University of Utah
Educational Studies 450
Social Studies Methods
Instructors: Linda Barlow and
In the elementary teacher certification program at the University of Utah, Elementary Social Studies Methods is required in order to meet the Utah State Office of Education Certification standards. The Educational Studies Department requires Elementary Social Studies Methods (Ed. St. 450-1-2-3) which all elementary Teacher Candidates must successfully complete. The Graduate School of Education graduates approximately 75 elementary education majors per year. The study of social issues includes numerous topics including, but not limited to, anthropology, economics, careers, democratic policies, character education, self esteem, psychology, problem solving, community involvement, laws, rules, politics and history. Social Studies 450 encompasses theoretical, philosophical, and methodological dimensions of social science and its implications for practice and change. Through a service learning component that the students choose, plan, develop, and assess, students can learn the importance of service learning. In addition, an abundant number of other learning opportunities is acquired through service learning activities, for all parties involved.
Service learning teaches responsibility, caring, giving, democratic character, integrity, social justice, authentic problem solving, etc. All of these skills are taught in our Social Studies course. It is well known that by having youth and adults interact with one another, appropriate role modeling and communication among generations takes place. When people get to know one another, mutual respect is created. Respect is a strong component of our Social Studies course. A sense of belonging is a vital aspect of positive human development. Research shows that high risk behaviors decrease with the implementation of service learning. Furthermore, service learning activities can empower youth by giving them useful, productive roles in the community. Thus, society looks for the positive attributes in our youth and the youth have a positive influence in their community. Again, all of these ideals are taught in our Social Studies course. Additionally, many elementary school curriculum topics can be integrated into the service learning activities. For example, communication skills along with process writing can be emphasized in almost all service learning. Integration is a strong component of our certification program and service learning easily provides students with the skills needed to begin integrating subject matter.
It is our intent to designate all three sections of Educational Studies 450 as a service learning course. Our Teacher Candidates are gaining an understanding of the importance of service learning and the benefits service learning has with the youth in our community. What better place to convince a new cadre of teachers to implement service learning into their own classrooms than at the beginning of their careers?
Criteria for Designation:
SOCIAL STUDIES IN THE ELEMENTARY SCHOOLS
REQUIRED READINGS: Several articles will be required readings for social studies methods. Please check class schedule for assigned readings. And, be prepared, before class begins, to be able to discuss the articles. Groups will be asked to present article information.
1. Elementary Social Studies by Evans and Brueckner available in the Curriculum Lab
2. Intrigues to the Past by Shelley Smith, Jeanne Moe, Kelly Letts, and Danielle Paterson. Available in my office.
3. The Kids Guide to Social Action by Barbara A. Lewis. Available at most educational bookstores or call at: 1-800-735-7323
4. Cooperative Learning by Steven Kagan. Call: 1-800-933-2667
5. Keepers of the Earth by Michael J. Caduto and Joseph Bruchac. Available at the University Bookstore on the first floor.
6. TRIBES ... A New Way of Learning Together by Jeanne Gibbs. Available in my office.
7. Social Studies for the Elementary Teacher by David Warren Saxe. Available in the Curriculum Library.
8. Essentials of Classroom Teaching Elementary Social Studies by Thoman N. Turner. Available in the Curriculum Library.
9. Elementary Social Studies* A Whole language Approach by Pamela J. Farris and Susan M. Cooper. Available in the Curriculum Library.
10. Social Studies and the Elementary School Child by George W. Maxim. Available in the Curriculum Library.
11. Teaching and Learning Elementary Social Studies by Arthur K. Ellis. Available in the Curriculum Library.
PURPOSE: The purpose of this course is to introduce pre-service teachers to social studies education. By combining theory and practice, students will gain an understanding of social studies and develop their own effective teaching style. Through a variety of models, with an emphasis on the discovery method, students will explore various techniques of teaching social studies. Students will discover strategies for problem solving using guided research, technology, questioning processes, and trial and error methods by exploring a social issue in a local Salt Lake area. While problem solving, students will learn about the local government and how it operates, ancient and more recent history of the area, economics, how to implement a social action project within any community, and how to use the environment to teach social studies to young learners. Teacher candidates will also be exposed to the idea of "Teacher as Change Agent". it is most important that the students will gain resources as to where they can seek Social Studies teaching materials to use in their future classrooms and to learn to organize, design, and successfully teach effective Social Studies lessons to young learners.
DEFINITION: Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people 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. (NCSS)
COURSE REQUIREMENTS: (Please, as much as you can, have assignments computer/type written.)
A total of 200 points may be earned in Ed, St, 450,
One thing I am very particular about is handing lessons in on time. I feel it is very important for you to have feedback on your lessons in advance, previous to teaching the lesson in the classroom. This gives me a chance to know what will be going on in the classroom plus it allows me to have enough time to give you suggestions or ideas before you present your lesson in the classroom. Therefore, lesson plans must be handed to me one week prior to teaching, If lesson plans are handed in late after the lesson has been taught, no credit will be given for that lesson or the reflection of that lesson. if circumstances arise, please let me know. Due dates for assignments are listed on the grade sheet, Please refer to those dates.
You and/or your group will chose and work on a service learning project during fall and winter quarter. During the last few weeks of winter quarter, you/r group will present its findings to the whole class. Please realize that the process is more important than the product, so think about how you will present the process! (See grade sheet attached) We will talk about this in class.
5. Web Sites/Core Curriculum. 10 points of your class grade will consist of finding social studies web sites in the computer lab, and exploring core curriculum resources in the Curriculum Library. Both of these activities will take place during a class session.
6. Professionalism. The remaining 30 points is called professionalism. Professionalism includes such activities, though not all inclusive, class participation, attendance in class, handing in lessons plans a week in advance, taking notes, attending to the lesson content, offering constructive feedback to peers, displaying positive attitudes towards teaching, taking time to find resources to teach successful lessons, sharing ideas with others, being open to constructive feedback, seeking advice when needed, completing assignments in a timely fashion, teaching effective lessons, etc. You will need to read the Professional Ethics section of your Teacher Candidate Handbook. You are expected to uphold the same professional standards of a certified teacher in the State of Utah. Occasionally, during class sessions, I will randomly call on a group to present the day's reading/s. Please be prepared!
GRADE SHEET Service Learning PROJECT
4 points - Proposal
What are you planning on accomplishing during your personal social action project? Describe the project. Describe, the best you can, how you plan on implementing your project.
6 points - Journal
A weekly record of your accomplishments, contacts you've made, books you've read, feelings about your project, etc.
20 points - Final Report
A three-four page report describing what you've learned during your project, how you would implement service learning into your own classroom. What technology was used during your project? In this final report, you need to include feedback from someone who was on the "receiving" end of your project.
20 points - Poster Session
A poster describing your project so others can see, hear, witness, etc. what you've done during your social action project. What type of technology was used to present your findings?
Date: Fri, 30 Jan 1998 15:36:51 MST
From: Renee Buchanan <RBUCHAN@ssb1.saff.utah.edu>
Subject: Educational Studies 450