SOUTHERN ILLINOIS UNIVERSITY
Department of Curriculum & Instruction
THEME: TEACHER AS AN INQUIRER PROFESSIONAL
I. Program Affiliation: Elementary
Course Number and Titles: CI 343 Social
Studies at the Elementary and Middle Level
Course Description: Social Studies
in the Elementary class room is designed to provide a context
in which prospective social studies teachers examine, utilizing
a critical perspective, the functions, practices, and problematic
issues of social studies education. Critical thought implies
the basic ability to describe, analyze, and synthesize the
history of social studies education, in order to put this
knowledge into very practical use as a teacher.
Dr. Randall E. Smith
Office # 1128
Phone number 650-3434
e-Mail Address: email@example.com
Web Page: http://www.siue.edu/~resmith
II. Relationship to Knowledge Base:
This course follows our general elementary
elementary methods course and directly proceeds the student
teaching semester. It provides an in depth study of theory,
research and practice in social studies education, focuses
on instructional processes related to developing the social
studies skills of the elementary school students. In addition
this course looks at the school environments cultural influences
and current educational issues that impact the teaching and
learning of social studies.
1. Development of knowledge, skills,
and attitudes in teacher candidate. The class shall require
experiences to develop, knowledge skills, and attitudes in
the teacher candidate to encourage a classroom environment
that will enhance pupil self-esteem, confidence, promotes
knowledge, humanness, and sensitivity that promotes constructive
interactions among people of different backgrounds.
2. Classroom management. This class
shall require prospective teachers to observe and analyze
a variety of teaching models and to assess their own teaching
effectiveness and professional growth needs.
of Social Studies Education in the United States.
This class shall require the study of the leaders, idea, movements
underlying the development and organization of social studies
education in the United States.
4. This class shall develop the ability
to evaluate and select textbooks, materials, and computer
software used in elementary schools.
IV. Program Objectives Related to this
By the end of this course students will:
A. value theory and research on social
B. be able to integrate this theory
base with classroom practice, thus enhancing the quality of
C. demonstrate appropriate planning
that include: methods and strategiesfor diverse learners,
appropriate technologies, adaptations for thelearning environment,
and ideas for using social studies as learningtools in other
D. reflect on and evaluate instruction
in social studies
E. appraise current social studies
related educational issues (NationalCouncil for the Social
Studies, traditional vs. hands-on instruction,PALSS, IGAP)
and their impact on the teaching and learning in theelementary
F. relate current school and community
climates to trends in socialstudies
G. use language appropriate for developing
positive interpersonalrelationship with students, parents
and school colleagues.
H. value and participate in professional
growth opportunities related to social studies
I. demonstrate a dedication to the
teaching profession & life long learning
I. History of Social Studies Education
A. 1880's to l990
B. SS in the School Curriculum
C. Goals of the Social Studies
II. Planning for Social Studies Instruction
A. Long Range
Plans and Unit
III. Strategies for Social Studies
B. Direct and Indirect
C. Problem Based
D. Role Plays / Simulation
B. Test, State and/or Federal
C. Paper, Pencil vs. Performance
V. Aiding to Interpret History
A. Wars and Definitions
B. Being a Historian
VI. Geography and Economics
A. Engaging Geography
Economics to Life
VII Civil Education / Diversity / Technology
VI. Course Evaluation
A. Knowledge Development
1.Student will read the assigned text
and other assigned reference materials and demonstrate their
acquired knowledge through a series of journal
of critical incidents, textbook and computer
2.Students will relate this knowledge to observations
in their placement classroom in a reflection of lessons and
observation of critical incidents. 50 points each
B. Instructional Process
1. Students will design and teach two
social studies lessons:50 points each.
ïone teaching Geography concepts
into the classroom.
ïone using Community, which covers all topics
in social studies.
Because of time conflicts
the professor does not have to approve beforeteaching but
would like to if time permits.
2. Students will design a
unit containing ten lessons following a theme appropriate
with the scope and sequence of social studies curriculum..The
teaching unit which will include: a statement of unit objectives,
adescription of the instructional techniques employed, a conceptual
framework, daily lesson plans, a list of materials, and evaluation
strategies.The units may be constructed around traditional
social studies content ormay utilize non-traditional approaches
such as oral history, simulation,games, and newspapers. In
addition to the written unit, students willpresent their unit
to the class. 100pts.
3. All lessons will contain an overview
of the content, a lesson objective, a list ofmethod(s) and
evaluation plan, comments from the cooperating teacher andreflections
by the student on the success of the success of their lesson.
4. Students will attend and participate
in a series Integration Sessions that feature strategies such
cooperative learning, planning an integrated curriculum, adjusting
lessons plans for special needs students, and integrating
the latest technologies into elementary classroom.
5. Students will write a position paper
will be required of all students.Students will discuss 1)
the Social Studies class that they remembered fromtheir own
past, 2) the Social Studies from their Field I or Field II
classroom,and 3) what do they see for Social Studies instruction
in their future classroom. Position papers shall be from four
to eight pages in length.Position paper = 100pts.
will be given in class and unannounced and a final exam will
begiven in which students will be expected to synthesize course
readings, classdiscussions, and personal research. Quizzes
50 pts. Final 100pts.
C. Context and Foundations of Education
Students will attend a series of Large Group meetings that
focus on currenteducational trends such as ISAT testing, the
Regular Education Initiativeand the State School Improvement
D. Interpersonal Relationships and Professional
1. Students will work collaboratively
with their cooperating teacher as they develop and implement
lessons plans in the field placement classroom.
2. Students will follow the school day schedule of
the cooperating teacher whileat the field placement , including
teacher meetings, inservice presentations, field trips , parent
conferences and report card preparation.
Students are required to attend every class meeting. Two unexcussed
absence will be allowed, after the allowed absences the student's
grade will be lowered one grade level. The same is true for
Policies and Procedures:
Office hours will be announced. All other
policies are those specified by the university.
1. Breaking the
Ice Simulation Game - Fieldwork Term Paper and Lesson Plan
Format & Textbook Evaluation Unit Plan
of Social Studies Curriculum 1889- to the present
3. What is Social Studies? Group Discussions - Moon
4. Play a Simulation Game - Deserted Island & Maps
& Graphs - Hands-on
5. Community Projects & Resources - Field Trips,
Rural and Urban
6. Unequal Resources Simulation - Shipwreck
7. Social Studies Trends & Issues, Maps & Graphs
Clarification-Conflict ?? Activities & Lectures
9. Role Play Write A Role Play - (Chris
Cole) & Discussion
10. Textbook Evaluation & Books, Lecture on Textbooks
Software - Computer Lab
Software - Computer Lab
13. Multicultural Education - A World of Difference
14. Simulation Games & Mainstreaming of Special
Education Students into the Classroom. Journal
Articles Observations, Field Lessons due !!!!!
15. Unit Plan Presentations
16. Final & Unit
Plan Presentations & Units Dues
Grading scale is as follows:
% These all represent percentage scores
90 and up A,
89 to 80 B,
79 to 70 C,
69 to 60 D,
59 to 50 E,
50 & below = F
VII. Research Base
Chapin, Jane R. Elementary Social Studies: A Practical
Guide: Pearson Allyn & Bacon Publishing Company, Boston,
The journals listed below often include articles
relating to elementary and middle school social studies. Most
are available in the periodical room of the university library.
1. Social Education. National Council
for the Social Studies, 3501 Newark Street, N.W., Washington,
2. The Journal of Geography. National
Council for the Geographic Education, Western Illinois University,
Macomb, Illinois 61455.
3. The Social Studies. Heldref Publications,
4000 Albermarle Street, N.W., Washington, D.C. 20016.
4. Social Studies and the Young Learner.
National Council for the Social Studies, 3501 Newark Street,
N.W., Washington, D.C. 20016.
Armstrong, David G. Social Studies in the
Secondary Education. Macmillan Publishing, Co. Inc., N.Y.,
Bar, Robert D., James L. Barth and S. Samuel Shermis. Defining
the Social Studies. Bulletin 51, National Council for the
Social Studies, Arlington, Virginia, 1977.
Chapin, Jane R. and Rosemary g. Messick. Elementary
Social Studies: A Practical Guide. 2nd Edition, Longman Publishing
Company, New York, NY, 1992.
Clark H. Leonard H. and Irving S. Starr. Secondary
and Middle School Teaching Methods. 4th Edition, Macmillan
Publishing, Co. Inc., N.Y., 1981.
Davidman, Leonard with Patricia T. Davidman..
Teaching with a Multicultural Perspective: A Practical Guide.
Longman Publishing Company, New York, NY, 1994.
Good, Thomas L. and Jere E. Brophy. Educational
Psychology. 3rd. Edition, Longman Publishing Company, New
York, NY, 1986.
Good, Thomas L. and Jere E. Brophy. Looking
in Classrooms. 4th Edition, Harper & Row, , N.Y., 1987.
Gottschalk, Louis R. The Era of the French
Revolution: 1715-1815. Houghton Mifflin Company, Cambridge,
Harmin, Merrill. Strategies that Inspire Students:
Instruction that Motivates Both Excellence and Kindness. ASCD,
Alexandria, Virginia. 1993.
Herman, Joan l. A Practical Guide to Alternative
Assessment. ASCD, Alexandria, Virginia. 1992.
Herring, Herbert. A History of Latin America
form the Beginning to the Present. 3rd Edition, Alfred a.
Knopf, N.Y., 1968.
Jarolimek, John and Walter C. Parker. Social
Studies in the Elementary School. Ninth Edition. Macmillan
Publishing Company, New York, NY, l993.
Jarolimek, John. Social Studies in the Elementary
School. Eighth Edition. Macmillan Publishing Company, New
York, NY, l990.
Kaltsounis, Theodore. Teaching Social Studies
in the Elementary School: The Basics for Citizenship. Prentice-Hall,
Inc., Englewood Cliffs, N.J., 1980.
Knirk, Frederick G. Instructional Technology:
A Systematic Approach to Education. Holt Rinehart and Winston,
Marzano, Robert J. A Different Kind of Classroom
: Teaching with Dimensions of Learning. ASCD, Alexandria,
Miller, John P. The Educational Spectrum:
Orientations to Curriculum. Longman Publishing Company, New
York, NY, 1983.
Rubin, Louis J. Artistry in Teaching. Random
House, N.Y., 1985.
Sadker, Myra Pollack and David Miller Sadker.
Teachers, Schools and Society. 2nd Edition, Prentice-Hall,
Inc., Englewood Cliffs, N.J., 1991.
Shavier, James P. Handbook of Research on
Social Studies Teaching and Learning: A Project of the National
Council for the Social Studies. Macmillan Publishing Company,
New York, NY, l991.
Smith, Joan K. and L. Glenn Smith. Education
Today: The Foundations of a Profession. St. Martin's Press,
Smith, Randall E. "Social Studies Curriculum
in Missouri Secondary Schools". Unpublished Dissertation,
Columbia, Missouri, 1987.
Sokol, Darlene Schultz, editor. A World of
Difference: Teacher/Student Study Guide. St. Louis, Missouri,
Turner, Thomas N. Essentials of Classroom
Teaching Elementary Social Studies. Allyn and Bacon, Boston
Tierney, Brian and Sidney Painter. Western
Europe in the Middle Ages 300-1475. Alfred a. Knopf, N.Y.,
Welon, David A. and John T. Mallan. Children
and their World: Strategies for Teaching Social Studies. 3rd
Edition, Houghton Mifflin Company, Boston, 1988.
White, C. Langdon, Edwin J. Foscue and Tom
L. McKnight. Regional Geography of Anglo-America. 6th Edition,
Prentice-Hall, Inc., Englewood Cliffs, N.J., 1985.
Willis, F. Roy. Western Civilization: A Urban
Perspective, Volume I: From Ancient Times Through the Seventeenth
Century. 3rd Edition, D.C. Heath and Company, Lexington, Massachusetts,
Educational Leadership. Association for Supervision and Curriculum
Development, Alexandria, VA 22314-1453
Instructor. Scholastic, Inc. New York, NY
Phi Delta Kappan, Phi Delta Kappan Bloomington
Social Education. National Council for the
Social Studies, 3501 Newark Street, N.W., Washington, D.C.
Social Studies and the Young Learner. National
Council for the Social Studies, 3501 Newark Street, N.W.,
Washington, D.C. 20016.
Teaching K-8. Professional Magazine for Teachers,
Highlight for Teachers, Boulder, Colorado. 80322-4808
The Journal "Technological Horizons in
Education". The Journal, Tustin, California 92680-3670
The Journal of Geography. National Council
for the Geographic Education, Western Illinois University,
Macomb, Illinois 61455.
The Social Studies. Heldref Publications,
4000 Albermarle Street, N.W., Washington, D.C. 20016.