SOUTHERN ILLINOIS UNIVERSITY
Department of Curriculum & Instruction
THEME: TEACHER AS AN INQUIRER PROFESSIONAL
I. Program Affiliation: Elementary
Course Number and Titles: CI
544 Issues and Trends in Elementary School Social Studies
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: firstname.lastname@example.org
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
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
By the end of this course students will:
A. value theory and research
on social studies education
B. be able to integrate this
theory base with classroom practice, thus enhancing
the quality of social studies
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 content areas
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 classrooms.
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
B. Being a Historian
VI. Geography and Economics
A. Engaging Geography
B. Map Skills
C. Economic Standards
D. Bringing Economics to Life
VII Civil Education / Diversity /
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
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 Plan.
D. Interpersonal Relationships and
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 late assignments.
Policies and Procedures:
Office hours will be announced. All
other policies are those specified by the university.
the Ice Simulation Game - Fieldwork Term Paper and Lesson
Plan Format & Textbook Evaluation Unit Plan
of Social Studies Curriculum 1889- to the
present Lecture Discussion
3. What is Social Studies? Group Discussions
- Moon Game
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 - Hands-on
Clarification-Conflict ?? Activities & Lectures
9. Role Play Write A Role Play - (Chris
Cole) & Discussion
10. Textbook Evaluation & Books, Lecture
on Textbooks (Bring one)
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
% 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, Massachusetts, 2006.
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, D.C. 20016.
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,
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.,
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, Massachusetts, 1957.
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.
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, N.Y., 1986.
Marzano, Robert J. A Different Kind
of Classroom : Teaching with Dimensions of Learning.
ASCD, Alexandria, Virginia. 1992.
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, N.Y., 1994.
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,
Turner, Thomas N. Essentials of Classroom
Teaching Elementary Social Studies. Allyn and Bacon,
Tierney, Brian and Sidney Painter. Western
Europe in the Middle Ages 300-1475. Alfred a. Knopf,
Welon, David A. and John T. Mallan.
Children and their World: Strategies for Teaching Social
Studies. 3rd Edition, Houghton Mifflin Company, Boston,
White, C. Langdon, Edwin J. Foscue and
Tom L. McKnight. Regional Geography of Anglo-America.
6th Edition, Prentice-Hall, Inc., Englewood Cliffs,
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, 1981.
Educational Leadership. Association for Supervision
and Curriculum Development, Alexandria, VA 22314-1453
Instructor. Scholastic, Inc. New York,
Phi Delta Kappan, Phi Delta Kappan Bloomington
Social Education. National Council for
the Social Studies, 3501 Newark Street, N.W., Washington,
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.
The Journal "Technological Horizons
in Education". The Journal, Tustin, California
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.