SYLLABUS FOR SOCIAL STUDIES & LANGUAGE ARTS

 

Term:  Fall, 20051                                         

Course Number: 10-483

Instructor: Ms. Ramsey

Office:  300

Office Phone: (219) 473-4309

E-mail:            aramsey@ccsj.edu

 

 

Office Hours: Monday thru Friday

                        Call for an appointment – 219-473-4309

                        

 

Course Time:  Monday thru Thursday

                        8:00 a.m. – 12:00 p.m.

Course Dates:  August 15 through September 1, 2005

 

Course Meeting Room: 308     

 

Course Description: This course explores methods and strategies in teaching social studies and language arts in the elementary school.  Classroom management, instructional materials, curricula, and measurement and evaluation of outcomes are included.  Field Experiences Required

 

Prerequisites:  EDU 200, 300, 311, and 342

 

 

Learning Outcomes/ Competencies:

Students in this course will:

 

 

·        Teacher candidates will design lesson plans in language arts and social studies for an elementary school curriculum.

·        Teacher candidates will select and incorporate instructional strategies and materials.

·        Teacher candidates will explore multi-cultural perspectives and backgrounds as they relate to the instructional program.

·        Teacher candidates will acquire knowledge of the vocabulary and best practices utilized in effective social studies and language arts instruction .

·        Teacher candidates will reflect on the social studies and language arts instructional strategies at the elementary level.

·        Teacher candidates will observe practicing teachers to examine critically effective teaching practices.

·        Teacher candidates will network with practicing teachers to develop insights into the teaching of social studies and language arts.

RELATED INTASC PRINCIPLES:

           #1.  The teacher understands the central concepts, tools of inquiry and the

structures of the disciplines he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

#2 The teacher understands how children learn and develop and can provide

learning opportunities that support their intellectual, social and personal

development.

 #3.  The teacher understands how students differ in their approaches to learning    

 and creates instructional opportunities that are adapted to diverse learners.

           #4.  The teacher understands and uses a variety of instructional strategies to

            encourage students’ development of critical thinking, problem solving, and

             performance skills.

            #5. The teacher uses an understanding of individual and group motivation

behavior to create a learning environment that encourages positive social

interaction, active engagement in learning, and self motivation.

            #6 The teacher uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration, and supportive

interaction in the classroom.

            #7 The teacher plans instruction based upon knowledge of subject matter, the

community, and curriculum goals.

# 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

            #9 The teacher is a reflective practitioner who continually evaluates the effects of

            his/her choices and actions on others (students, parents, and other professionals in

           the learning community) and who actively seeks out opportunities to grow

            professionally.

            #10 The teacher fosters relationships with school colleagues, parents, and

            agencies in the larger community to support students’ learning and well-being.

 

Textbooks:

Tompkins, Gail (2002). Language Arts: Content and Teaching Strategies. New York: Prentice Hall.

Zarrillo, James (2000). Teaching Elementary Social Studies: Principles and Applications. Upper Saddle River, New Jersey: Prentice Hall.

 

 

Learning Strategies: (Group Discussions, Team and Individual Student Projects, Collaborative Learning, Lecturing…etc.)

 

Reading assignments: are listed in the timeline section of this syllabus.  As minimum preparation for class discussion and participation, students should read the chapters to be examined on that day.  Small groups or individual students will be assigned chapters to present on a daily basis.

 

 

 

Assignments

 

  •  Read chapters in each text and be prepared to discuss the concepts in class. Develop a Power Point Presentation for the chapter that you will be assigned (Language Arts and/or Social Studies).

 

 

 

 

  •  Develop and implement six lesson plans based upon a social studies theme. Lesson plans need to be developed according to the required CCSJ lesson plan template.  During instructional delivery, the implementation of INTASC, Academic and Developmental Standards should be evident.  After teaching all six lessons, a reflection summarizing the overall experience will need to be submitted with all six lessons along with any activities that are completed while teaching. 

 

 

  • Write a summary of the language arts practices focusing on the six language arts modes that will be presented in class.  These six language arts modes (listening, talking, reading, writing, viewing and visually representing were proposed by the National Council of Teachers of English visually and reflect the growing importance of visual literacy.   See LA text.

 

 

 

  • Construct, develop and present a form of poetry.  Develop a lesson plan to accompany the poetry and be prepared to make a presentation. Explain the poem as it relates to you.

 

 

  • Create a text set of eight trade books on a social studies topic. A written description/summary of each trade book chosen will need to be completed (1-2 paragraphs on each trade book).  Present one book to the class (tell why you chose that book) and discuss what curriculum concepts and standards the book addressed. All other trade books will need to include a different academic standard with each summary. Although you will present one trade book in detail (read part of or the entire book), all eight should be displayed and acknowledged.

 

 

  •  Final LA - Construct a lifeline clothesline.  Gather and organize information for an autobiography.  Collect items that represent your life and hang them on a clothesline.  Write about each object (explain how it relates to your life) and make a presentation to your peers.

 

 

  • Final SS - Construct a social studies artifact (Ex. – Native American rattle/totem pole, African rain stick, model of an ancient ship, time capsule, Egyptian artifact –Field Museum.  Develop the lesson plan according to the CCSJ lesson plan format that can be taught as the artifact is constructed.

 

 

 

Blackboard Assignments

 

Assignment #1 - The teaching of values and the related topic of moral education has generated a great deal of controversy in education circles.  Should values be taught in the elementary classroom?  Respond to this statement and then provide feedback about the viewpoint of at least two people enrolled in the course.  Answer and post by August 19, 2005.

 

Ten Points

 

Assignment # 2 – Discuss your thoughts about standards and literacy and how they correlate. Provide your viewpoint and then provide feedback about the viewpoint of at least two other people that are enrolled in the course.   Answer and post by August 22, 2005.

 
Ten Points

 

Assignment # 3 – What are the benefits of integrating social studies with language arts? Provide your viewpoint and the viewpoint of at least two other people that are enrolled in the course. Answer and post by September 1, 2005.

 

Ten Points

 

 

 

 

             

Class Policy for Assignments:

          

Assignments need to be completed as scheduled.

Late assignments will lose points.

 

Grading Scale:

Assignments                                       Points

Attendance/Participation/Chapter         

Outlines/Language Arts Summary          140 pts.  = 30%

Trade books                                          40 pts. =   10%

Poetry activity                                        20 pts. =   10%

Teaching                                                60 pts. =   10%                      

Social studies final                                  45 pts. =   15%

Language arts final                                 45 pts. =   15%

Blackboard activities                              30 pts =    10%

 

Class Policy on Attendance:

 

Attendance is mandatory, students are expected to be present and on time for all classes. Attendance will impact student grades.

 

Class Policy on Electronic Devices: (Optional)(Cell phones, Beeper, Pagers…etc.) Students may need to be contacted by those outside of class from time to time.  However, should the use of electronic devises become habitual to the point of disrupting the regular class schedule, the student will be asked to turn-off such disruptive devices.

 

 

General Course Outline/Class Dates:

  

Week 1

            Introductions

                                                Syllabus

                                                Observations

                                                Lesson Plans

                                                Chapter Outlines

                                                Observation of Teacher (video)

                                                 Discuss Standards (State and National)

                                                 Language Arts Standards Based Lesson

 Social Studies Standards Based Lesson

                                                                 Traditions

                                                 Lesson plan

                                                 Social studies and language arts activities

 
Week 2

                                                Chapter Outlines

                                                Social Studies and Language Arts Activities

Museum

                                                Lesson plan

                                                Social studies and language arts activities

                                                Researched Based Teaching Methods

 

Week 3                                   Researched Based Teaching Methods
Poetry Lesson Presentations

                                                Trade Book Presentations

                                                Language Arts Final

                                                Social Studies Final

                                                 

 

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2001/2002 p.27)

 

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).