Artifact Twelve
Course Outline for EDUC5481 Curriculum and Instruction in Social Studies for the Elementary School
Faculty of Education
EDUC5481 (01) (02) Curriculum and Instruction in Social Studies
for the Elementary School
Wednesday, 9:00 am – 11:45 am & 1:30 p.m. – 4:15 p.m. Seton 432
January 9th – April 3rd, 2019
Instructor: András Kocsis
Telephone: 902-2192323 (cell)
Email: andras.kocsis@msvu.ca
Appointments by arrangement: Mondays, 2-5 pm.
If we are to encourage young people to think intelligently about human society, they must be led to acquire a true knowledge of social structure and social process.
—Valerie Burkett & Dennis Lawton
Course description
The purpose of this course is to introduce pre-service teachers to various approaches to the teaching Social Studies, and to acquaint them with the current Foundation for the Atlantic Canada Social Studies Curriculum and corresponding Social Studies: Essential Learning Outcomes frameworks for P- 3 and 4-6 respectively (see links below). In the Foundation, Social Studies are informed by a framework organized around six essential graduation learnings: aesthetic expression, citizenship, communication, personal development, problem solving and technological competence. EDUC 5481 students will investigate this material through the processes of inquiry, problem solving, researching, analyzing evidence, and communicating conclusions. This course calls on pre-service teachers to think in broad terms about what is needed to make social studies a valuable and interesting educational experience for their prospective students. Clearly, the area of social studies has the potential to be an exciting, dynamic and thought-provoking subject but, in order to achieve its potential, we ought to find meaning not in the definition of Social Studies but in the answer to a fundamental question: “What am I really supposed to be teaching in Social Studies?” It is imperative that every individual teacher comes to a coherent and defensible purpose that drives his or her Social Studies teaching. Developing this “picture,” critically and creatively, is the long-term aim of this course.
Format of Study
Activities associated with social studies teaching advocates for pupil-centered pedagogical approaches. Therefore, we will put emphasize “self-directed learning” and “discovery-oriented learning” coupled with in-class discussion and dialogue, consequently learning will unfold from the bulk of the course learnings i.e., in-class work, individual and group projects, and individual research and writing. Teachers in public schools are expected to work within the guidelines provided by the provincial curriculum and meet certain expectations in terms of outcomes, therefore we will identify what students are expected to know, and analyze some specific outcomes that identify components of values and attitudes, knowledge and understanding, and skills and processes that are contained within a particular grade. At the same time, we will use a critical lens to explore how outcomes are sometimes used to narrowly construe teaching practice, and can limit a broader disciplinary understanding of what it means to be a teacher of history, geography, or social studies.
The online Moodle site will provide the platform to access articles and to support interactive out of class exchanges. The course-based communication outside the classroom—the back and forth between instructor and members of the class—will occur in the context of easy-to-use e-mail technology.
The format of meetings will include small and full group discussions, lectures, role-playing, discovery activities, consultation, collaboration and research. Students are expected to be familiar with assigned readings prior to each week’s class.
Course objectives
This course is intended to provide students (and, in the spirit of lifelong learning, the instructor) with an introduction to some of the foundational concepts, ideas, and perspectives in educational philosophy,
· to become familiar with the Social Studies curriculum in Nova Scotia;
· to develop a realistic view of the nature of Social Studies thinking, and the processes involved in the NS Social Studies curriculum: inquiry, communication, and participation;
· to develop the art of mediating, facilitating and guiding students-- rather than solely dispensing knowledge -- so that school students will become “participants” in Social Studies;
· to consider various teaching philosophies and their associated methodologies in a Social Studies context;
· to aid pre-service teachers in choosing content and activities wisely in order to develop varied, coherent and integrated Social Studies lessons and units for students with diverse learning styles, interests and aptitudes;
· to familiarize pre-service teachers with a number of issues involved in designing lessons and discuss how these can be addressed in order to develop educationally sound lessons;
· to explore various issues around teaching in the global world;
· to collect and critically examine Social Studies resources;
· to provide a forum for class members to interact and build on each other’s knowledge; and
· to be assisted in choosing content, methodology, and strategies in order to develop sound, varied, coherent and integrated Social Studies lessons and units for students with diverse learning styles, interests, aptitudes and skills.
Required texts:
There is a MOODLE website for the course which will contain course readings, online discussions, class materials, and additional resources, so purchase of a textbook is not necessary. All assigned readings are to be completed prior to each weekly class.
1. Title: Foundation for the Atlantic Canada Social Studies Curriculum (available online): https://www.ednet.ns.ca/files/curriculum/camet/foundations-socialstudies.pdf
2. Title: Social Studies—Essential Learning Outcomes framework P-3 [available online): https://www.ednet.ns.ca/files/curriculum/SSP-3ProgressionChart-RevJuly30-2015.pdf
3. Title: Social Studies--Essential Learning Outcomes framework, Primary 4-6, available online: https://www.ednet.ns.ca/files/curriculum/socialstudies_4-6_streamlined.pdf
4. Additional materials will be posted online
Note: Students will be introduced to the MOODLE website and provided with further details about its use during class time; however, students are encouraged to explore MOODLE and its features on their own prior to taking the course in order to become comfortable navigating the website.
Course Schedule
Students are responsible for reading all of the required readings listed prior to each class.Not all, of course, will be covered in detail during the scheduled classes, but each will be referred to in discussion or written assignments. There may be adjustments in the schedule in order to accommodate readings more closely assigned with essay topics.
Exploring Priorities and Purposes
Class 1: Wednesday, January 9.
Introductions
· Course outline and Q & A
· Meeting challenges and making choices
· Finding purpose in curriculum
· Creating meaningful goals for elementary social studies
Analysis
· What methods could we employ to achieve these goals?
· How might we engage students in their learning?
Required readings:
See the vignettes posted on Moodle.
Supplementary readings:
Chiodo, J. 1990. Social studies poems. Social Education 54(7): 466-468.
Dewey, J. 1938. Experience and education.New York: Free Press.
Duplass, J.A. 2004.Teaching elementary social studies: What every teacher should know. New York:
Houghton Mifflin.
Egan, K. 1990. Teaching as storytelling.London, ON: Althouse Press.
Class 2: Wednesday, January 16.
Public education is the vital vehicle for developing citizens of a democratic society and social studies
teachers have the main role to play in this regard.
· Determining the purposes of citizenship education—a defining aim
· Concept of ‘good citizen”
Analysis
· Citizenship education as
- social initiation
- social reform
- personal development
- intellectual development
Readings:
Sears, A. 1996. “Something different to everyone”: Conceptions of citizenship and citizenship
education. Canadian and International Education, 25(2): 1-15.
Supplementary readings:
Nelson, J.R. 1980. The uncomfortable relationship between moral education and
Citizenship education. In Moral development and politics, (ed.). R. Wilson & G. Schochet,
256-285. New York: Praeger.
Cogan, J. & R. Derricott. 2000. Citizenship for the twenty-first century. London, UK:
Kogan-Page.
Learning and Thinking Within and Outside the Disciplines
Class 3: Wednesday, January 23.
Thinking Historically
· Historical understanding
· Historical thinking
· Historical significance
· Evidence and interpretation
· Continuity and change
Analysis:
Move children beyond memorizing isolated facts or accepting a given story, and instead engage them in creating stories about the past.
Readings:
Foster, S. & Yeager, E. 1998. The role of empathy in the development of historical
Understanding.International Journal of Social Education, 13(1):1-7.
Seefeldt, C. 1993. History for young children. Theory and Research in Social Education, 21(2).143-
155.
Supplementary readings:
Barton, K.C. & Levstik, L.S. 1996. “Back when God was around and everything”:
Elementary children`s understanding of historical time. American Educational Research
Journal, 33(2): 419-454.
Lee, P. 2004. “Walking backwards into tomorrow”: Historical consciousness and
understanding history. International Journal of Historical Learning, Teaching, and Research, 4(1).
Class 4: Wednesday, January 30.
· CARITAS DAY. No classes.
Class 5: Wednesday, February 6.
Thinking Geographically
· Geography is more than just maps
· Teaching Social Studies through geographic lens:
- Location
- Place
- Human-environment interaction
- Movement
- Region
Analysis:
· View geography not as a content within social studies but an organizer.
· Where are things located? What is it like to be there?
· Humans depend on/modify the/adapt to the environment
Readings:
Natoli, S.J. & Gritzner, C.F. (1988). Modern geography. In S.J. Natoli (ed.),
Strengthening geography in the social studies(pp. 1-9). Washington, D.C.:
National Council for the Social Studies.
Additional readings (pick one chapter):
Garreau, J. (1981). The nine nations of North America. Boston, MA: Houghton Mifflin.
Pike, G. & Selby, D. (1988). Global teacher, global learner. Toronto, ON. Hodder and
Stoughton.
Class 6: Wednesday, February 13.
Curriculum documents at all levels recommend that students be taught to think critically
· How to teach critical thinking and content the same time
· Thinking without content is vacuous, and content acquired without thought is inert
Analysis:
· What critical thinking looks like when it is present?
· What attributes, habits of mind, thinking strategies, background knowledge, and criteria for judgment critical thinkers have?
· How to teach the vast repertoires of intellectual tools that draws on critical thinking
Readings:
Glaser, R. (1984). Education and thinking: The role of knowledge. American
Psychologist, 39(2), 93-104.
Lipman, M. (1988). Critical thinking: What can it be? Educational Leadership, 45, 38-43.
Additional reading:
Goodlad, J. (2004). A place called school: Twentieth anniversary edition. Whitby, ON:
McGraw-Hill.
Wednesday, February 20.
· Mount study week. No classes!
Engaging in Individual and Collective Inquiry
Class 7: Wednesday, February 27.
Research: to devote as much, or more, attention to the process of conducting research as to the final outcome /product.
Analysis:
· Why do we engage students in conducting research?
- Select and focus a topic
- Develop guiding questions
- Identify relevant information sources
- Record and organize information
- Synthetize and present information
- Assess student research
· Readings:
Britt, M. & Aglinskas, C. (2002). Improving students` ability to identify and use source
Information. Cognition and Instruction,20(4), 485-522.
Shields, P. (1996). Experiencing and learning through simulations and projects. Canadian
Social Studies, 30(3), 142-143.
Selwyn, D. (2011). Encouraging student research. Social Education, 75(5), 277-280.
Class 8: Wednesday, March 6.
Social action: students should be taught not only to discuss social issues but also to act on them. Is this apparent in recent provincial Curricula? Bring examples
Analysis:
· Types of social action: direct or indirect (think of the Terry Fox run day)
· Develop a framework for social action project
Readings:
Lewis, B.A. (1991). Today`s kids care about social action. Educational leadership, 49
(1), 47-49.
Rees, A. & Fraser, K. (1992). Book turns 6-year-old against her father. The Province,
February 20.
Werner, W. (1999). Selecting “hot” topics for classrooms. Canadian Social Studies,
33(4), 110-113.
Accessing Learning Resources and Investigating Perspectives
Class 9: Wednesday, March 13.
Exploring visual resources: a picture is worth a thousand words.
· The need to examine pictures from a critical perspective
Analysis
· Strategies for interrogating:
- Paintings and photographs
- Representative and unrepresentative images
- Audiovisuals
Readings:
Braun, J. A. & Corbin, D. (1991). Helping students use videos to make cross-cultural
comparisons. Social Studies and the Young Learner, 4(2), 28-29.
Cates, V.M. (1990). Helping students learn to think critically: Detecting and analyzing
bias in films. Social Studies, 81, 15-18.
Henningar-Shuh, J. (1988). Learn to look. History and Social Science Teacher, 23(3),
141-146.
Class 10: Wednesday, March 20.
Integrating computer technologies into Elementary Social Studies and preparing digitally literate citizens who are proficient in the skills of critical thinking, problem solving, communication, collaboration, creativity, and innovation.
Analysis:
· A constructivist view of children as active and engaged inquirers
· Educational uses and benefits: using collaborative technologies to participate in the world wide web as creators rather than consumers
Readings:
Bolick, C., McGlinn, M., & Siko, K. (2005). Twenty years of technology: A retrospective
view of social education`s technology themed issues. Social Education, 69(3),
155-161.
Doolittle, P. & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of
technology in social studies. Theory and Research in Social Education, 31(1), 72-104.
Class 11: Wednesday, March 27.
Using Aboriginal content to integrate Math and Language Arts. I invite all of us, to leave behind any need to be “the classroom expert” for our students and, instead, acknowledge that we too are constantly learning about Aboriginal peoples
· To participate in shared inquiry with enthusiasm, respect, and commitment
Inquiry:
· Teach (local) Aboriginal stories to confront racism, bias and stereotyping
· What does the story reveal about values and beliefs, and about aboriginal world view?
Readings (browse from a wide selection of children`s literature):
www.hanksville.org/storytellers/alfa.html
Nurturing Personal and Social Values in Elementary Classrooms
Class 12: Wednesday, April 3.
Every time we permit or prohibit certain behavior, we implicitly promote certain values. As educators, we inevitably, and often unintentionally, influence student values and attitudes.
· How to promote the fundamental values that society requires of its citizens?
Analysis:
· Personal values and social values
· Which values to nurture?
· Critical examination of value assumption and reasoning
Readings:
Kohn, A. (1997). How not to teach values: A critical look at character education.Phi Delta
Kappan, 78 (6). Available online https://www.alfiekohn.org/article/teach-values
Class 13: Wednesday, April 10(Last day of classes. This meeting may not take place due to your
Practicum commitments. To be confirmed in due time).
Since the main impetus for teaching social studies arose directly out of concern to help young people understand an increasingly complex society, it seems sensible to finish our course with a brief analysis of sociology infused by the spirit of inquiry.
Analysis:
· Optimal conditions for engaged inquiry
· Asking questions
· Reflecting on ideas and strategies
· Constructing new understanding
· Assessing for thinking
Readings:
McMahon, B. & Portelli, J. (2004). Engagement for what? Beyond popular discourses of
student engagement. Leadership and Policy in Schools, 3(1), 59-76.
Supplementary reading:
Mills, C. (1959). The sociological imagination.New York: Oxford University Press.
Assignments
All assignments must be completed in order to pass the course. Submit your assignments on time to the Moodle site. Late assignments will be penalized except in cases of serious illness or emergencies, both of which must be supported by evidence such as a doctor’s note.
Course Evaluation
To best capture the on-going and continuous work in class, there will be three assignments. Assignments are due throughout the course, and must each be completed with a passing grade in order to receive a passing grade in the course.
Assignments should be typed. Spelling and grammar will be considered in assigning marks. A 12-point font such as New Times Roman is preferred, with lines spaced at double. In terms of referencing and citations, use APA 6th edition. You are they expected to submit their assignments by uploading to Moodle.
Your grade in this course will be determined as follows:
1. Class Participation (20%):
Attendance is compulsory, as you are required to attend classes at all times. By its nature, this
class requires a great deal of in-class discussion and dialogue coupled with self-reflection and introspection. It is an interactive course and the bulk of the course learnings will come from in-class work and engagement with ideas – yours and others. Examples from your own life and/or professional practice are welcomed.
In order to create a community of inquiry, both speaking and active listening will be assessed as part of your participation grade. Participation will not be evaluated on the number of times one speaks, but on the quality of remarks and questions that demonstrate that you have done the readings and reflected on the ideas of others. Please note that texting and surfing the “net” are unacceptable during class and will affect your participation mark.
Class policy:
Missing class without a valid medical note will result in a loss of participation points. Continual and unjustified late arrival to class will also result in a deduction of participation points. It is up to the discretion of the professor to decide if absences or continued lateness should result in failure to pass the course.
2. Simulated activity/game (20 %)
You will be required to present a relevant and dynamic simulated activity/game for a grade level of your choice. Total time for presentation: 20 minutes. Identify one or more specific outcomes prescribed in the social studies curriculum for a particular grade. Design the activity you undertake to help students meet this outcome. Review the rationale offered in the curriculum guide and formulate a particular purpose that would give meaning to the specific outcome(s) you identified and shape the activities you might ultimately select to meet the outcome. Justify your choice of rationale and teaching activity.
Dates for presentations will be discussed in class.
3. Annotated Bibliography (25%)
Research the Library and/or internet for teacher resources regarding a Social Studies topic/unit of your choice. After reviewing many websites, you will choose 10 quality e-resources to include in an annotated bibliography on a particular topic related to Social Studies. The format will enable you to easily share your selected online resources with your colleagues (within the course and practicum). The chosen online resources—with embedded hyperlinks—should represent useful quality sites that other educators may find useful for teaching Social Studies. Your end product should inform your further career.
Bibliography Components:
· A brief paragraph describing the rationale for your selected topic and the grade level(s) that your resources target.
· Hyperlinks to the described resources (not just the webpages).
· Write a 5-6 sentence annotation under each of your selected e-resources that provides an accurate summary or overview of each source and how it might be a useful resource for teaching a topic/unit of your choice. Important to note that this piece should be in your own words, so do not copy and paste text directly from the source.
Submit your bibliography to MOODLE by February 13, 2019.
4. Unit Plan with One Detailed Lesson (35%)
This activity will give you practice in designing a Social Studies unit. You will sign up to
prepare units on different grades and sections of guides. When planning you will need to decide on your personal professional goals, the curricular goals, and the learning outcomes; to select the content to be covered; to choose the resources to be used; to determine what teaching activities and learning experiences will best help to achieve your goals; and to identify the assessment strategies. Planning can take several formats that will be discussed in class. It might take some experimenting with different formats to figure out which one works best for you.
Here is an example:
A Simulated Social Action Project advocating the suspension of a proposed residential development in a wilderness area.
Present a relevant and dynamic framework for a social action project for a grade level of your choice. Provide a written description of the activity and ensure all required resources for the activity is ready for use. You may address the relevant steps in the following manner:
- Preplan for the project, select a focus
- “Secure” advice and approval from key parties
- Introduce the idea to the students
- Clarify the problem
- Agree on a sound solution
- Plan an effective course of action
- Implement and evaluate the action
Submit your unit plan to MOODLE by March 27, 2019.
The range is tremendous, the time is short, so be prepared to dive in. The goal is to grow your tool kit, and most importantly, to provide an experience that will likely profoundly shape your approach to teaching the subject.
Acknowledgement:
I would like to thank Zhanna Barchuk for being the collegial resource that constantly enhances my understanding of designing B.Ed. course outlines.
Undergraduate Level Grading Scheme
The undergraduate grading system can be found in the university calendar.
University Advisories
Scheduling Conflicts
If a student has a scheduling conflict with any aspect of the course, notably an assignment deadline or an examination, please contact your instructor in advance (1 week ahead) of the relevant deadline to request consideration for accommodation.
If a student has overlapping final exam times, a work commitment that cannot be changed, or is scheduled to write three exams in three consecutive writing times, an Exam Conflict form should be submitted to the Registrar’s Office. Documentation may be required.
Accommodations
Students who have disability and who require academic accommodations must register with Accessibility Services as early as possible in order to receive accommodations.
Religious Observances
Requests for accommodation of specific religious or spiritual observance must be presented in writing to the instructor within the first two weeks of class.
Course Material
This course may contain material that some may find disturbing and/or challenging to read, view
or discuss. At any time in the course if you feel uncomfortable with the course material or discussions please contact your instructor.
Use of Course Material
As a student in this course you should observe the following
· Course material to which you are granted access in this course is only to be used for this course.
· Material that you submit as part of the requirements of this course cannot be used to complete the requirements of another course, without the expressed permission of the instructor of the second course. This constitutes cheating as stated in the Academic Calendar.
· Students do not have permission to upload course material to any external websites or share with others, unless expressly permitted to do so by the instructor. If you require further clarification about using materials from this course in other contexts, please contact the instructor.
· Under no circumstances are students permitted to provide anyone not registered in this course with access to the Mount Online course site established for the course.
· Only students registered in this Mount Online course site are permitted to view, download, upload, comment or otherwise participate in this course site.
Use of Language
Correct use of language is one of the criteria included in the evaluation of all written assignments.
Academic Integrity
You play a vital role in contribution to and maintaining the culture of academic integrity expected of everyone at MSVU. University regulations on Plagiarism and Cheating and academic offenses will be strictly enforced. These regulations including applicable procedures and penalties are detailed in the University Calendar and are posted on Department notice boards and on the Mount website at www.msvu.ca on the Current Students page under Academic Offenses. It is your responsibility to make yourself familiar with these regulations and consequences.
Missed or Late Work
All assignments must be completed in order to pass the course. Please hand your assignments in on time. Late assignments will be penalized except in cases of serious illness or emergencies, both of which must be supported by evidence such as a doctor’s note. You will lose 5% per day that an assignment is late, and it will not be marked if it is more than one week late, unless you have made special arrangements with the instructor at least two weeks prior to the due date of the assignment or have an emergency.
Class Attendance
Regular attendance is expected of students at all classes; the Mount recognizes the significance of attendance by stating it in the Academic Calendar.
Class Cancellations
Cancelled classes will be indicated on the class cancellation line at (902) 457-6566 and on the website.
Distance Students
Distance students who reside 100km or more from the Mount may write examinations off campus at an approved proctor site. Student are required to register a proctor with the Registrar’s Office by submitting a proctor site request form within two weeks of the start of term. For additional important information on finding a proctor, registration and honorariums see Online Learning.