflecti Anthropology Boxes carefully the grade level
on: What you are targeting and
are the page 75 and 115
attributes
of (Bring H/SS Framework
meaningf to class next class
ul, well- meeting. )
planned
social
studies
lessons?

3.
Syllabus:
What will
we be
studying
this
summer?
2 June 28 What is Annual Planning, Ellis: Chapter 5: Unit Reflection: What
(W) an annual Planning are the
plan? 2nd grade 1, 2, 3 advantages and
12-2 Resources by grade level disadvantages of
How do 5th grade 1, 2, 3 and standards: an annual plan?
you know Why start with
what to Templates http://SCORE.rims.k12 resources in
teach and .ca.us designing units?
how can  September
you fit it  January Frameworks online: Create an
all in?  April Annual plan for
How do http://www.cde.ca.gov/ci your grade level,
we mesh Identifying Unit / (pdf) indicate on which
the Choose teams, grade unit you will be
standards level and themes. working.
and the
framewor Searching the web for Choose and list a
k? resources, evaluating minimum of 10
resources. selections of
How can children's
you locate literature related
children's to social studies
literature
 related to and unit topic.
your
unit? Begin locating
resources for
How do unit.
you locate
resources
for your
unit? For
you as the
teacher?
For your
students?

What is a
unit?
3 July 10 1. How do (Resources Ellis: Chapters 6, 8 and  Identify
(M) we know continued) 9. grade
what to level
12:30- teach in What Happened at Lexington Green concepts
social Lexington Green? resources: 6 accounts  Continue
3:30
studies? locating
What are What are primary o Parker resources
concepts? sources? o Gage for your
o Warren unit.
2. Locate Concepts and o Barker
primary thinking processes o Frye Reflection: How
sources, in this lesson? o would you
Pitcairn
Web  Matrix support second
quests  Agree/Disagree language
relevant  Word Weighting learning in the
to your  Discussion artifact lesson?
unit/lesso  Writing Prompt In the Lexington
ns or for  Word Charts Green unit? How
your  Textbook do the artifact
grade Accounts lesson and
level.  Web Sites Lexington Green
 Maps lesson prepare?
(Works of Why did I choose
art and Examples of Themes these lessons for
literature you to sample?
) What are primary
sources?  List
student
and
teacher
 resources
pertinent
to your
unit;
 Locate
primary
sources
for your
unit,
 Begin Uni
t Plan

 identify
disciplines
and
concepts f
or your
unit
 Find
a webques
t either
for your
unit, or
one that
would fit
into your
annual
plan.
 List
possible fi
eld trips
(virtual?)

Resource
Planning Guide

rubric for
resources
4 July 12 ( What House on Maple Ellis: Chapters 3 (skim Discussion: How
W) should K- Street: Using and use for can technology
1, 2-3,4- literature as a reference), and become "value
12-2 5,6-8 graphic organizer 10 (Maps) added for social
know studies
about graphic organizers Generate essential instruction? If a
timelines? introduced questions for one topic teacher is not
"comfortable"
Maps? Lesson plan in your unit. with certain
template strategies (e.g.
Building  Asking Questions "not my style",
Units: can (should)
HLQ, Graphic Organizer he/she become
Role examples: effective with
playing, these strategies?
simulatio  Conflict: Civil
ns, War (conceptual) Discuss the
Inductive  Civil War: (No following items
reasoning examples) in your groups.
, inquiry  Feelings You may use
etc.  Famous People division of labor
 Moving West for the actual
Graphic  Native Americans writing of the
Organize  Seasons lesson. If your
rs  Religions group is large,
you should be
developing a
lesson per
person. The
lessons should
make sense for
your unit.

 Create a
developm
entally
appropria
te timeline
lesson
 and map
lesson
 Write out
a concept
analysis of
at least
one
concept
from your
unit (use
map, time
lines or
primary
sources
activities
 as a
model.)
 Continue
filling in
your Unit
Plan
 Plan at
least one
lesson that
has hands
on/mind
on (with
primary
source
materials.
) Pay
particular
attention
to the
types
of questio
ns you
ask.
 Be sure to
include a
variety of
strategies/
activities.
 develop a
graphic
organizer
for your
unit
(concept
based)

5 July Begin "W Character Ed Civic Ellis: Chapters 11, 13, Continue
17 (M) hat else is Duties Current 14 working on
Social Events Global unit/lessons
12:30- studies Educ. Humanities L
project?" iteracy & SS Social Continue
3:30
Action research on
Choose "What else?"
topics

Begin
 research

6 July 19 How does Using different Ellis: Chapters 7  Describe

(W) the state models of how you
departme assessment, Learning Styles and will assess
12-2 nt of developing rubrics Strategies your unit.
education  Include a
evaluate Short History Cooperative learning unit
social activities rubric
studies? C.L.A. S. Assessment  Include
assessmen
How will t
you assess strategies
your from Ellis
students
and your
teaching?
7 July What information from
24 (M) the presentations might
Share: you use in a) your units
12:30- What else and b) at your grade
2:30 is social level in other units?
studies
powerpoi
nts.
8 July 26 Share Turn in entire
(W) units unit plan
including lesson
12-2 plans: map,
timeline and
hands-on/minds-
on.