TTE 527 Secondary Social Studies: Strategies and Methods for Teaching in a Multicultural Society

Transcription

1 TTE 527 Secondary Social Studies: Strategies and Methods for Teaching in a Multicultural Society Instructor: Crystal Soltero, Ph.D. Class Location and Time: Flowing Wells HS/Room 52; Mondays 1:00-3:00 and observations as required Office Hours: Before/after class and by appointment. Textbook: Chapin, June. (2007). A Practical Guide to Middle and Secondary Social Studies. Boston: Pearson Education, Inc. Supplemental Reading: Various articles and chapters assigned will be available through D2L. In addition, the Arizona Social Studies Academic Standards for Students will be regularly used as a supplemental resource. These are available online at the ADE website: ( Course Description: This is a course in curriculum design and instructional strategies for students preparing to teaching in secondary Social Studies classrooms. The ideas and lessons explored are based on sound multicultural and social theory as well as best practices. In this course, participants will engage in a variety of approaches designed to explore various methods of teaching an engaging and meaningful Social Studies content to students. Through these opportunities and experiences, participants will establish a foundation for teaching the Social Studies to diverse learners in their future classrooms. Course Objectives: 1. Students will articulate goals for Secondary Social Studies instruction and investigate multiple strategies for teaching a meaningful and relevant content for secondary students. (AZ Standards for Teaching #3, 7,8) 2. Students will design and plan instruction using state academic standards for Social Studies. (AZ Standards for Teaching #1,7,8) 3. Students will design and plan instruction that reflects the needs of all students in a multicultural society. (AZ Standards for Teaching #2, 3)

2 4. Students will reflect on practical teaching experience and their professional growth as a Social Studies teacher. (AZ Standards for Teaching #6) Internship Experience: A significant portion of the TTE 593 field work will be dedicated to assignments as required in TTE 527. CLASS EXPECTATIONS 1. Attendance: Attendance will be taken in every class. It is important to participate in all class sessions. Excessive absences will be reported to the codirectors and may result in a lowered grade for the course. Please note that Teach AZ considers 2 absences as excessive. Absences in your internship and field observation hours must be made up through arrangements with cooperating teachers. In the case of an emergency absence, the instructor and/or cooperating teacher must be notified before or on the day of any absence. Absences or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students will also be honored. 2. Class time: Being late to class is both rude and unfair to the instructor and your peers who are on time. Be advised that a pattern of tardiness will result in a lower grade for the course. 3. Cell Phones: Cell phones and other electronic devices are not appropriate for class time. Text messaging and checking calls on vibrate is considered disrespectful. Turn all such devices OFF during class. 4. Respect and Community: In a course of this nature, discussions and participation is extremely important. When one person is talking, everyone should attentively listen. Work actively to become involved and get to know one another No one enjoys a course where only a few students dominate class sessions. 5. Professionalism: Dress and act professionally at all times. Always wear your UA lanyard. Be especially respectful of FWHS and their expectations for us as their guests. 6. Academic Integrity: All students are expected to abide by the UA Student Code of Academic Integrity ( 7. Student Code of Conduct: All students are expected to abide also by the UA Student Code of Conduct ( 8. Students with Disabilities: If formal, disability-related accommodations are necessary, register with the UA Disability Resource Center ( ;

3 drc.arizona.edu), so they can notify me of your eligibility for reasonable accommodations. 9. English usage: Successful completion of TTE 327 is dependent on the ability to utilize Standard English when communicating (speaking and writing). Unless specified, all assignments are to be typed, double-spaced and with a font size between 10 and 12. All assignments will be evaluated for content and language use. In addition to spell check, please remember to proofread! 10. Reading Assignments: The syllabus and schedule give an overview of the topics and readings for most of the semester. Students are expected to stay current with all of the readings. When a specific reading assignment is noted for a specific date, content from the assignment will be prerequisite knowledge for that day s class. In other words, read BEFORE coming to class. 11. Written Assignments: Due dates for all major assignments are listed in the class schedule. All assignments are reduced by 10% for each class day the assignment is not turned in. Intellectual honesty in completing assignments is expected. Violations of scholastic ethics are considered serious offenses. All work done for this class must be your own, unless otherwise noted. 12. Course Evaluation: This course will be evaluated using A-E grades. The final grade for this course will be a percentage based on the total amount of points earned out of the total amount of points possible (approximately 300 points this semester). Please note that in-class activities may result in the inclusion of additional points. Such points cannot be made up in case of absences. Course Requirements: 1. On-time quizzes: Unannounced quizzes (5-10 points each) will be based on course reading assignments. Please note that only those students who are present and on time will be allowed to take these quizzes. Quizzes may not be made up in case of absence. (40-60 pts.) 2. Participation: Students are expected to regularly participate in a variety of activities throughout the semester. Students will be asked to individually evaluate their performance in this area at the end of the semester. (20 points) 3. Cultural Identity Paper: Who are you as a cultural being? What have been the major influences in your life that have influenced your development as an individual thus far? How might these influences affect your ability to teach students from backgrounds that may be different from your own? This reflective assignment will be graded according to the following criteria: 1) Depth of detail, 2) professional quality of your work (neatness & accuracy), 3) clarity (the reader gets a sense of you without further explanation), 4) ability to reflect on how your cultural background may affect your future classroom teaching. (20 points)

4 4. PowerPoint and Graphic Organizer: Create a PowerPoint that introduces material you will potentially teach this year. Attach an original graphic organizer that students can use to take notes either during or after viewing the PowerPoint (20 pts.) 5. Technology Teaching Moment: This is a short, minute demonstration of technology (SmartBoard, websites and other creative technologies) that is potentially useful to you and your peers as future Social Studies teachers. A handout detailing your topic will be required for each of your peers (10 pts.) 6. Trade Book Investigation: Choose a book based on a particular event in history that you could potentially assign to students as an integrated history and literature unit. The historical novel, autobiography, biography, or nonfiction book that you choose should have wide appeal to a diverse student population. After you finish reading the book, complete the following: a. A reflective paper outlining the importance and potential use of this book in a Social Studies classroom, complete with activity ideas for the beginning, middle, and end of this book. Be sure to include the historical information that you personally learned from this book. In addition, include this book s connection to state standards for Social Studies. b. Create an annotated bibliography of at least 10 articles, books, videos, or primary source documents that would potentially compliment classroom use of this book. Please make sure your bibliography represents the diverse perspectives of Americans in a multicultural society. Each annotation should be an original description of each source (2-3 complete sentences). Check APA guidelines for putting together a proper annotated bibliography. (40 pts.) 7. Geography Lesson Plan: Create and teach a multicultural geography lesson that can be easily incorporated into your internship classroom. Include a Teacher Reflection Sheet as part of this assignment. (20 pts.). 8. Videotaped Lesson Plan and Reflection: Create a lesson plan using the required lesson plan format and teach the lesson in your field-based classroom. Arrange to videotape the lesson and provide me with a copy of the video. Please include a Teacher Reflection Sheet, focusing directly on things learned from viewing your videotape. Make sure you check with school district guidelines regarding the videotaping of students. Flip cameras/tripods will be available from Teach AZ for student check out (20 pts.) 9. Current Issues in Social Studies Paper: Investigate the literature on a current issue/topic in Social Studies that will help you become a better teacher. Write a 5-6 page paper summarizing the positions surrounding this issue along you re your own ideas. APA style and a minimum of 3 sources must be used in this investigative paper (40 pts.)

5 10. Observation Paper: You are required to observe a minimum of 5 Social Studies teachers outside your school on Wednesday and/or Friday afternoons throughout the semester for a total of 10 observations. (I will assist you in setting up these observations.) Please note that attendance at any of the workshops listed in the assignment schedule will take the place of 1 observation for every workshop attended. The observation paper is a culminating paper where the motivational, instructional, and management approaches of 3 different Social Studies teachers will be described (use pseudonyms for all names, please). What have you learned about yourself as a future Social Studies teacher from these observations? In addition, a time log detailing the hours spent in your 10 observations will need to be included with this paper (20 pts.). 11. Unit Plan and Peer Teaching/Signature Assignment: Design a 2 week thematic unit with a naturally integrated, multicultural focus. Ideally, this should be an engaging unit that you plan to use with students this year. Five, main components must be completed for this final project: a. A planning calendar that broadly maps out classroom activities for a minimum of 2 weeks. b. A creative, interactive lesson plan that incorporates the use of technology and/or primary documents with a wide variety of different strategies and methods studied this semester. Use the assigned lesson plan format. c. A creative, interactive lesson plan that incorporates geography and/or the arts with a wide variety of different strategies and methods studied this semester. Use the assigned lesson plan format. d. Select a minute segment from one of the lessons to teach in class. Follow the assigned lesson plan format and prepare a hard copy for each of your peers in the class. Your peers will be given an anonymous feedback form to complete as you teach. e. A detailed Teacher Reflection Sheet (100 pts.). ASSIGNMENT SCHEDULE: The following outline is subject to change. Please get in the habit of regularly checking your for changes and/or additional information. Date and Topic: Readings/Assignments 8/24 Why Social Studies? syllabus explanation; Ch. 1 (Chapin) Issues in Social Studies 8/31 Culturally Responsive Social Studies ; Teaching White Students About Tech. Teaching Moment Sign-up Racism (Tatum); The Power of Caring (Gay) 9/14 Planning/Traditional SS Methods: Ch. 3 (Chapin); Eight Types of Graphic Organizers (Gallovan )

6 Cultural Identity Paper Due 9/19 National History Day Workshops, 9-12, AZ Historical Museum (optional, but highly encouraged) 9/21 Active, Student-Centered Strategies Ch. 4 (Chapin); PowerPoint Due 9/28 Making History Come Alive Ch. 6 (Chapin) 10/5 Integrating Geography into the SS Ch. 7 (Chapin); Tradebook Classroom Investigation Due 10/12 TBA 10/15 Holocaust Workshop, 4-7:30, Catalina Magnet High School (optional, but highly encouraged) 10/19 Civic Education Ch. 8 (Chapin); Teaching for Social Justice, Diversity (Banks) Geography Lesson Due 10/23 AZ Council for the SS Conf. (ASU) (optional, but highly encouraged) 10/26 Social Studies and the Arts Integrating SS with the Arts; (Shoob ); Reel to Reel.. (Matz) 11/2 Bryan Davis, Jewish Federation/ Videotaped Lesson Due Holocaust Education 11/9 Social Studies and Assessment Ch. 5 (Chapin) 11/16 Population Connection Trainer Current Issues Paper Due 11/23 Arizona Historical Society Tour (AZ History Museum, 949 E. 2 nd St., 85719) 11/30 Peer Teaching 12/7 Peer Teaching; Evaluation of Course Observation Paper Due and Participation 12/14 Final Wrap-Up Unit Plan /Peer Teaching Due Note: Information contained in this syllabus with the exception of the attendance and course evaluation policies may be subject to change with reasonable advanced notice, as deemed appropriate by the instructor.