Monmouth University
School of Education
Department of Curriculum and Instruction
West Long Branch, New Jersey
COURSE: ED 372-B50, ED 372-B50
Teaching Social Studies and Cultural Education at the Secondary Level Part II
3 Credits
DATE: Fall 2009
COURSE MEETING DAY AND TIME:
ED 372-B50 meets Term B: Monday and Wednesday 4:30-7:15 PM
Term B runs 10/28/09 to 12/16/09)
PREREQUISITES:
ED 372-B50: ED 371 and a minimum GPA of 2.75 Co requisite: ED 372N-B50
INSTRUCTOR: Professor John Boland
Office: McAllan Hall room 216 or 5
Phone: (732) 571-4417 or (732) 263- 5571
E-mail: jboland@monmouth.edu
OFFICE HOURS: By appointment only
LOCATION: ED 372-B50 meets in A 606
REQUIRED TEXTS:
Chapin, J. (2007). Practical Guide to Middle and Secondary School Social Studies (2nd Edition). Pearson
National Council for the Social Studies (1994). Expectations of Excellence: Curriculum Standards for the Social Studies. Washington DC: National Council for the Social Studies.
SOE (2009). Field Experience Handbook. Monmouth University Book Store.
NJCCCS: www.state.nj.us/njded/cccs/cccs.pdf
New Jersey Professional Standards for Teaching (NJPST)
You are required to become a student member of the New Jersey Council for the Social Studies www.njcss.org and encouraged to attend annual fall conference
The instructor may assign additional readings.
COURSE DESCRIPTION for Methods II (F09) ED 372
ED 372 Social Studies for the Secondary Teacher (Part II) further develops knowledge, competencies, and dispositions covered in ED371. Interdisciplinary, student-centered approaches to instruction covered are aligned with the NCSS, NJCCCS, and NJPST standards and designed to enable candidates to become effective secondary social studies teachers able to work with students with special needs and diverse backgrounds. Effective instruction includes infusing content from history, Anthropology, Economics, Geography, Political Science, Psychology, and Sociology into the curriculum. This course will fulfill the Experiential Education Requirement.
Key issues emphasized this semester include:
(1) citizenship education in a democracy; an inquiry-based instructional model.
(2) decision-making, problem-solving, and teaching controversial issues.
(3) the structure of history and the social science disciplines.
(4) strategies for teach all secondary students the NCSS thematic standards and the NJ Core
Curriculum Content Standards.
(5) methods to provide individualized instruction for students with special needs and different
cultural backgrounds.
(6) authentic methods for assessing students knowledge, skills, and dispositions related to NCSS
and NJCCC standards.
EXTENDED COURSE DESCRIPTION:
Candidates will continue to explore the history and philosophy of social studies education; national and state social studies standards; instructional planning and the use of resources and authentic assessment. Social Studies in the secondary school is focused on teaching and learning how people interact with others and the world around them. It is the study of individuals, groups, and institutions in cultural, historical, and geographic contexts. The primary purpose of social studies is to help our students 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 (National Council for the Social Studies). As pre-service teachers, you will learn about national and state standards and the critical areas of social studies, which will enable you to teach students about the world in which they live. The nature of this class is student-centered and activity based. Students will find that Social Studies is a field of study formed by an integrated and interdisciplinary approach to social knowledge. The experiential component of the course provides the students with opportunities for hands-on field experiences for deepening understanding and strengthening competencies.
RELATIONSHIP TO PROFESSIONAL PROGRAM:
This methods course will seek to form a bridge between the candidate’s own content knowledge in the subject area and the methods and techniques used to relate that knowledge to classroom learning environments. It is the final program requirement prior to student teaching.
RELATIONSHIP TO CONCEPTUAL FRAMEWORK:
The School of Education conceptual framework employs the “Community Responsive Education” approach to studies leading to certification and advanced areas of curriculum and practice. This course supports both the themes and goals of the program in developing skills for reflective practice, inquiry, community responsive education, and critical approaches to pedagogy.
The content and assessments of this course align with the following Conceptual Framework learner outcomes (1, 2, 3, 4, 5, 6, 7, 8, 9, 11, and 12)
· Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance
· Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional practice
· Demonstrate an understanding of principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment
· Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning
· Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity
· Demonstrate an understanding of the general goals and professional standards of one's professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice
· Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to print, non print, and technological tools, to promote student learning.
· Utilize effective communication skills in the classroom/professional practice including verbal and nonverbal techniques, technology, and the media
· Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age and level- appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes
· Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity
· Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self reflection on instructional/professional practice, and learning/growth in the people they serve
COURSE OBJECTIVES:
The course will provide candidates with opportunities to:
1. Develop research-based methods emphasizing national and state standards for social studies education at the secondary level.
2. Examine various approaches to cross curriculum integration and culture while exploring the impact of diversity on teaching and learning social studies.
3. Explore methods that will assist in the development of personal decision-making and social problem-solving skills.
4. Create and practice lessons that employ a pluralistic approach to developing social studies skills necessary for active participants in a democratic society.
5. Complete an early field experience in a secondary school classroom and gain feedback from the lessons they develop and teach in the field or as mini-lessons.
6. Develop methods for teaching students with special learning needs.
7. Become proficient in media technologies that will augment and enhance in-class methods and to foster student-centered technology lessons.
8. Develop lesson plans and learning activities incorporating national (NCSS) and state (NJCCCS) standards for social studies at the secondary level.
9. Examine various effective approaches to curriculum content integration and teaching including application of the NJ Professional Teaching Standards
10. Develop authentic assessments and scoring rubrics that demonstrate secondary
student’s knowledge of the NCSS thematic standards (1.1-1.10) and NJCCCS (6.1-6.6).
11. Incorporate appropriate instructional technologies to enhance instructional effectiveness.
LEARNER OUTCOMES/ASSESSMENT:
The participants will:
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1. Demonstrate understanding of inquiry and problem-based learning which address authentic social issues and concepts about self and society through the social studies curriculum. NJPST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.7, 2.9. NCSS: 1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 1.9, and 1.10.
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3. Use information and communication technologies in appropriate ways to explore critical, problem-based inquiry in social studies education. NJPST 1.6, 2.2, 2.7, 2.9, 2.11, 7.3, 8.1, and 10.4; NCSS 1.3, 1.6, and 1.8; and NJCCCS 6.1-6.6.
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4. Design learning activities that utilize community-based resources. NJPST 2.3, 2.4, 2.5, 3.2, 3.3, 6.1, 6.3, 6.4; NCSS thematic standards 1.1, 1.2, 1.3, 1.4, 1.5, and 1.10. |
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5. Integrate information from professional and academic literature into social studies instruction (NJPST 2.3, 2.4, 2.5, 3.2, 3.3, 4.1-4.4, 5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.3, 8.2-8.4, 10.1-10.3, and 10.5) related to elements of the NCSS (1.1-1.10) and NJCCCS (6.1-6.6).
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6. Design learning activities which invite community-based resources to participate with the community of learners at the school. (NJPST 2.3, 2.4, 2.5, 3.2, 3.3, 6.1, 6.2, 6.3, 6.4); (NCSS 1.1, 1.2, 1.4,1.5), and NJCCCS 6.1-6.6).
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7. Critique existing social studies materials, demonstrating the capacity to critically analyze gender, racial and
cultural stereotypes. (Objectives III, IV). (P2.5, 2.10, 7.1, 8.4)
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8. Demonstrate their understanding of democratic education and civic responsibility to engage learners in meaningful learning experiences. (NJST 2.1, 2.2, 2.4, 2.5, 2.7, 2.9, 8.1, 8.9); (NCSS 1.10); and (NJCCCS 6.1-6.6). |
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9. Demonstrate in-depth understanding of the concept of democracy and education for effective participation in a democratic, pluralistic society. (NJPST 1.6, 2.1, 2.7, 2.5, 3.1, 5.2) and NCSS 1.6, 1.10).
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ASSESSMENT STRATEGIES:
COURSE METHODS:
This is a student-centered course which will combine lecture, discussion, group activities, role playing, instructional technology, mini-lessons, case studies and other activities and assessments as determined by the instructor and program requirements. Students will be expected to participate and to contribute meaningfully in all instructional forums. Attendance is mandatory and essential to derive the full benefit of the course.
This course will combine in-class discussions and activities with required reading and project assignments. The discussions and activities are based on not only the required readings and information provided in class. Various methods that employ problem–based and cooperative learning for integrating social studies curriculum standards for middle and secondary grades will be demonstrated. Being prepared for class by reading assigned materials and preparing written/project assignments on time is a critical component of our collaborative work. It is assumed that all reading and writing assignments will be done on time in order to maximize the value of our class time. Failure to do so not only leaves the individual unprepared but also denies the rest of the class the opportunity to hear ideas or perspectives that may be different. Students will be required to use the Internet and technology skills in the development of their projects and class assignments.
COURSE REQUIREMENTS:
FolioTek Electronic Portfolio:
The School of Education requires that all undergraduate and graduate students, who enrolled in education courses for the first time in the fall of 2005 and after develop an electronic portfolio. Your FolioTek subscription, which includes a fee, will last for six years.
You will be uploading the eight required core assessments for your program as well as other assessments that faculty ask you to upload. The assessments are given in various courses and practicum/internships. For the specific assessments you need to upload in different courses, e-campus provides details. Faculty and advisors will inform you about your core assessments and also when you will need to upload them into your electronic portfolio. Most of the core assessments will be completed during your coursework.
INSTRUCTIONS FOR COURSE REQUIREMENTS (Due dates subject as per discretion of instructor)
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Assignment |
Grade % |
Due Date |
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· Complete reading assignments and other class assignments, attend class, participate actively in class discussions |
10% |
Ongoing |
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· Complete two lesson plans on assigned topics |
20% |
TBA |
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· Teach one mini-lesson in class |
10% |
TBA |
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· Complete all field experience requirements |
10% |
12-14-09 |
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· Complete assigned elements of a Practice Teacher Work Sample (Assessment #6) |
40% |
12-9-09 |
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· Present Teacher Work Sample (Technology & Society) in class |
10% |
12-9-09 |
CLASS PARTICIPATION, ATTENDANCE, AND PROFESSIONALISM – (10%)
Be on time, prepared, and professional. As noted above, candidates must attend class, complete required readings and assignments on time, and participate in class discussions. Failure to attend and/or inability to participate in class discussions will affect your grade.
Each candidate will lead one group chapter discussion/peer teaching based on the class’s readings. Each student will choose a class meeting date (listed on the schedule) and prepare to lead the discussion on the date the book/reading chapter(s) is due (typically, groups will consist of three candidates). Each group can determine how it will facilitate discussion. However, facilitation should include the following: 1. Summarize and critically analyze the important aspect of the days reading and demonstrate your (group) understanding of the readings, and 2. Construct questions to facilitate participation by the class. (NJPST, NCSS standards, and NJCCCS)
Since emergencies may arise during the semester, a candidate is permitted a maximum of one excused absences. If you have to miss a class due to (illness, family emergency, etc.) notify the instructor in advance whenever possible. You are responsible for making up any work missed due to absence. Missing more than two class sessions will normally reduce your final course grade.
Policy on Athletic Excuses: If you are an athlete and will be absent from class during the semester due to scheduled games, it is your responsibility to provide the appropriate forms. All assignments due on days not attended are to be handed in no later than the following class. You are responsible for all material covered during your absence.
Please turn off cell phones while in class.
TWO LESSON PLANS: Core Program Assessment #3 – (20%)
You must write three complete lesson plans on secondary social studies topics. Each individual lesson will cover specific NCSS thematic standards (see Assessment #3 attached). Choose a topic of interest to you and indicate the grade level 9-12 and course (e.g., American History). Each of the lesson plan counts as 10% of your final grade. You will need to follow the Monmouth University School of Education format for lesson plans (see attachment). Students will bring enough copies of the lesson to share with the rest of the class. Lessons will be distributed, discussed, and one will be presented as a mini-lesson to the class at a time designated by the instructor. If possible, you will teach at least one lesson during your early field experience for the course. You may work with other members of the class when writing the lessons. However, each person is responsible for his or her own three lessons. Students should not duplicate another student lesson.
Your lessons should integrate appropriate instructional technology. You are required to follow
the Monmouth University School of Education format for lesson plans.
See Appendix “A” for Scoring Guide
See Appendix “A1” for Tool
See Appendix “A2” for Addendum
See Appendix “A3” for MU Lesson Plan Format
EARLY FIELD WORK EXPERIENCE IN LOCAL SCHOOL DISTRICT (10%)
Over the course of Content Methods I and II you will be completing 40 (20 in each course) hours of field experience. Your field experience is the interconnection between your developmentally structured course work and the world of secondary education. You will be placed in a local school district with a cooperating teacher. It is your opportunity to observe classroom professionals, reflect and practice your teaching and classroom management skills. It will be an opportunity to work with real students in a classroom context. As you progress through your field experience you will be required to fill out specific observation forms and submit your observation form once a week. You are required to write and teach (if possible) one formal lesson and write a reflection on your lesson. If it is not possible to teach the lesson in the field experience, you will present it as a mini-lesson in class. Note, this lesson should be one of the three required in the Lesson Plan assignment above. You are responsible for contacting your cooperating teacher immediately as soon as you receive your placement and make arrangements to begin your 40 hours of observation. You are also responsible for notifying your cooperating teacher if you are unable to attend a scheduled observation.
Field Experience Observation Sheets: Your Field Work Experience is the interconnection between your developmentally structured course work and real life experience. As pre-service candidates you will be placed in a local school district with a cooperating teacher. It is your opportunity to observe classroom professionals, reflect and practice your teaching and classroom management skills. It will be an opportunity to work with real students in an actual school experience. As you progress through your Field Experience you will be required to write observation sheets and submit your sheets on the dates requested. You are required to write and teach one formal lessons. You will also write reflections after teaching your lessons. The field placement component is a course requirement: Failure to complete the required number of field hours will result in a failing grade for this course. Your Field Experience Time Log must be initialed each day by the host teacher as well as signed and dated (see signature line on the bottom of the form) upon successful completion of all required hours.
You are responsible for contacting your cooperating teacher as soon as you receive your placement. You are also responsible for following all guidelines in the Field Experience Hand Book. Your Field Work hours and all required documents must be completed and submitted before the last class.
Your Field Work observation forms are due weekly until your field work is completed and all required documentation must be completed and submitted by Dec-14-09 or you will receive an incomplete in the course. Use two fieldwork observation forms every time you observe.
PRESENTATION OF PRACTICE TEACHER WORK SAMPLE (Assessment # 6) -10%
NJPST: 1, 2, 3, 4, 5, 6, 7, 8; NCSS: 1.1, 1.2 1.3, 1.8, 1.9, and 1.10.
Using the Assessment #6 Tool (elements), you will present the PTWS you developed in the first methods course and revised for this course. You must follow the guidelines of the School of Education Teacher Work Sample model (see attachment) you were introduced to in ED 510/ED 250. You will also be provided with a rubric (scoring guide) for Assessment #6 that explains criteria for evaluation of your work including: the TWS rationale, scaffolding, evidence of higher order thinking skills, evidence of addressing multiple intelligences, differentiated instruction for students with special needs, the use of instructional technology, an assessment plan, demonstrating 9-12 student’s knowledge of NCSS and NJCCS standards, and an adequate bibliography. You will present an instructional strategy from one of the lessons in your TWS to the class during course (due date TBD by instructor). The lesson can be one of those required for Assessment #3 above. All elements of the PTWS must be typed with all supplemental materials included.
Your unit must include:
the unit
See Appendix “B” for Scoring Guide
See Appendix “B1” for Tool
TECHNOLOGY AND SOCIETY RESOURCE UNIT (Core Assessment #7) – 40%
NCSS Standards: 1.8, and 1.1-1.2
In the Social Studies Resource Unit Assessment, the teacher candidate will research and describe the content information required for an interdisciplinary unit designed to teach content related to the NCSS Standards: 1.1, 1.2,1.8, 1.9, Interdisciplinary units should be designed to be taught within a specific grade 9-12 course (e.g., World Cultures, Impact of technological development on Society). The unit should be designed to provide the content and resources necessary for use in a Teacher Work Sample (TWS). This assessment is designed to demonstrate your knowledge of the NJCCC standards (6.1-6.6) and NCSS Standards: 1.1, 1.2, 1.8, and 1.9, from an interdisciplinary perspective and how you would select the materials that could be used to teach the unit in a secondary social studies classroom. The unit should also describe how instructional technology could be applied to enhance student learning.
The Resource Unit assessment includes the following components:
1. Appropriate selection of a social studies unit topic that you will teach in a high school social studies course (e.g. World Cultures).
2. At least (20) content related resources, materials and technology resources must be reviewed and selected. Prepare a rubric which shows how these resources relate to the social studies disciplines and NCSS Standards 1.1, 1.2, 1.8, 1.9.
3. A narrative explaining:
a. rationale for teaching this topic
b. how the materials/resources are related to the chosen topic
c. how the materials are related to the NJCCCS in social studies 6.1-6.6
4. A description of how the resources will be used in the teaching of the chosen topic.
5. At least two authentic assessments that could be used with the content of this unit
See Appendix “C” for Scoring Guide
See Appendix “C1” for Tool
School of Education Plagiarism Policy:
Plagiarism is the use of another’s words or ideas without acknowledgement. It is the equivalent of theft. Some plagiarism is extreme and willful: buying term papers, for instance. Other forms of plagiarism may arise from carelessness or ignorance, i.e. misusing quotation marks or citations. Regardless, plagiarism is not acceptable and will not be tolerated.
Common forms of plagiarism:
1. Buying a paper; having someone else write your paper; using someone else’s paper, however altered.
2. Quoting someone’s exact words without acknowledging him/her appropriately.
3. Paraphrasing a text closely (changing words and syntax) without acknowledging the source; summarizing someone else’s ideas without acknowledging them; confusing paraphrase and quotation.
4. Misusing quotation marks, note numbers, and parenthetical citations, and thereby implying those portions of a paper are your ideas when they are not.
It is not necessary to document facts that are widely known or that can be easily found in a commonly used source. However, very specific facts that are not widely known, or interpretations of facts, or opinions of facts, need citations.
PLEASE BE AWARE: Students found practicing plagiarism are subject to a failing grade for the project so evaluated, and may risk failing the course, and being expelled from the university.
Attendance:
Attendance is mandatory since in class performance contributes to your demonstration of learning. In this summer course, more than two absences in the course will result in the lowering of your final grade. All legitimate absences count toward the two allowed absences. After the 1st absence, your final grade for the semester will be lowered by ½ of a letter grade for each additional absence. Please try to attend all classes.
Promptness is also expected. If you come to class late, or leave early, your grade will also be affected. Three late entrances or early exits will equal one class absence. As a teacher, you will be expected to be prompt and to be present except in extreme emergencies.
Attendance in the week of the final is mandatory by the University regulation, to which the attendance policy applies.
Students Who Need Accommodations:
Students with disabilities who need special accommodations for this class are encouraged to meet with me or the appropriate disability service provider on campus as soon as possible. In order to receive accommodations, students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the University procedure for self-disclosure which is stated in the University Guide to Services and Accommodations for Students with Disabilities. Students will not be afforded any special accommodations for academic work completed prior to disclosure of the disability. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
Health Services Policy on Medical Excuses:
Students too ill or injured to attend class will be issued a note at the time of the visit. Thereafter, any documentation of a visit to Health Services must be requested in writing by the professor and with the signed permission of the student.
Academic Accommodations:
If you are a student with a disability and wish to request accommodations, please notify me by the second week of class. Information regarding your disability will be treated in a confidential manner.
Last Day to Withdraw: Term B – Monday, November 23, 2009
COURSE CONTENT/SCHEDULE:
This schedule may be modified according to the needs of the class. Changes to this schedule will be announced in class. Additional reading assignments may be distributed each week. Reaction papers will be due the following class after they are assigned. Late assignments will affect the assignment grade. All papers and projects that are submitted are required to be typed. Handwritten papers will not be accepted
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Date Of Class |
Topics Covered |
Activities and Assignments for the following class |
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Week 1 10/28/09 |
Introduction, course overview, and requirements. Planning to Teach Social Studies What are the attributes of a well planned social studies lesson? TWS? |
Review syllabus and Course Expectations. Discuss social studies planning. Choose topic for Technology and Society Resource Unit and Lesson Plans. Contact cooperating teacher for Field experience. (Readings Chapin: Chapter 2 |
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Week 2 11/2/09 11/4/09 |
Discussion of unit planning, selecting and organizing content. Educational philosophy review |
Review topic selections for lesson and unit plans. Review philosophy of social studies education developed in Methods I Reading: Chapin: Chapter 3 and 4 |
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Week 3 11/9/09 11/11/09 |
Review of basic instructional approaches presented by Chapin. Compare with Martorella et al. 2008 approaches. |
Application of instructional methods to citizenship education. Work in groups to design lessons representing a wide range of instructional strategies assigned by instructor. Readings: Chapin J. Chapter 5. |
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Week 4 11/16/09 11/18/09 |
Authentic-assessment as an element of planning and to document student learning (e.g., NCSS 1.1-1.10, and NJCCSS 6.1-6.6) |
Mini-Lesson Presentations Discussion and examination of sample assessments Groups develop authentic assessments to document student learning of NCSS and NJCCC standards.
Reading: Chapin J. Chapter 9, Review Martorella Chapter 12 |
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Week 5 11/23/09
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Applying instructional technology to social studies instruction |
Mini-Lesson Presentations Discussion and group development of lesson plans incorporating instructional technology. Lesson plan presentations Reading : Chapin, Chapter 6
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Week 6 11/30/09 12/02/09 |
Teaching and Learning History in secondary social studies– NCSS 1.1; 1.2; 1.6
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Approaches to history and structure of the discipline. Research on teaching and learning history. Groups develop and present history lessons.
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Week 9 12/7/09 12/9/09 |
Teaching and Learning Geography in Secondary Schools– NCSS 1.3,1.8, 1.9 |
Present your TWS and Lesson Activities in Class Groups develop and present geography lessons. Reading: Chapin. Chapter 7 & 8 and relevant sections of Martorella 2008 |
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Week 10 12/14/09 12/16/09 |
Teaching and Learning Economics in Secondary Schools–NCSS 1.7; 1.9 |
Present your TWS and Lesson Activities in Class Approaches to teaching economics in secondary schools. Integrating geography into history courses. Structure of the discipline. Foliotek Uploads due. by 12/16/09 |
General Rubric for Assignments and Overall Course Evaluation:
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A = 94 + |
This indicates that the candidate is performing at or above the expected beginning level of a professional teacher. The quality of work, clarity in thinking and presentation, and depth of analysis reflect a level of professional understanding appropriate to this stage of the candidate’s development. The candidate has demonstrated advanced reading and thinking in the area of curriculum theory and practice. Performance across all assessment areas is of a high standard (i.e. quizzes, written work, evidence of research, professional behavior, preparation, etc.) |
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A- = 90 – 93 |
This indicates that the candidate is nearly at the expected level of professional performance, with minor corrections or improvement expected. One or more assessment areas may need some improvement. |
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B+ = 87 – 89 |
The candidate is adequately meeting the basic criteria for the expected performance, both in their written, oral, presentation, and professional interactions. Some refinement is indicated in a few assessment areas where the candidate may be challenged. |
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B = 83 – 86 |
The candidate is meeting the basic criteria for the expected performance, both in their written, oral, presentation, and professional interactions. |
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B- = 80 – 82 |
The candidate is just meeting the basic criteria for expected performance, both in their written, oral, presentation, and professional interactions. Course work, professional behavior, or some other area may need specific improvement. |
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C+ = 77 – 79 |
The candidate is meeting the minimum expectations for passing the course. However, improvement is expected. Some areas are not up to the minimum standard for professional behavior in teaching. |
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C = 73 – 76 |
The candidate is meeting the minimum expectations for the course. Improvement in specific areas is expected and the candidate must develop an improvement plan (contract) with the professor at this point (or any point below). |
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C- = 70 – 72 |
The candidate is not meeting some of the minimum expectations for the course. Substantial improvement in several areas is indicated. The candidate is at risk to not continue in the program. |
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NR = 69 and < |
This indicates the performance of the candidate is unsatisfactory to continue in the teaching preparation program. |
BIBLIOGRAPHY – ED 372
Berson, M.J., Cruz, B. C., Duplass, J.A., & Johnson, J. H. (2001). Social Studies on the Internet.
Upper Saddle River, NJ: Merrill/Prentice Hall.
Brophy, J. & Alleman, J. (1996). Powerful Social Studies for Elementary Students. Fort Worth: Harcourt Brace.
Chapin, June R. (2003). A Practical Guide to Secondary Social Studies. Boston: Allyn and Bacon.
Cooper, James M. (1994). Classroom Teaching Skills. Lexington, MA: DC Heath.
Craver, K. (1999). Using Internet Primary Sources to Teach Critical Thinking Skills in History. Westport, CT: Greenwood Press.
Edinger, Monica & Fins, Stephanie. (1998). Far Away and Long Ago, Young Historians in the Classroom. York, ME: Stenhouse Publishers.
Ellis, Arthur K. (2002). Teaching and Learning Elementary Social Studies. (7th ed.). Boston: Allyn and Bacon.
Garcia, J. & Michaelis, J. (2001). Social Studies for Children: A Guide to Basic Instruction. (12th ed). New York: Allyn and Bacon.
Gardner, Howard. (1993). Multiples Intelligences: The Theory in Practice. New York: Harper Collins.
Haas, M.E. & Laughlin, M.A. (1997). Meeting the Standards: Social Studies Readings for K-6 Educators. Washington D.C: National Council for the Social Studies.
Hoge, J.D., Sherry, S.L., Foster, S.J. (2004). Real-World Investigations for Social Studies. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Levstik, L.,& Barton, K. (2001). Doing History: Investigating with Children in Elementary and Middle Schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Loewen, James W. (1996). Lies My Teacher Told Me.New York: Simon and Shuster.
Makler, Andra & Hubbard, Ruth. (2000). Teaching for Justice in the Social Studies Classroom. Portsmouth.NH: Heinemann.
Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, Alexandria, VA: Association of Supervision and Curriculum Development.
Martorella, Peter H. (1998). Social Studies for Elementary School Children: Developing Young Citizens.
(2nd ed.). Upper Saddle River, NJ: Merrill.
Martorella, Peter H. (2001). Teaching Social Studies in Middle and Secondary Schools. Upper Saddle River, NJ: Prentice Hall.
National Council for the Social Studies. (1994). Expectations of Excellence: Curriculum Standards for Social Studies. Washington D.C: National Council for Social Studies.
http://www.socialstudies.org/standards/
National Council for the Social Studies. Selecting and Using Notable Books in the Classroom. Washington, D.C: National Council for the Social Studies.
Obenchain, K.M. & Morris, R.V. (2003). 50 Social Studies Strategies for K-8 Classrooms.
Upper Saddle River, NJ: Pearson Education, Inc.
Parker, Walter C. (2001). Social Studies in Elementary Education. (11th ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.
Sunal, Cynthia S. (1990). Early Childhood Social Studies. Columbus, OH: Merrill.
Weldon, D.A. & Mallan, J. T. (1999). Children and Their World: Strategies for Teaching Social Studies. Boston: Houghton Mifflin