2000FallSyllabus164

SPECIAL NOTE: The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution. The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such accommodation through the Office of Disability Services. The ODS is located at: 213 Student Services Center, and the phone number is: 273-2676.

Meeting Times and Places - Section 4 - 11:00-12:15 M-W - SEC (IRTS Lab on Mondays and Room 120 on Wednesdays)

Final Examination - Tuesday, December 12 - 10:00 - 11:50

Office Hours - M-W 8:30-9:30 and 12:30-2:00

Telephone - 273-2626 or 266-7293

Catalog Statement:

21:164. Teaching Elementary School Social Studies -- 3 hrs. Basic methods and materials for teaching the knowledge, skills, attitudes and values in social studies.

Purpose/Rationale

Methods of teaching social studies are emphasized as being similar to and also different from those of other subject areas. Prior to student teaching it is essential that preservice majors learn specific ways of teaching the disciplines involved in this broad area of the curriculum. Materials are examined, collected, organized, and prepared so that effective teaching will be made possible.

University of Northern Iowa Mission Statement

The University of Northern Iowa, a public institution of higher learning, embraces a tripartite mission of teaching, research, and professional service.

To fulfill this mission and attain greater educational distinction, the University is committed to maintaining its historical emphases on instructional excellence and faculty/student interaction; on promoting faculty development through research, creative activities, and continuing scholarship; and on serving the citizens of Iowa and the nation through appropriate professional activities. In seeking to create, preserve, and disseminate knowledge, the University is committed to providing an optimum level of learning opportunities for the intellectual development of its students, faculty, and staff.

The University of Northern Iowa offers a broad range of degree programs and educational opportunities at the undergraduate and master's levels, and advanced study in selected practitioner-oriented doctoral programs. These academic degree programs are complemented by a range of continuing and non-traditional educational opportunities, both on and off campus.

Above all, the pursuit of excellence and distinction in all University programs and activities is critical to fulfilling the University's public responsibilities for the development of an educated and productive Iowa citizenry and for providing leadership and service to the nation and the world.

College of Education Mission Statement

The mission of the University of Northern Iowa College of Education is threefold. First, the College exists to prepare educational and human service professionals for a variety of direct service and leadership roles in school and non-school settings. Second, faculty members in the college conduct applied and basic research in the areas of teaching and learning, human behavior, human growth and development, and educational policy. Third, the college of Education provides service on the local, state, regional, and national levels. By doing so, the College of Education effectively serves in a leadership role for the improvement of education and human services at state and national levels.

Department of Curriculum and Instruction Mission

The mission of the Department of Curriculum and Instruction faculty is to (a) communicate knowledge, skills, and attitudes underlying effective educative processes, (b) assume leadership specialties, and (c) add to the knowledge base of the academic profession and specialties.

Elementary Social Studies Methods Essential Outcomes

Use the following scale to rate yourself on the first day of class, at midterm , and at the end of the semester. (Excellent = 5; Very Good = 4; Good = 3; Fair = 2; Poor = 1)

Upon completion of 210:164, Teaching Elementary School social Studies, prospective teachers will:

1. STUDENT LEARNING: The practitioner understands how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.

A. Understand the application of stage theory development to teaching social studies knowledge, skills, and attitudes and values.
B. Design social studies learning materials and opportunities that match intellectual, social, and personal development needs.

2. DIVERSE LEARNERS: The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.

A. Create culturally appropriate social studies learning materials.
B. Create social studies learning materials which assist the educationally challenged and the gifted learners.

3. INSTRUCTIONAL PLANNING: The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and state curriculum models.

A. Use the content of the social sciences to identify appropriate social studies topics, narrow the topics to provide focus for study, and broaden topics to challenge the imagination and interest of children.
B. Distinguish between social studies facts, concepts, and generalizations.

C. Develop appropriate social studies content generalizations.for an identified social studies topic based upon facts and concepts.

D. Write knowledge-based, skill-based, and affective oriented social studies learning objectives related to the facts, concepts and generalizations.

E. Adapt learning plans to needs of individuals and groups.

F. Develop lesson plans that integrate the elementary curriculum around a social studies topic.

G. Create yearly, weekly, and daily lesson plans for social studies.

H. Create social studies lesson plans for various methods and strategies of teaching. (Discussion, inquiry, storytelling, learning centers, computer-assisted instruction, etc.)

4. INSTRUCTIONAL STRATEGIES: The practitioner understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

A. Create a variety of appropriate social studies activities and use a variety of methods.
B. Match social studies activities to selected learning objectives.

C. Understand and use various teaching methods and techniques in social studies. (Problem Method, inquiry, discovery, lecture, storytelling, computer-assisted instruction, etc.)

5. LEARNING ENVIRONMENT/CLASSROOM MANAGEMENT: The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

A. Create a social studies classroom with multiple teaching resources so that the environment engages the learner in positive social interaction, active learning, and self-motivation.
B. Identify the advantages and limitations of social studies textbooks, curriculum guides, kits, games, video tapes, and computer programs and design a classroom in which these materials provide for active learning.

C. Integrate the use of children's literature and other media materials into social studies classroom environment.

D. Use maps and globes as teaching tools in constructing social studies lessons.

E. Use time lines and sequence lines as teaching tools in constructing social studies lessons.

F. Use graphs, charts, and pictures as teaching tools in constructing social studies lessons.

G. Utilize community resources in developing social studies learning sequences.

H. Gather a variety of materials useful for teaching social studies. (Print materials, pictures, journal articles, technology based materials)

I. Organize big ideas and materials in social studies.

J. Construct meaningful social studies materials.

K. Use democratic teaching strategies in the social studies classroom.

6. COMMUNICATION: The practitioner uses knowledge of effective verbal, nonverbal and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

A. Orally share information with others in the area of social studies.
B. Use media communication techniques to foster active inquiry, collaboration, and interaction in social studies classe.

7. ASSESSMENT: The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social and physical development of the learner.

A. Recognize the relationship between teaching and assessment.
B. Design appropriate formative and summative evaluation instruments for teaching social studies.

C. Utilize authentic assessment strategies in evaluating learning experiences in the social studies.

8. FOUNDATIONS, REFLECTION AND PROFESSIONAL DEVELOPMENT: The practitioner continually evaluates the effects of the practitioner's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.

A. Identify personal needs and interests in the area of social studies and relate those needs to the teaching in a classroom.
B. Ask meaningful questions to guide personal learning in the area of social studies and relate those questions to teaching in a classroom.

C. Do research to find answers to questions in social studies materials and organize, summarize, and write about what has been found.

D. Learn by listening to and observing others.

E. Motivate others to learn social studies materials and ideas.

F. Perceive and analyze growth and change in elementary social studies.

G. Reflect upon lessons and interactions with students and colleagues, evaluate results of work done and make changes based upon the results.

9. COLLABORATION, ETHICS AND RELATIONSHIPS: The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.

A. Be aware of and begin to participate in parent/teacher groups, local and state professional social studies organizations, and local community organizations that promote the goals of the social studies.
B. Recognize the contribution of the National Council for the Social Studies to the teaching profession and use guidelines in preparing to teach.

C. Be knowledgeable of standards written by various professional groups in the area of social studies and use these guidelines in preparing to teach.

10. COMPUTER APPLICATION: The practitioner understands and uses a variety of computer applications to encourage students' development of critical thinking, problem solving, and performance skills.

A. Identify ways of appropriately integrating technology in social studies.
B.. Develop social studies learning experiences supported by technology.

C. Operate a multimedia computer system and use word processing, authoring, and presentation programs to teach social studies lessons.

D. Examine and evaluate social studies software.

E. Operate and use projectors, scanners, VCR's, and cameras to to create materials and teach social studies lessons.

F. Support ethical use of media.

G. Use the World Wide Web for developing social studies lessons.

H. Use e-mail and design web pages for learning in social studies.

11. CONTENT/SUBJECT MATTER SPECIALIZATION: The practitioner understands the central concepts, tools of inquiry and structure of the discipline(s); the practitioner teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

A. Demonstrate a knowledge of the comprehensive nature of social studies.
B. Examine various definitions of social studies.

C. Be able to define the content or history, geography, economics, sociology, anthropology, and political science.

D. Recognize the interrelationship of the social science disciplines.

E. Understand various ways in which social studies curriculum materials are organized. (Expanding Horizons, Spiral, Separate Subjects, etc.)

F. Create organized learning expriences for social studies that help children learn the knowledge, skills, attitudes and values of the area and provide opportunities for social participation

Textbook

The textbook listed below provides the details for the topics listed in the class calendar.

A very important part of the class involves READING the material provided. Not all information will be given orally. Students are expected to read background information for topics. It will be important to read directions for assignments as well as listen to them in class. If absent, it is the responsibility of the student to get notes from someone else in class, read related material, and then ask for further clarification if necessary. Portions of the text will be used during class periods for activities and discussions.

Students should pay special attention to the guides for reading and review found at the beginning of some major sections of the text. These should be used both as advanced organizers and as a means of self evaluation. Some learning will take place as a result of experiencing processes or methods in class. Through the use of discovery or inquiry learning students should be able to use the information gained to draw conclusions, make generalizations, and then apply what is learned to their own learning/teaching situations.

Kuse, H., and Kuse, L. (1995) Teaching social studies in the elementary school . Cedar Falls, Iowa: University of Northern Iowa.

Other Helpful Resource Materials

Elementary social studies methods books and curriculum guides for social studies.

Children's literature related to social studies.

Materials published by the National Council for the Social Studies:

Social Education

Social Studies and the Young Learner

Social Studies Curriculum Planning Resources

The Social Studies. Published bimonthly by Heldref Publications.

Schneider, D. and others. (1994). Curriculum standards for social studies expectations of excellence: National Council for the Social Studies. Washington, D.C.: National Council for the Social Studies.

Bednarz, S. and others. (1994). Geography for life: National geography standards. Washington, D. C.: Geography Education Standards Project.

National Standards for history, United States history, world history, economics, and civics and government.

Bulletins or yearbooks.

Social Studies web sites.

Course Requirements

Complete two major class projects. For project #1 you may select a project idea from the list which is included or create your own. All class members will learn about the topic from your handouts and presentation. For project # 2, follow the directions provided. "Response assignments" will be given throughout the session. These may consist of brief examinations, papers, and materials to create.

After the week of participation in the schools, students will be responsible for discussing its relationship to the social studies.

Evaluation

Examinations will cover both the readings and in-class experiences. Two major examinations and the first and second projects will be used as basic, four components for the final grade. Other factors affecting the grade will be response assignments, handing in materials on time, class attendance, possible quizzes, and participation in class activities. The class is comparable to your job. If for some reason you cannot be there, you are responsible for notifying the instructor, obtaining notes from others, doing readings or other assignments, and asking for clarification of material covered. Please do not ask, "Did I miss anything while I was gone?" Instead, do the assignments missed and then ask for help as needed. Please refer to the tentative calendar handout for assigned readings. Dates may change depending upon availability of certain experiences. (Be on time for class. Announcements and directions are often given at the very beginning of class. Note that class participation and attendance are directly related.)

Project One

1. Begin by identifying your project. Choose one from the list or create your own. Identify the course objectives or essential outcomes which you believe your project will help attain. (List these objectives or outcomes, the project number, and description on the Form for Project 1 Proposal and hand them in to the instructor by August 30.)

2. Find four or more sources about the content (about the topic itself) or methodology (how to teach) related to your topic in the professional literature. At least three of the sources should be from journals. (See the list of books and other helpful resource materials on the web pages for this class.) Read about the topic. Begin writing a research paper based on your readings. Include quotations from your readings. Do the project. Relate your experiences to your reading. Finish writing the research paper. It should have a minimum of five pages. Be certain that you use correct form for footnotes and your bibliography.

3. The APA style is used by many writers in the College of Education. An APA manual is on reserve in Instructional Resources and Technology Services.

4. Use correct grammar and spelling. If uncertain about writing style consult these or comparable writing manuals.

Sebranek, P., & Meyer, V. (1985). Basic English revisited: A student handbook. Burlington, Wisconsin: Basic English Revisited.

Sebranek, P., & Kemper, D. (1987). The write source. Burlington, Wisconsin: The Write Source.

5. Create a one-page handout for your project. Place on this handout ideas which will be helpful to your classmates. It should not be a photocopy of something you have found. Duplicate enough copies for all class members and the instructor.

6. Present the project. Depending on time and class size, this may be done in small groups or presentation time may be limited.

Possible Ideas for Project One

(Page numbers in the project descriptions refer to the text)

1. Interview six children from three different age levels to see what they believe social studies is, what students learn in a social studies classroom, and what learners do in such a class. Prepare for the interview by making a list of questions. Be prepared to identify common instructional components using terms children recognize. Include questions about content and methodology. Ask about the use of technology. Write and hand in the questions and answers. (This list of questions and answers is separate from the paper.) It might be helpful to spend some time in the children's classrooms if possible. Read pp. 1-3, 80, 264, 294-315, and 441-447. Look at some of these sources.

• National Standards for Social Studies - Resources / Curriculum Planning in Social Studies - Resources

2. Interview two teachers concerning the delivery of social studies instruction in their classroom. Prepare a list of questions which focus on content and methodology used. Be sure to ask how technology is integrated to support content and methodologies. How does the use of technology affect their teaching? Prepare a written interview report which includes summaries of their statements as well as quotations from their responses. (This is separate from the paper.) (Read about the content and organization of the social studies on pages 1-3, 80, 264, 294-315, 441-447 and methods of teaching on pages 112-261.) Look at some of these sources.

• National Standards for Social Studies - Resources / Curriculum Planning in Social Studies - Resources

3. Interview a senior citizen regarding his/her experiences during a past era in history. Tape the conversation and write an interview summary highlighting important topics discussed and information gathered. Include summaries of the person's statements as well as quotations. Read sections of the text related to oral history and the elderly. Also look at some of these sources. • Oral History - Resources . Write about the use of oral history in a classroom in your paper. Write a lesson plan to help prepare children for doing oral history. Use the lesson plan form on pages 25-26. Pages 27-86 will help to clarify the components of that form. (Pages 170-176, 396, 593, 598, 614, 617-619, and 624)

(A possible way of incorporating the material into a lesson might include the creation of a HyperStudio stack about the experience, the creation of a video, or the beginning of a web site about oral/local history. If this is done, be certain to obtain written permission for use of materials from the person interviewed.)

4. Make a collection of at least ten definitions of peace by adults and children. Use the computers in the library to locate current educational literature on the topic. Read about teaching peace in at least five print sources. Look at some of these sources or others which you find.

Peace Education - Resources / United Nations - Resources

Design a lesson to teach about peace at a grade level of your choice. Use the lesson plan form on pages 25-26. Pages 27-86 will help to clarify the components of that form.

Search the Internet for information about children and their peace projects. Include information found.

5. Observe three social studies lessons at three different grade levels. As you observe, look for components identified on the lesson plan form on pages 25-26. Hand in a copy of the forms to show what you observed. Pages 27-86 will help to clarify the components of that plan.

Be sure to include how the teachers included technology or could have incorporated it.

6. Read pages 564-595 which include the multicultural education guidelines written for the state of Iowa. Look at some of these sources.

African American - Resources / Amish - Bibliography / Asian Americans - Resources / Bilingual Education - Resources / Teacher Education Addressing Minority-Language Speakers Project - http://www.uni.edu/teams/ / Christian Celebrations / Global Education / Jehovah's Witnesses / Jewish Holidays - Bibliography / Multicultural Education - Resources

Examine educational culture kits created by commercial firms or kits such as those produced at Iowa State University. Make a "culture kit" for a chosen group. Materials could include an annotated list of children's books, materials which will be useful for constructing bulletin boards, learning centers, references to laser discs, CD-ROM's, and web sites, and games. Add puppets or dolls representative of the cultural group. Include artifacts, and video or audio tapes.

7. Develop a multi-media kit related to a career education topic. Look at some of these sources. Career Education - Resources. Many articles on the topic were written in the 1970's. Look at Education Index in the UNI Library and locate other articles. Write a lesson plan showing how you would teach about this career. Use the lesson plan form on pages 25-26. Pages 27-86 will help to clarify the components of that form. Write the materials in the kit so that they are appropriate for the designated age level. Use correct lettering or handwriting. Include the following:

a. A one-page job description written at the children's level. (Include entry level salary or wages and education or qualifications needed.)

b. Actual tools or materials the person might use.

c. A short description of the history of the job.

d. A time line for one day for someone in that career. (Read pages 495-502 to distinguish between sequence lines and time lines and 541-542 to learn about the use of time.) Use the "TimeLiner" software in IRTS.

e. Add pictures of various aspects of the work.

f. A list of children's books on the topic.

g. Tapes, lists of videos, web sites, computer software, or other media materials.

h. Place all of the materials in an attractive container which helps children relate to the career.

8. Identify a major concept in the social studies. Look at some of the sources on the web page called Concepts - Resources. You may also use other sources that you find to read about teaching concepts. . Investigate how the concept was taught in the 1920's, 1930's and so on up to the present. Make a time line to illustrate the findings. Be certain to use a time line and not a sequence line. Use TimeLiner to produce your time line. Read pages 495-502 to distinguish between sequence lines and time lines.

9. Identify an issue which will frequently be in the news this semester. Make a time line showing how events related to this issue progress throughout the semester. Use TimeLiner to produce your time line. Read about time and chronology and how to teach the news pp. 491-554 and 385-451. Useful articles might be found on this web page. Time and Chronology Skills - Resources.

10. Identify a current controversial issue. Use the form on pages 25-26 of the text to design a lesson to teach about the issue using contemporary primary source materials. Some but not all of these might be found on the Web. Remember that bias and accuracy may be a greater problem with Web-based materials than those which have been edited by professionals. Pages 27-86 will help to clarify the components of that plan. Pages 386 -387 will define the differences between various types of news. Pages 404-409 deal with teaching controversial issues.

11. Select a news item to follow in five different newspapers for one week. Be certain to include papers from two or more countries outside of the United States. Such papers will be found in the university library. There are some Web newspapers at Rod Library www.library.uni.edu. Look under "Other Collections and Resources.

Graphically display the results of your comparison by constructing a chart or another visual aid. A HyperStudio stack or slide show could also be used. Write a lesson plan to show how you would use the material in a social studies class. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

12. At a library or local historical society, locate bound issues of newspapers from the late nineteenth century. Identify in writing five ways to use these documents in teaching social studies. Write a lesson plan for one of them. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

13. Collect and organize materials for teaching about special days, weeks, months, or historic events which are not commonly stressed in the curriculum. These might include Black History Month, Women's History Month, Citizenship Day or Bill of Rights Day. Use computers in the library to help locate ideas. Read pages 323, 518-525 and 564-595. Sources from these web pages may also be helpful.

Holidays - Resources / African American - Resources / Amish - Bibliography / Asian Americans - Resources / Bilingual Education - Resources / Christian Celebrations / Global Education / Jehovah's Witnesses / Jewish Holidays - Bibliography / Multicultural Education / Multicultural Education - Resources

(An organized file or notebook may be helpful.)

• Create a list of annotated links for information and activities which can be found on the Web.

• Collect pictures from magazines.

• Collect journal articles with information.

• Make of list of related books for teachers and literature for children.

14. Make a calendar for one month. Make the calendar large enough to place on a bulletin board. Make it attractive. Use pictures. Make the calendar with interchangeable parts so it can be used every year. On it list important national and international dates which highlight social diversity. There should be something listed for each day. The items should include events which span cultural, religious, and political affairs. Provide descriptions (several paragraphs for each item listed) so teachers and students understand the context. Then list at least ten activities you could develop to celebrate one or more of these dates. Read pages 323, and 564-595. Sources from these web pages may also be helpful.

Holidays - Resources / African American - Resources / Amish - Bibliography / Asian Americans - Resources / Bilingual Education - Resources / Christian Celebrations / Global Education / Jehovah's Witnesses / Jewish Holidays - Bibliography / Multicultural Education / Multicultural Education - Resources

15. Identify one lesson in an elementary social studies textbook. Check the teacher's manual to identify the reading skills required to successfully use the lesson. Pages 141-145 of your text will be of additional help. Use the form on pages 25-26 to prepare one lesson plan which would meet the needs of children having difficulty reading, children reading four grade levels above the level for which the material is written, and children at the given grade level. Pages 27-86 will help to clarify the components of that plan and address ways of meeting individual needs. Make teaching materials to go with the plan. Sources from these web pages may also be helpful.

Literature and Social Studies - Resources / Reading and Social Studies - Resources / Gifted and Talented - Resources / Special Needs - Resources

16. Write a lesson to teach the theme "people need each other." The lesson on interdependence may be based upon a real community issue; it may involve the use of children's literature focusing on this theme; or it may grow out of the school setting including the various roles and responsibilities of people working in the school environment. Use the form on pages 25-26 of the text to design a lesson. Pages 27-86 will help to clarify the components of that plan. Sources on these web pages may be helpful.

Citizenship - Resources / Service Learning - Resources

17. Design a social studies lesson for a constructive activity. See criteria for such activities on pages 164-166. Descriptions and examples will be found on pages 177-187, 599-602, 611-613, and 693-729. Use the lesson plan form on pages 25-26. Pages 27-86 will help to clarify the components of that form.

18. Construct a bulletin board on a social studies theme. Read the section about "Social Studies Bulletin Boards That Teach" on pages 331-340. See examples of bulletin boards used for motivation, background building, developmental activities, and summarization throughout the text. (Pages 106-107, 128, 148, 198, 201, 395-400, 576-577, and 581.) Use standard lettering, mounting and spacing, and original visual material. Avoid commercially produced bulletin board kits and illegally reproduced items. Whenever the material could apply to more than one cultural or ethnic group be certain to include minorities and marginalized people. Write a lesson plan to show how you would use the bulletin board in a social studies class. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

19. Develop a collection of primary source materials on a historical topic of interest. Select materials which can be used effectively by children in learning about history. (Examples: Real artifacts, diaries, record books, letters or cards, certificates, legal documents, bills of sale, abstracts, plat books, telephone books, etc.) Sources on this web page may be helpful. Primary Resources - Resources. Also look at the Library of Congress and other Web sites for primary materials. http://lcweb.loc.gov/

(Read pages 141-142, 146-147, 170-176, 396, 503, 578, and 644-645). Organize the materials and design a lesson to use some of them. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

20. Make an annotated bibliography of government documents useful for teaching a specific topic in social studies. Go to the Government Documents section of the University of Northern Iowa Rod Library and examine documents. Include library materials, Web sources, and lists of CD-ROM's. Design a lesson for which the documents would be used. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

21. Read about law-related education. This web page may help you get started. Law-related Education - Resources. Design a lesson which helps children understand a particular law they encounter or can relate to from their own experiences. Notice how law-related education is applied to a topic such as safety on pages 294-295. Also examine the bulletin board idea on page 400. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

22. Examine the Iowa Test of Basic Skills (grades three and up) to discover what test designers believe is important for children to learn about graph reading or construction. Read about graphs on pages 199 and 454-459 in the text. Design a lesson to help children apply one of the skills in a meaningful context. Use the form on pages 25-26 to write the plan. Pages 27-86 will help clarify the components of that plan.

23. Examine copies of the Iowa Test of Basic Skills (grades three and up). Define the word "SKILLS.'" Make a list of the social studies skills which are emphasized in the test. Record the information on file folders like those being made for project two. Examine social studies textbooks and curriculum guides to see how these skills are taught. Collect teaching ideas which will help teach the skills found on the test. Place these ideas in the folders. Read pages 143-145, 153-163, 187-229, 277-278, 309-310, 449-450, and 452-549. Articles from these web pages may help you get started.

Communication Skills - Resources / Decision Making Skills - Resources / Maps and Globes -Resources / Skills - General - Resources / Thinking Skills - Resources / Time and Chronology Skills - Resources

24. Prepare a learning center on a social studies topic. Include at least three learning stations with self-checking devices in them. Be sure that each self-checking device has a learner objective related to the theme and a clear set of directions. Use a sturdy, three-sided background for your center. On it can be displayed pictures or information that relates to the theme. Read pages 150-163, 202-236, and 697-698 in your text to find descriptions and examples of learning stations. Read pages 68-77 and 98-100 for a discussion of learning centers . Pages 344-384 will give directions for constructing various self-checking or interactive devices.

25. Make a set of at least six different kinds of puppets which could be used to teach knowledge, skills, attitudes and values, or help children learn about social participation. Use Puppets: 1001 Ways to Make and Use Them by Kuse and Kuse as you work on the project. For each puppet make a list of ways it could be used in the social studies. Read about using puppets to teach the social studies on pages 223-229, 349, 571, 573, 650, 668-692, 714-715 and 721. Do not merely color and hand in existing puppet patterns.

26. Find plays and other drama activities in children's literature and professional materials which highlight a particular period of history or help children role-play a social situation. Make a folder called "Drama and Social Studies." List on the outside of the folder knowledge, skills, and attitudes and values which could be learned from such activities and references to which you could go for more ideas. Place materials you have found inside of the folder. On the back of the folder list additional ideas for activities. Write one original play. Read pages 573, 603-607, 650, 655-657, 660, 694-695, and 703-704. Articles from this web page may help you get started. Drama and Social Studies - Resources.

27. Create an organized file of art ideas which can be used to supplement teaching in the social studies. Be certain that the art ideas teach correct information about people and places. (Examples: Do not suggest sugar cube igloos or paper hats representing head coverings that are actually made of other materials.) Read pages 165-166. Look at these web pages to help you get started.

Architecture and Social Studies - Resources / Art - Resources / Activities for a field trip to a Museum - Field Trips to Museums / Photography, Pictures, and Social Studies - Resources

28. Examine and evaluate three social studies computer programs. Use the evaluation guidelines prepared by the National Council for the social Studies as a basis for analysis. They are on reserve in IRTS. (Check to be sure others in class are not choosing the same three programs.) Write a lesson plan showing how one of the programs could be used in the classroom. Articles from this web page may help you get started. Technology and Social Studies - Resources

29. Write a summary and reaction report to one of the major documents of the National Council for the Social Studies or another organization which addresses the social studies. Articles on this web page may help you get started. National Standards for Social Studies - Resources.

30. Work with Junior Achievement and teach economics in a local school using Business Basics. Business Basics is an in-school introduction to the economics of free enterprise and the world of business for fourth-, fifth-, and sixth-grade students. Consultants trained by Junior Achievement present this four-part program as an enrichment to the regular curriculum. Obtain specific information about Business Basics from the instructor and view the video tape about Junior Achievement. The local Junior Achievement office is located at 3722 Cedar Heights Drive, Cedar Falls, Iowa 50613. This project would include attendance at training sessions provided by the staff. Indicate your choice very early so that people working with assignments in local schools know of your plans and can help you avoid conflicts. Look at these web pages as you work. Economics / Economics-Resources.

31. Choose a community service project. Obtain permission to do it. Read related materials. Do the project. Take pictures of what you have done and write about the experience. Indicate how you would help children learn from such a project. Resources on this web page may be helpful. Service Learning - Resources.

Note: Pictures could also be taken with a digital camera and placed on a web page or slides could be taken and prepared for a slide presentation.

32. This list of ideas is only a beginning. Be creative. What do you think will help you become a good social studies teacher? Choose an activity which you believe will do this or create a new one of your own. (If you create your own idea, check your proposal with the instructor.)

Project Two - (Begin early in the term)

One way of developing a resource unit involves using folders rather than a typed, detailed, formal unit. Folders provide an ever changing and on going form of organization. Later, in a classroom setting, a teaching unit can be constructed by selecting items from the collection. This project is designed to help you develop such resource unit components. Select a unit topic and relate all three folders to that idea.

1. A knowledge folder

2. A skill folder

3. An attitude and value folder

1. Social studies education includes knowledge, skills, attitudes and values, and opportunities to apply all three areas. Basic knowledge of our world is necessary for survival on this small planet. Choose knowledge, skill, and attitude and value areas and make files about them. Guidelines and samples for building files are given on pages 268-272, 277-279, 285-330, 441-450, 452-460, 550-552, and 560. The section about time and chronology on pages 491-544 will have more ideas for that topic.

2. Use the list of skills in Curriculum Standards for Social Studies: Expectations of Excellence - National Council for the Social Studies on pages 148-149 or those in the textbook to help identify skills you want to teach.

3. Place materials which will help you teach units inside of ALL folders. Your text will help you know what the parts of a written unit are. Include anything which you believe will help you teach units.

A learning station like the ones presented in the text should be made about the selected topic and included in the knowledge folder.

Questions to Ask Yourself About Project Two

1. Are my generalizations true on a global scale?

2. Does my skill folder contain specific skills under the heading of ONE major skill area?

3. Does my attitude and value folder fully define the meaning of the area?

4. Have I included references on all materials inside and on the outside of the folder?

5. Have I included a variety of materials such as those listed under "Materials for the Large File" on page 318. (Not just a large collection of photocopied materials. Many colored pictures should be included.)

6. Have I included brief descriptions for MANY, MANY activities on the back of each folder?

7. Is my work neat?

8. Is the material inside of the folder organized?

9. Have I placed it in a container to hand it in and labeled it with my name, class number, and section?

10. Have I worked ALL TERM on this project?

11. Have I appropriately integrated information literacy and technology standards into the activities and materials?

12. Did I create and collect new material?

13. Did I consider QUALITY as well as QUANTITY when doing my project?

14. Did I include my sheet with sketches of bulletin boards?

15. Did I include an organized list of questions to use when teaching step two of the Problem Method?

16. Have I used the guidelines in the textbook as rubrics to help develop this unit?

OBSERVING AND TEACHING SOCIAL STUDIES DURING PARTICIPATION (October 9-13)

Students enrolled in Classroom Management are required to spend one week participating in a school. Since the University cannot dictate what experiences should take place at that time, it is the student's responsibility to relate what is seen and done to the separate methods classes. Look for the following items in relation to the social studies. These will be discussed upon the student's return.

1. Where does social studies fit into the daily and weekly schedules?

2. What materials are used to teach social studies?

3. What pattern of organization is used for social studies in the school as a whole?

4. How does the teacher teach these areas?

A. Knowledge

B. Skills

C. Attitudes and Values

5. How does the teacher incorporate whole language and cooperative learning into social studies?

6. What interesting concrete experiences do children in this school have in social studies?

7. I would like to know ...
••••••••••••Form for Project One Proposal••••••••••

I have chosen project number

Description of Project (Copy it from the syllabus.)

Objectives or Essential Outcomes I Think It Will Help Me Meet

(Listed earlier in the syllabus)

Journal Articles Related to the Project

Name

Section

Class Number

Date