Professional Documents
Culture Documents
Spring 2013
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Course Information:
Course Description
This course aims to develop students skills in becoming teachers of the social studies political science,
economics, history, geography, sociology, psychology and anthropology. Students will develop an
understanding of teaching and learning the social studies, as well as develop and enhance their skills in
planning curriculum. Students will reflect on and practice teaching social studies, grappling with the
complexity of these disciplines and creating meaningful learning experiences for students. Students will
explore a variety of methods for teaching history, civics and government, psychology and other
disciplines within the social studies as distinct subjects and as elements of interdisciplinary courses.
Course assignments are designed to explore critical questions about teaching content rich curriculum in
diverse contexts. Practice in teaching is one of the elements of this course and students will do so in class
and field experiences.
The School of Educations Conceptual Framework
The School of Education at Loyola University Chicago, a Jesuit and Catholic urban university, supports
the Jesuit ideal of knowledge in the service of humanity. We endeavor to advance professional education
in the service of social justice, engaged with Chicago, the nation, and the world. To achieve this vision the
School of Education participates in the discovery, development, demonstration, and dissemination of
professional knowledge and practice within a context of ethics, service to others, and social justice. We
fulfill this mission by preparing professionals to serve as teachers, administrators, psychologists, and
researchers; by conducting research on issues of professional practice and social justice; and by
partnering with schools and community agencies to enhance life-long learning in the Chicago area.
This course assesses the following framework standards:
CF 1: Candidates demonstrate an understanding of a current body of literature and are able to
critically evaluate new practices and research in their field.
CF4: Candidates demonstrate skills that will enable them to work effectively with diverse clients.
CF5: Candidates demonstrate technological knowledge and skills that enhance education.
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Focal objectives for this course:
1. Gaining factual knowledge (terminology, classifications, methods, trends)
2. Learning fundamental principles, generalizations, or theories
3. Learning to apply course material (to improve thinking, problem solving, and decisions)
4. Developing specific skills, competencies, and points of view needed by professionals in the field
most closely related to this course
5. Learning how to find and use resources for answering questions or solving problems
Diversity
This course also supports the School of Educations conceptual framework in preparing teachers in
service of social justice. The social studies lend themselves to the exploration and examination of
diversity. The course devotes time and attention on incorporating diversity into the content of teaching
the social studies and how to address the needs of diverse learners.
Technology
Students will use technology for a variety of purposes in this course. Students will access information
from Blackboard in order to complete assignments. Students will also use internet-based resources to
develop curriculum and learning experiences. These activities are designed to enhance students ability to
use technology as a teaching and learning tool.
Texts and Resources
Required Texts:
Yaeger, E.A. & Davis, O.L. (Eds.). (2005). Wise social studies teaching in an age of high stakes testing:
Essays on classroom practices and possibilities. Greenwich, CT: Information Age Publishing. ISBN-10:
1-59311-372-2
Zevin, J. (2007). Social studies for the twenty-first century: Methods and materials for teaching in middle
and secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN-13: 978-0-8085-5558-6
Wineburg, S., Martin, D. & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in
middle and high school history classrooms. New York, NY: Teachers College Press. ISBN-10:
0807752134
Other Required Reading: Available in Course Documents in Class Readings on Blackboard.
Required Media:
LiveText: www.livetext.com
Course Resource Web Site: http://www.kn.att.com/wired/fil/pages/listhistoryan2.html
Recommended Texts:
Benjamin, Jr., L.T. (2008). Favorite activities for the teaching of psychology. Washington, DC:
American Psychological Association. ISBN-10: 1-4338-0349-6; ISBN-13: 978-1-4338-0349-9
Cruz, B.C. & Thornton, S.J. (2009). Teaching social studies to English language learners. New York:
Routledge. ISBN-10: 0-415-95761-3
Hillocks, G. (2011). Teaching argument writing. New York: Heineman. ISBN-10: 0325013969
Levstik, L. & Barton, K. (2011). Doing history: Investigating with children in elementary and middle
schools. 4th edition. New York, NY: Routledge. ISBN-13: 978-0-415-87301-7
McTighe, J. & Wiggins, G. (2004). Understanding by design professional development workbook.
Alexandria, VA: Association for Supervision and Curriculum Development. ISBN-10: 0-87120855-5
Ogle, D., Klemp, R. & McBride, B. (2007). Building literacy in social studies: Strategies for improving
comprehension and critical thinking. Alexandria, VA: Association for Supervision and Curriculum
Development. ISBN-13: 978-1-4166-0558-4
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Standards addressed by this assignment: NCSS 1.1, 1.3, 1.4, 1.5, 1.8 & 1.9; ILCAS: SS 1; IPTS: 1, 4 & 8; ITS:
2, 3, 7 & 8; CF: 5.
Social Studies Course and Unit Plan (70 points) - Students will develop a two-semester (36 week) high
school course in their area of designation: history, civics and government, or psychology. The plan will
include a two-semester course outline, one complete curriculum unit from the outline, and a 3-week
learning plan for the unit. While the focus of the course is on your specific discipline, you will need to
make interdisciplinary connections with other social sciences. Standards addressed by this assignment:
NCSS: 2.1, 2.3 or 2.5; IPTS: 1, 2, 3, 4, 5, 6, 7 & 8; ILCAS: SS 1; ITS: 3.
Field Experience (50 points total) - Students will complete 35 hours of fieldwork. This experience provides
an in-depth experience in a social studies classroom supervised by an experienced teacher. Students will
be assigned to a social studies teacher or teachers in a middle or high school; it is expected that all hours
will completed at Senn High School. Students will assist the teacher(s), observe, work with students, and
teach at least one lesson during the field experience. Students may also support the work of teachers with
students involved in other social studies related activities. Standards addressed by these assignment:
IPTS: 1, 4, 8 & 10; CF: 1, 4 and 5.
Fieldwork Part I (10 points) - Students will submit an action plan after their first meeting with the
cooperating teacher(s). The plan must include contact information for the teacher(s), a schedule
for completing the field hours, the activities the student will be involved in, and a tentative topic
for the lesson to be taught.
Fieldwork Part II (30 points) All students will develop and implement at least one lesson in their
school placement. Students will submit the lesson, a reflection on its effectiveness and
suggestions for revisions. Students will share their lessons and reflections in class.
Fieldwork Part III (10 points) This assignment requires verification that the student completed 35
hours. A clinical attendance form will be posted on Blackboard. Students need to complete and
sign the form and have it signed by the cooperating teacher(s).
Course Grades
Grade
A
A-
Percent
93%
90%
Points
237 255
229 236
B+
B
B-
87%
83%
80%
222 228
212 221
204 211
C+
C
C-
77%
73%
70%
196 203
186 195
178 185
5
D+
D
DF
67%
63%
60%
171 177
161 170
153 160
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Course Schedule
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
February 5, 2013
Curriculum Planning in Social Studies
Zevin ch. 4 7, & 8; How I Learned to Stop Worrying about the Test and Love Teaching Students to
Write Well; Caron Central Questions
Review units posted on the CPS site for Social Studies 2.0:
http://cpssocialscienceinstruction.wikispaces.com/
Design Challenge #2: From Standard to Activity
February 12, 2013
Curriculum Planning in Social Studies
Zevin 5 & 6; Enacting the Social Studies Curriculum (Teaching Social Studies to ELLs); Ogle
Building Literacy ch. 3 & 6
Design Challenge #3: Adapting Your Activity for All Readers
February 19, 2013
Teaching History: Historical Thinking and Source Analysis
Zevin 10 & 13; Wineburg Introduction & ch. 1
Review the National Archives site for educators. Print and bring a set of analysis
worksheets (bring one of each: document, artifact, cartoon, map, motion picture,
photograph, poster, and sound recording) from that site:
http://www.archives.gov/education/lessons/
Submit reflective journal entries for 2/5, 2/12, & 2/19 on LiveText.
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Date
Topic
Readings
Assignment(s) Due
Date
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
Date
Topic
Readings
April 2, 2013
Teaching the Social Sciences: Civics and Government
Zevin 11; Wineburg ch. 7; Meet SCOTUS: Engaging Students in the Drama of Court Cases;
Review related sites on the course web site:
http://www.kn.att.com/wired/fil/pages/listhistoryan2.html.
N/A
Assignment(s) Due
Date
Topic
Readings
Assignment(s) Due
April 9, 2013
Teaching the Social Sciences: Psychology
TBA
Review related sites on the course resource web site:
http://www.kn.att.com/wired/fil/pages/listhistoryan2.html
Recommended Reading: Favorite Activities for the Teaching of Psychology
Submit reflective journal entries for 3/26, 4/2, 4/9 on LiveText.
Design Challenge #4: A Document Activity
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Date
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Assignment(s) Due