ERDG 617: Teaching Social Studies, B-6 This course is required for the MS in Childhood Education and MS in Early Childhood Education Program Requirements and Prerequisites: programs. It is an elective for the MS in Literacy B-6 and MS in Reading degrees. This course focuses on history, culture, economics, government, and geography, for teachers to learn the theoretical and Course Description: practical applications of historical and current concepts. Drawing on national and state standards, the course will emphasize materials, instruction, and assessment to promote conceptual understandings, including a diverse range of perspectives on social studies content. Attributes Attributes (continued) Literacy as Social Practice** Respectful Representation of Students, Families and Communities** Equity Critical Literacies** Generate Productive Learning Communities** Disciplinary Literacy/Knowledge Building** Engagement* Data Based Decision Making Reciprocal Relationships Across Modes of Communication* Technologies and Digital Media* Strategic Teaching to Promote Self-Extending Learning* Materials and Resources** Assessment of Literacies and Their Development* Prevention and Intervention Research Based Professional Learning* Standards** Core Content Possible Assignments Possible Readings What children and teachers need to know to Powerful Idea Project Levstik, L. & Barton, K. (2010). develop historical and literate competencies: Students will design a project to implement in Doing History: Investigating with Children preschool and/or elementary settings. They will in Elementary and Middle Schools. Historical inquiry be developing a "powerful idea", including Mahwah, NJ: Lawrence Erlbaum. 4th Literary inquiry connections to standards, gathering primary edition. Historical debate sources, using literature selections, and writing a Multiple Perspectives unit description. Edinger, M. (2000). Seeking History: Teaching with Primary Sources in Grades Specific content knowledge: civics, government, Portsmouth, NH: Heinemann. Primary Source Collection and Analysis history, citizenship, geography, economics. In this project, students will collect primary Multicultural understandings sources, discuss the process of collecting the Grant, S. G., & VanSledright, B. Social and cultural traditions, beliefs, and values sources, evaluate the sources using the NARA (2005). Elementary Social Sense of historical themes across time and evaluation sheets, and discuss how they might use Studies: Constructing a Powerful Approach cultures the sources within their classroom. This includes to Teaching and Learning. Houghton sources from families and communities. Mifflin.
ERDG 617: Teaching Social Studies, B-6 Program Requirements and Prerequisites: This course is required for the MS in Childhood Education and MS in Early Childhood Education programs. It is an elective for the MS in Literacy B-6 and MS in Reading degrees. Course Description: This course focuses on history, culture, economics, government, and geography, for teachers to learn the theoretical and practical applications of historical and current concepts. Drawing on national and state standards, the course will emphasize materials, instruction, and assessment to promote conceptual understandings, including a diverse range of perspectives on social studies content. Attributes Literacy as Social Practice** Equity Generate Productive Learning Communities** Engagement* Reciprocal Relationships Across Modes of Communication* Strategic Teaching to Promote Self-Extending Learning* Assessment of Literacies and Their Development* Research Based Professional Learning* Attributes (continued) Respectful Representation of Students, Families and Communities** Critical Literacies** Disciplinary Literacy/Knowledge Building** Data Based Decision Making Technologies and Digital Media* Materials and Resources** Prevention and Intervention Standards** Core Content Possible Assignments Possible Readings What children and teachers need to know to develop historical and literate competencies: Historical inquiry Literary inquiry Historical debate Multiple Perspectives Specific content knowledge: civics, government, history, citizenship, geography, economics. Multicultural understandings Social and cultural traditions, beliefs, and values Sense of historical themes across time and cultures Powerful Idea Project Students will design a project to implement in preschool and/or elementary settings. They will be developing a "powerful idea", including connections to standards, gathering primary sources, using literature selections, and writing a unit description. Primary Source Collection and Analysis In this project, students will collect primary sources, discuss the process of collecting the sources, evaluate the sources using the NARA evaluation sheets, and discuss how they might use the sources within their classroom. This includes sources from families and communities. Levstik, L. & Barton, K. (2010). Doing History: Investigating with Children in Elementary and Middle Schools. Mahwah, NJ: Lawrence Erlbaum. 4th edition. Edinger, M. (2000). Seeking History: Teaching with Primary Sources in Grades Portsmouth, NH: Heinemann. Grant, S. G., & VanSledright, B. (2005). Elementary Social Studies: Constructing a Powerful Approach to Teaching and Learning. Houghton Mifflin.
ERDG_617_Course_Template.docx