THE COLLEGE OF STATEN ISLAND/CUNY Department of Educational Studies

THE COLLEGE OF STATEN ISLAND/CUNY Department of Educational Studies COURSE SYLLABUS: EDS 691 Section 7629 Advanced Studies in Teaching the Secondary School Social Studies SPRING 2008 INSTRUCTOR: Dr. Margaret E. Bérci OFFICE: 3S -105B E-MAIL: berci@mail.csi.cuny.edu PHONE: 718-982-4133 OFFICE HOURS: Tuesday: 3:30 to 4:30 and 6:30 to 7:30 Wednesday: 5:00 to 6:00 Thursday: By appointment Consistent with our mission to promote quality teaching and learning in P-12 school settings, our Department of Education prepares educators who posses intellectual autonomy and professional responsibility. To this end we emphasize the following: gaining of content knowledge and pedagogy; engagement of all students; demonstration of professional disposition. About This Course The aim of Graduate Education is to experience the construction of theoretical knowledge that has explanatory power and broad application. With this goal in mind, the content of the graduate seminar in the Social Studies education is focused on current challenges facing Social Studies teachers. One of these challenges is to keep current with the new philosophies and theories for teaching the Social Studies and to have experience in applying them. For the participants of this course it is also an opportunity to reflect critically on curriculum and pedagogy in secondary Social Studies and to explore their profession on many levels, both theoretical and practical. The practicing teachers are to view the course as a form of action research, enabling them to be more knowledgeable as classroom teachers and as curriculum leaders at the school, regional or district level. 1

Intended Learning Outcomes 1. Expand expertise in archival research of primary sources. 2. Review and analyze emerging theories, philosophies related to the content, curriculum and pedagogy of the Social Studies. 3. Gain expertise in developing curricula for use in 7-12 classrooms. 4. Gain expertise in Place Based Learning 5. Continue to develop a collegial sense of professionalism; to work with individuals inside and outside of the profession, and thereby foster their identity as self-critical and resourceful teachers of the Social Studies. Required: Resources Wineburg, Sam (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press. Recommended: ISBN 1-56639-856-8 Berson, Michael J. Cruz, Barbara C, Duplass, James J, Johnston, J. Howard. (2004). Social Studies on the Internet. New Jersey: Merrill Prentice Hall. ISBN 0-13-110808-5 Gabler, I.C., Schroeder, M (2003). Constructivist Methods for the Secondary Classroom: Engaged Minds. New York: Pearson Education ISBN 0-205-36057-2 Hodge, J. D., Field, S. L., Foster, S. J., Nickell, P. (2004). Real-World Investigations for Social Studies. New Jersey: Merrill Prentice Hall. ISBN 0-13-095003-3 Useful Web Sites: National Council for the Social Studies: http://www.ncss.org/ [This address connects you to the web site of the National Council for the Social Studies (NCSS); it is your professional organization and you should become a member. By joining, you will have access to a wide range of resources. Non- members will also find the site valuable and partially accessible.] 2

Social Studies: http://www.emsc.nysed.gov/ciai/social.html [This is the site of the New York State Education Department for Social Studies. You will find the New York State Standards for Social Studies as well as the Core Curriculum for K-12, as well as other valuable information and resources] Over 180 Power Points for use in Social Studies lessons: http://www.pptpalooza.net/ Teaching with Documents Sites: http://www.upstatehistory.org/services/dhp/dbq.htm http://www.edteck.com/dbq/index.htm http://www.nhd.org/educatorresources.htm Major Project No exams will be given in this course. Graduate education is aimed at facilitating the construction of knowledge through projects. Therefore, participants achievement in the course will be assessed based on the quality and quantity of their work on a number of tasks, all designed to contribute to the major project. 1) The major project is to develop a Teacher Guide to a Place Based Education Experience at one of the designated National Parks sites in New York City (the city as classroom ). This is a generative project which will follow Sam Wineburg s philosophy and theory of what makes for good Social Studies experiences. Therefore, a careful reading of his work is necessary. 2) In order to demonstrate the understanding of Sam Wineburg s paradigm, and the careful reading required, each participant will prepare a critical review of his work. 3) The Place Based Education project will demonstrate the teacher s ability to use a variety of constructivist instructional strategies, content based at a specific historic site, in ways that are unique, challenging, and appropriate to the content and pedagogy of the New York State curriculum, to the National Council of Social Studies Standards and to diverse adolescent learners. Throughout work on the project you will be expected to locate and consult primary sources in web based archives. In addition you will work with National Parks System personnel and consult with National Parks Site, as well as the National Archives and Records Administration (NARA) [ www.archives.gov/northeast/nyc/]. You will make use of all your expertise in lesson preparation gained through EDS 301/EDS 601 and your own practice. You will also call on theories and concepts examined in your major courses, especially those devoted to the study of the historical imagination, political science, culture, sociology, geography, economics and historiography as well as any or all of the other disciplines that make up the school subject of the Social Studies. 3

Assessment I have to assign a grade for your work. This puts me in the position of power, which is not the best way to begin a course that emphasizes cooperation, professional development, reflection and growth for practicing teachers. I believe the best teachers reflect on their own practice. Learning to teach and teaching itself is an act of inquiry, involving constant attempts to improve, through the gathering of evidence and the sharing of ideas. The work we do within this course should itself be seen as a constant attempt to improve and excel. If you do not try to be a good student of teaching, how can you become a good teacher? As graduate students, you should all be doing the best you possibly can. I will let you know if I think you are not putting in the required effort. With this in mind, we will work together to set the parameters and the rubric for what will be the requirements of the major project and what is expected of each of you individually. No two projects and collaborative efforts will be alike and therefore the work of each participant must be based on the synergy and expertise of the individuals who work on each project. Your individual final grade for the course will be a blend of, 1) seminar participation, web quest, 2) the work you submit for the critical book review; 3) the overall grade assigned to the completed project; 4) the level, intensity and effectiveness of the process of completing the major project, as assessed by the professor (the cooperating ranger will be consulted). A Distinguished A- Superior B+ Advanced B Very Good B- Good * C Average* D Pass * F Fail* * Not acceptable achievement for a graduate level course Attendance Class attendance is recorded. It is the responsibility of the course participant to ensure that her/his presence is noted. Participants are expected to attend all sessions in a prompt manner and to contribute to the discussions in a knowledgeable/prepared voice. CELL PHONES MUST BE TURNED OFF DURING CLASS SESSIONS as a courtesy to instructor and colleagues. 4

Electronic Communication Policy Throughout the semester group e-mail (often with attachments) will be used to communicate with students, in-between meeting sessions. On the first day, students will be asked to identify the e-mail address to which all such communication is to be sent. If during the semester, this address changes it is the student s responsibility to inform the professor of the change. Electronic communications sent by the professor will be deemed received on the next day after the day the e-mail was sent, regardless of any error, failure notice, internal service provider problem, virus, e-mail filters or auto-reply related to the student s e-mail, unless the error or problem originated with the professor s or the CSI site. Students are expected to check their e-mail account frequently. Failure to receive or read communications sent to the declared e-mail address, in a timely manner does not absolve students from knowing, responding to or complying with the content of that communication. Standards for Written Work 1. All written work is expected to be complete and submitted by the assigned due date. Any work submitted after the due date is making it difficult for others do their part of the overall project. 2. All written work produced outside of sessions is to be typed using 12 font, double-spaced, paginated and with a running head that includes your name, date and the course #. Course participants are fully responsible for typographic and second party typing errors. Word processor problems, equipment breakdowns and computer viruses are your responsibility and cannot be used as an excuse for lateness. 3. All written work is expected to meet professional standards of spelling, grammar, punctuation and neatness expected of a teacher and a graduate student of teaching. Work not meeting this standard will be reduced in grade at the professor's option. Please note that this can result in a failing grade for an otherwise satisfactory contribution to the project. 4. APA reference format must be used when crediting sources. Items researched for documentation should reflect a variety of sources to demonstrate knowledge of the resources, (place based and online), the theme and the essential question chosen. 5. Please note that there is a difference between effort and quality. Quality is the paramount factor in post secondary standards. 6. What you mean to write and what you actually write may be two different items. Please exercise care in this matter. Proof read your work carefully. 5

Tentative Course Schedule By direct announcements in class, the instructor reserves the right to alter the Topics, Requirements, Evaluation Method and Weight of the various components of the project to reflect the organic nature of knowledge construction that will occur during the seminar. DATE TOPIC READINGS/ ASSIGNMENT DUE January 29 January 31 February 5 Week of 19 Course Introduction CLASS DOES NOT MEET BUT > Project Logistics set up Role of Place Based Program in Curriculum Individual meeting with rangers on the NPS site; work on setting goals, curriculum objectives, essential question, resources to be examined, etc. You need to send me an e-mail listing the first three site choices for your project. http://www.charityadvantage.com/f2e2/benefitsofplacebased.asp Plan to spend several days at the site during this week. 26 Components of an effective curriculum specific Place Based Experience March 4 11 18 25 April 1 15 29 May 6 Discussion of Wineburg Part I Emergent Concerns with Project Creating Pre- Visit Activities Using Documents Creating Activities Using Site Based Resources Foundations of Post Visit Activities Site Research 8 Meeting the needs of Diverse Groups May 13 Re-visit Noel and Colopy s article (handout) Written Report on work done with site rangers Wineburg pages vii -62 Web quest on Place Based Experiences (to be shared and submitted) Written Progress Report on Site Project (I will be available for Meeting with Individuals as needed) Written Progress Report on Site Project Discussion of Wineburg Part II Wineburg pages 63-138 Discussion of Wineburg Part III Wineburg pages 139-255 Project Debriefing/ Sharing Project Debriefing/ Sharing Completed Site Project Due Book Critique Due 6

ATTACH A PHOTOGRAPH OF YOURSELF ON THE BACK OF THIS FORM LAST NAME FIRST NAME I.D. (SOCIAL SECURITY NUMBER) MAILING ADDRESS PHONE NUMBER E-MAIL HOME: ---------------------------------------------------------------------------------------------- SCHOOL: YEAR in WHICH UNDERGRADUATE DEGREE WAS COMPLETED/ MAJOR GRADE ACHIEVED in PRE-REQUISITE COURSE (EDS 301 or EDS 601) COURSES BEING TAKEN IN SPRING 2008 SESSION PRESENTLY TEACHING AT: SUBJECT/ GRADE Honor Policy Plagiarism means presenting work done (in whole or in part) by someone else as if it were one's own. Citation of sources (use APA style) for ideas used must be a part of every submission. Each assignment is in fact a take home test. Any conduct that would be inappropriate and unethical during a test (getting answers from other students, copying other students ideas, etc.) in class would be inappropriate for the assignments in this course. Each candidate is to do his or her own work, individually in this, unless collaboration is specifically stated in the text, syllabus or by the professor. Candidates who do not abide by this Honor Policy will be given an F grade. Signature Date By my signature, I confirm that I have read the syllabus and understand the responsibilities and duties associated with this course and the Honor Policy 7

How to Read a Book for Preparation of Discussion and of Writing a CRITIQUE You need to be ready to discuss in your critique each of the chapters in context of the entire book, and how each chapter develops the arguments that are presented in the preceding chapter(s). Therefore, before, you are preparing to review a specific chapter and connect the ideas within the whole book, you need to: 1. Read the copyright page, preface, and foreword, if any. Who published this book, where, and when? Why did the author write this book? Who does the author credit for intellectual ideas and critical assistance? 2. Review the table of contents. How is the book organized? What main topics does it cover? 3. Read the Introduction What is the book s main thesis and arguments? Why is it important? What method will the author use to prove his points? 4. Skim the conclusion What are the main findings/conclusions? 5. As you read the book, chapter by chapter: Underline main ideas Make margin notes about your reactions Note questions and critiques as they occur to you At the end of each chapter, summarize its main points in your own words. 6. At the end of each chapter, spend some time thinking about these questions: What are the author s main conclusions? Do I agree or disagree and why? What are the implications of this chapter for education, for my teaching, and for society? 7. The work product of your reading sessions should include: A highlighted/underlined book with useful margin notes A brief written summary of the main points of each chapter and the author s main conclusions in each chapter. Your questions and critiques. A few paragraphs on the implications of each chapter and your reaction to it. 8. Finally, use your notes to actually write the critique/review (NOT a SUMMARY) of the ideas presented and the method of presentation of those ideas, in light of how helpful the author s perspective is in developing your teaching expertise in the Social Studies. 8