Syllabus MTE/531

Syllabus
College of Education MTE/531 Version 2 Curriculum Constructs and Assessment: History and Social Science
Copyright 2010, 2006 by University of Phoenix. All rights reserved.

Course Description This course defines and provides a context for teaching and assessing K8 students in the area of history and social science based on scope, sequence, and national and state standards. Instructional approaches for the content area within the framework of an integrated curriculum are explored, including the use of critical thinking skills and study skills. Students develop alternative assessments and traditional testing tools based on clear criteria, which are designed to yield accurate information on student progress. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. State Standards Definition of Program Standards The program standards guide the development of the education programs and assist candidates in becoming highly qualified educators. These standards were developed by College of Education program councils and integrate national, state, and specialty area (e.g., early childhood education, special education, content area) standards. These standards form the basis for the rubrics that are used to assess benchmark artifacts in TaskStream and to provide the College with information on how well candidates are meeting the program standards. The program standards are organized into four domains. In turn, each domain is organized into subdomains and competencies for each sub-domain. The four domains and their sub-domains are listed below. The entire set of program standards can be found in the Program Handbook.
Domain One: Planning and Preparation 1A: Knowledge of Content and Pedagogy 1B: Instructional Planning and Resources 1C: Instructional Design 1D: Assessment Domain Three: Instruction 3A: Communication 3B: Student Engagement 3C: Diversity Domain Two: Learning Environment 2A: Managing Classroom Procedures 2B: Managing Student Behavior 2C: Creating a Positive Learning Climate Domain Four: The Professional Educator 4A: Parent and Community Involvement 4B: Professionalism 4C: Reflection

Alignment of Course to Program Standards

Syllabus MTE/531

MTE 531: Curriculum Constructs and Assessment: History and Social Science The program standards that are aligned to this course are listed below. These standards are addressed through the course topics and objectives, in-class discussion, field experience, and course assignments. (Note that a specific course may not address all domains/sub-domains or all competencies within a subdomain.) Domain One: Planning and Preparation: Knowledge of Content and Pedagogy The proficient teacher: Demonstrates solid knowledge of content, the structure of the discipline, and content-related pedagogy. Exhibits skills and knowledge that reflect current research and best practices in the field. Can relate his/her disciplinary knowledge to other subject areas. Understands how students development, prior knowledge, skills, and interests can affect their learning. Uses differing viewpoints, theories, and methods of inquiry in his/her teaching of subject matter concepts. Demonstrates a sound understanding of technology operations and concepts. Domain One: Planning and Preparation: Instructional Planning and Resources The proficient teacher: Establishes high expectations for all students. Uses clear goals that are aligned to student outcomes. Plans instruction in order to meet the needs of diverse learners. Creates interdisciplinary learning experiences from several subject areas. Effectively uses and evaluates a wide variety of resources to enhance student learning and to extend content. Applies current research on teaching and learning with technology when planning learning environments and experiences. Plans and designs effective learning environments and experiences supported by technology. Domain One: Planning and Preparation: Instructional Design The proficient teacher: Designs instructional activities that are appropriate for all students. Creates instructional activities that reflect different learning styles, skills, and knowledge levels of students. Develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. Develops instructional activities that are aligned with established goals and state standards. Implements curriculum plans that include methods and strategies for applying technology to maximize student learning. Domain One: Planning and Preparation: Assessment The proficient teacher: Uses a variety of formal and informal assessment strategies that are aligned to instructional goals. Establishes clear criteria that have been communicated to all students.

Domain Two: Learning Environment: Managing Classroom Procedures

Syllabus MTE/531

The proficient teacher: Effectively organizes and manages tasks for individuals and groups. Domain Two: Learning Environment: Managing Student Behavior The proficient teacher: Maintains the dignity of the learning community. Domain Two: Learning Environment: Creating a Positive Learning Climate The proficient teacher: Establishes a learning community that is safe, accessible, warm, and caring. Creates a climate that supports diversity and is appropriate for a variety of development and cultural norms. Maintains interactions that are polite and respectful. Domain Three: Instruction: Communication The proficient teacher: Models good verbal and written skills. Effectively communicates expectations for learning. Uses a vocabulary and communication style that reflects sensitivity to gender and cultural issues. Communicates in ways that are appropriate for diverse student populations. Domain Three: Instruction: Student Engagement The proficient teacher: Designs instructional activities that accurately represent course content. Creates lessons and activities that are cognitively appropriate for all students. Uses effective resource materials, including technology, to engage students. Designs structured well-paced lessons that are aligned with clear goals and objectives. Domain Three: Instruction: Diversity The proficient teacher: Modifies lessons, instruction, assessments, and teaching style to accommodate the needs of diverse learners. Brings multiple perspectives to the discussion of subject matter, including attention to students personal, family, and community experiences and cultural norms. Uses technology to support learner-centered strategies that address the diverse needs of students. Domain Four: The Professional Educator: Parent and Community Involvement The proficient teacher: Identifies and uses community resources to foster student learning. Domain Four: The Professional Educator: Professionalism The proficient teacher: Is able to assess his/her professional growth. Uses technology to enhance productivity and professional practice. Domain Four: The Professional Educator: Reflection

Syllabus MTE/531

The proficient teacher: Uses observations, student information, technology, and professional literature to reflect on the effectiveness of instructional and assessment techniques. Course Materials Maxim, G. W. (2009). Dynamic social studies for constructivist classrooms: Inspiring tomorrow's social scientists (9th ed.). Boston, MA: Allyn and Bacon. All electronic materials are available on the student website.

Week One: Defining the Social Studies Discipline

Details
Objectives 1.1 Examine the characteristics of effective social studies instruction. 1.2 Compare the social studies discipline areas of history, geography, civics and government, economics, and psychology. 1.3 Examine the themes and skills of the national and state social studies standards. 1.4 Analyze the nature of citizenship education and its potential impact on students. Read Ch. 1 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 2 of Dynamic Social Studies for Constructivist Classrooms. Read the University of Phoenix Material: Planning a Teaching Unit. Read this weeks Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Responses to each Discussion Question should be at least 200-300 words.
DQ1: Week1 WED DQ2: Week1 FRI

Due

Points

Reading Reading Reading Reading Participation Discussion Questions

2 2

Nongraded Activities and Preparation Teaching Experience Reflection Paper (Preparation) Nongraded Activities and Preparation

Make arrangements to observe and teach a history or social science classroom to prepare for the Teaching Experience Reflection Paper in Week Four.

Begin working on Observation Paper: History and Social Science Lesson due in Week Three.

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Observation Paper (Preparation) Learning Team Instructions Weekly Team Review Review the objectives from Week One and discuss any questions or insights that may have arisen. 1. Read the following items, available at https://mycampus.phoenix.edu: a. Learning Team Handbook b. Guide to Charter c. Learning Team Charter d. Learning Team Evaluation 2. Check Main forum for Learning Team Assignments 3. Create/Submit the Learning Team Charter in your LT forum under the subject heading LT Charter Team ___

Individual Citizenship Paper

Teaching history and social science can be controversial due to topics such as politics, religion, values, citizenship, and personal perspectives. Considering how you would address these topics is an important part of your preparation to become a teacher. Research articles addressing potential controversies that can arise when teaching history and social science. Pick one article to review and share. Write a 350- to 700-word paper that does the following: Summarizes the article Describes the differences between value-based and standards-based instruction in history and social science education Explains how you would address issues that arise during controversial topics in the classroom Include one article reference. Format your paper consistent with APA guidelines.

Week1 SUN

10

Week Two: The History and Social Science K8 Curriculum

(Conceptual Framework Theme(s) addressed: Advocating for Learning, Valuing Diversity)

Differentiating Instruction for Diverse Learners

(Conceptual Framework Theme(s) addressed: Advocating for Learning, Valuing Diversity)

Details
Objectives 2.1 Examine developmental expectations in the instruction of social

Due

Points

Syllabus MTE/531

studies content for elementary and middle grade students. 2.2 Analyze students perspectives on history and social science and the implications for instruction. 2.3 Recommend curriculum that expands childrens knowledge of the world community. 2.4 Describe strategies for curriculum mapping. 2.5 Describe ways to integrate history and social science instruction with other content areas. 2.6 Examine how personal experiences shape teaching/learning perceptions in the history and social science classroom. 2.7 Examine current trends and issues regarding differentiating social studies instruction and assessment. 2.8 Analyze instructional strategies used to modify learning activities for diverse learners. Reading Reading Reading Reading Participation Discussion Questions Read Ch. 4 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 5 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 6 of Dynamic Social Studies for Constructivist Classrooms. Read this weeks Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Responses to each Discussion Question should be at least 200-300 words.
DQ3: Week2 WED DQ4: Week2 FRI

2 2

Learning Team Instructions Weekly Team Review

Review the objectives from Week Two and discuss any questions or insights that may have arisen. LTA1 Unit Proposal: Submit a post in to the thread in the Main forum titled LTA1 Integrated Unit Proposal that includes the following: a. Grade level you are targeting for your Unit b. Standards for each of the Core Content and Elective Content areas you are going to include in your unit c. Theme for your Unit

Week2 WED

Individual Methods of Instruction Individual Annotated Bibliography and

Resource: University of Phoenix Material: Appendix A Review the two assignment options provided in Appendix A. Select and complete one of the options. Building schema and perceptions about history can be experienced through the integration of quality literature in a history unit. Historic fiction novels, picture books, nonfiction literature, and primary source

Week2 THUR Week2 SUN

10

10

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Analysis Paper

materials may be used with multiple age groups to enhance comprehension and provide opportunities for inquiry-based learning depending on how they are presented. Research and review fiction and nonfiction titles that show a historic event from a variety of perspectives. Create an annotated bibliography of five literature titles you would use in your unit based on the theme you have chosen. Write a 350- to 700-word paper analyzing the significance of examining a historic event from multiple perspectives and the possible outcomes it may have on all types of learners. Include ideas on how literature can be integrated into social studies lessons to accomplish this objective. Choose one book of fiction or nonfiction that you reviewed. Create a lesson plan based on using your chosen book to teach a historical event. Submit your bibliography, lesson plan, and paper.

Week Three: Lesson Planning

(Conceptual Framework Theme(s) addressed: Advocating for Learning, Integrating Technology)

Details
Objectives 3.1 Create lessons that incorporate strategies for active learning. 3.2 Create lessons that require students to utilize critical thinking and study skills. 3.3 Explain the importance of including primary sources in history and social science lessons. 3.4 Evaluate applicable Internet resources for use in history and social science instruction. 3.5 Create varied assessments that align to the lesson objectives and include performance-oriented tasks. Read Ch. 3 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 7 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 10 of Dynamic Social Studies for Constructivist Classrooms. Read this weeks Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. Discussion question responses will not count towards the class participation requirement

Due

Points

Reading Reading Reading Reading Participation Discussion Questions

2
DQ5: Week3 WED

Syllabus MTE/531

and will be evaluated separately. Responses to each Discussion Question should be at least 200-300 words.

DQ6: Week3 FRI

Learning Team Instructions Weekly Team Review

Review the objectives from Week Three and discuss any questions or insights that may have arisen. LTA2 Rubric Development: As your Learning Team completes work on the Social Studies Unit you should be determining how to assess your unit objectives, including at least one performance assessment. Submit a post to the thread in the Main forum titled LTA2 that includes a Rubric to assess how students show mastery on a performance assessment

Week3 WED

Individual Observation Paper: History and Social Science Lesson

Observe a classroom teacher delivering a history and social science lesson. Prepare a 1,050- to 1,400-word paper based on your observation that includes the following: An outline of the lessons objectives Reflections on whether the students met, did not meet, or exceeded the lesson objectives Reflections on how you determined whether the objectives were met Reflections on how you would change any part of the lesson, including the assessments Evidence of use of national and state history and social science standards Evidence of the integration of history and social science content with other content areas Grade level of the classroom you observed and the school name Format your paper consistent with APA guidelines. Note: Remember to document your observation on your Field Experience Record.

Week3 THUR

10

Week Four: Integrating History and Social Science and Other Content
(Conceptual Framework Theme(s) addressed: Advocating for Learning, Leading through Innovative Practice, Valuing Diversity)

Details

Due

Points

Syllabus MTE/531

Objectives

4.1 Design an integrated instructional unit. 4.2 Evaluate integrated and/or interdisciplinary lessons. 4.3 Describe how the integration of social studies with other content areas promotes student learning. Read Ch. 8 of Dynamic Social Studies for Constructivist Classrooms. Read Ch. 9 of Dynamic Social Studies for Constructivist Classrooms. Review Ch. 10 of Dynamic Social Studies for Constructivist Classrooms. Read this weeks Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Responses to each Discussion Question should be at least 200-300 words.
DQ7: Week4 WED DQ8: Week4 FRI

Reading Reading Reading Reading Participation Discussion Questions

2 2

Learning Team Instructions Weekly Team Review Individual Teaching Experience Reflection Paper

Review the objectives from Week Four and discuss any questions or insights that may have arisen.

Create one lesson and teach it to students in a grade-appropriate classroom. The lesson must meet the following criteria: Thirty-five minutes in length Aligns to state and national standards Includes objectives, essential questions, activities, and assessment Incorporates the use of technology Integrates other content as appropriate Write a 700- to 1,050-word reflective paper on the experience, including revisions you would make to the lesson based on the experience. Submit a copy of the lesson plan with your paper.

Week4 THUR

10

Learning Team Social Studies Unit

Resource: University of Phoenix Material: Planning a Teaching Unit Create a 1-week social studies unit for an elementary classroom integrating two other core content areas: math, science, or language arts. Include the following:

Week4 SAT

30

Syllabus MTE/531

10

Two lessons that incorporate strategies for active learning Two lessons that require students to use critical thinking and study skills Two Internet resources for use in history and social science instruction Varied assessments that align to the lesson objectives and include performance-oriented tasks Identify how your units lessons can be integrated into elective content areasdrama, music, physical education, art, technology, health, and so on. Write your Social Studies Unit to integrate elective content areas. Present the unit to the class using Microsoft PowerPoint slides, handouts, or other presentation tools. Discussion Questions Week One Discussion Questions DQ1: Which themes and skills reflected in the national and state standards do you consider to be the most vital to teach? Explain why. In which discipline areas does this occur? DQ2: How would you design social studies lessons to integrate the discipline areas of history, geography, civics and government, and psychology? Describe some activities that integrate two or more discipline areas. Week Two Discussion Questions DQ3: What child development issues do you need to consider when teaching social studies, such as the concept of chronology when teaching history? How would you address these issues when teaching? Provide examples. DQ4: How will you use your local community as a resource for teaching social studies? How will you generalize and connect what the students learned about their local community to the world community? Week Three Discussion Questions DQ5: Based on this weeks readings and on your examination of the standards, what do you think are components of an effective history and social science classroom? DQ6: How can you encourage students to actively engage in using technology as a tool rather than passively receiving information from the technology? Week Four Discussion Questions DQ7: What are some ways to effectively incorporate the arts in a history and social science unit?

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DQ8: Now that you have completed a history unit, what would you add or change to help student learning be more active and inquiry based? How could you alter the unit based on the specific needs of your class, whether they were very gifted or academically challenged? Copyright
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