21:243 - Analysis and Improvement of Social Studies Instruction in the Elementary School

Fall 2000

Dr. Loretta Kuse - Office 626 Schindler Education Center

Phone 273-2626; 266-7293

Office Hours

8:30-9:30 - Monday/Wednesday; 12:30-2:00 - Monday/Wednesday

Meeting Time

Arranged

Catalog Statement:

210:243 - Analysis and Improvement of Social Studies Instruction in the Elementary School - 3 hrs.

Aids teacher in exploring historical and current practices in social studies to create new approaches by using available resources and ideas. Prerequisite 210:143 or 210:152 or consent of department.

Purpose/Rationale

Methods of teaching social studies are emphasized as being similar to and also different from those of other subject areas. Past practices must be examined and reshaped to meet current needs. Research, professional standards and other literature, as well as classroom practices can be examined and used to create curriculum change in the social studies.

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.

Analysis and Improvement of Social Studies Instruction in the Elementary School 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 210:243, Analysis and Improvement of Social Studies Instruction in the Elementary School, the graduate student will:

I. Demonstrate an understanding of child development.

___ ___ ___ A. Understand the application of stage theory development to the social studies and be able to apply it to curriculum development and change.

___ ___ ___ B. Create developmentally appropriate social studies learning materials which will match the needs of the 21st Century.

II. Demonstrate a knowledge of the discipline of social studies.

___ ___ ___ A. Examine various definitions of social studies and be able to apply them to curriculum development and change.

___ ___ ___ B. Be able to define the content of history, geography, economics, sociology, anthropology, and political science and be able to use this content for curriculum development and change.

___ ___ ___ C. Recognize the interrelationship of the social science disciplines and be able to use this information to develop and change the social studies curriculum.

___ ___ ___ D. Understand various ways in which social studies curriculum materials are organized. (Expanding Horizons, Spiral, Separate Subjects, etc.) and be able to choose the best ideas and apply them to curriculum development and change.

III. Select appropriate social studies topics.

___ ___ ___ A. Use the content of the social sciences to identify social studies topics and be able to change old ideas or create new ones.

___ ___ ___ B. Narrow social studies topics to provide focus for study at children's ability levels.

___ ___ ___ C. Broaden social studies topics and use technology to challenge the imagination and interest of children.

IV. Develop appropriate social studies content generalizations.

___ ___ ___ A. Distinguish between social studies facts, concepts, and generalizations and use them in curriculum development.

___ ___ ___ B. Write appropriate generalizations for an identified social studies topic based upon facts and concepts.

V. Develop learning objectives related to the social studies standards.

___ ___ ___ A. Write knowledge-based social studies objectives.

___ ___ ___ B. Write skill-based social studies objectives.

___ ___ ___ C. Write affective-oriented social studies objectives.

VI. Create appropriate social studies activities related to standards in various areas.

___ ___ ___ A. Match social studies activities to selected learning objectives.

___ ___ ___ B. Develop lesson plans which integrate the elementary curriculum around a social studies topic.

VII. Use multiple social studies teaching resources which support standards of excellence.

___ ___ ___ A. Identify the advantages and limitations of social studies textbooks, curriculum guides, kits, games, video tapes, and computer programs and use this information in creating change.

___ ___ ___ B. Integrate the use of children's literature and other media materials into social studies lessons.

___ ___ ___ C. Use maps and globes and computer programs related to geography as teaching tools in constructing social studies lessons.

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

___ ___ ___ E. Use graphs, charts, pictures, and computer programs as teaching tools in constructing social studies lessons.

___ ___ ___ F. Develop social studies learning experiences supported by emerging technology.

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

___ ___ ___ H. Gather, analyze, and organize a variety of materials useful for teaching social studies

___ ___ ___ I. Organize big ideas and materials in social studies.

___ ___ ___ J. Construct meaningful social studies materials.

VIII. Determine appropriate assessment strategies in the social studies.

___ ___ ___ A. Recognize the relationship between teaching and assessment, analyze current practices, and create new ways of evaluating.

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

IX. Function as a professional.

___ ___ ___ A. Identify your own needs and interests in the area of social studies and use them to create curriculum changes.

___ ___ ___ B. Ask meaningful questions to guide your own learning in social studies.

___ ___ ___ C. Do research to answer questions in social studies, and organize and share findings.

___ ___ ___ D. Recognize and use the contributions of the National Council for the Social Studies to the teaching profession.

___ ___ ___ E. Be knowledgeable of national standards in the area of social studies.

___ ___ ___ F. Orally share information with others in the area of social studies.

___ ___ ___ G. Learn by listening to and observing others.

___ ___ ___ H. Understand and use various teaching methods and techniques in social studies. (Problem Method, Inquiry, Discovery, Lecture, Storytelling, etc.)

___ ___ ___ I. Motivate other professionals to learn about social studies materials and ideas.

___ ___ ___ J. Perceive and analyze growth and change in elementary social studies.

Course Requirements

1. Analyze your own needs.

2. Write questions to reflect your needs.

3. Do research to answer the questions.

4. Do assigned readings.

5. Write a research paper to reflect learnings in one of the areas.

6. Attend class and participate in discussions and activities.

Evaluation

1. Examination of material written to answer questions.

2. Oral discussions about progress made in relation to outcomes.

3. Midterm and final exam.

4. Evaluation of research paper.

Kuse, H., and Kuse, L. (1994) Pioneer dyes - Teaching social studies in the elementary school . Cedar Falls, Iowa: University of Northern Iowa.

National Standards in the area of social studies

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

The Social Studies. Published bimonthly by Heldref Publications.

Standards 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.

Analysis

• What is social studies?

• What is the historical development of this area of the curriculum and how can teachers use the past to plan for the future?

• What has recent research said about the teaching of social studies?

• How have the various disciplines been incorporated at the elementary level?

• How were students evaluated in social studies?

Improvement?

• What is the historical development of this area of the curriculum and how can teachers use the past to plan for the 21st Century?

• How have the various disciplines been incorporated at the elementary level and how should they be included in the future?

• What old methods and strategies as well as new approaches including technology can be used to teach social studies?

• What has recent research said about methods for teaching of social studies and how can this research be used to improve classroom practices in the future?

• What new materials are available? How can they be selected?

• How can print and electronic data bases help a teacher locate new materials in social studies?

• What skills are important for the 21st Century?

• What attitudes and values will help people cooperate in the 21st Century?

• How can students be evaluated in social studies in the future?