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CI 433
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THE TEACHING OF SOCIAL STUDIES – Fall 2014
Course Title: The Teaching of Social Studies
Course Number: CI 433
Meeting Time & Place: Lagomarcino 1530; M 8:00-10:30
Instructor: Heidi Doellinger
Email: [email protected]
Office: 133 MacKay (Teacher Education Services)
Office Hours: Appointments are recommended due to meetings and
other commitments. Because of other responsibilities, I
may not be available during all the office hour slots in
any given week.
Tuesdays 1:00 PM-3:00 PM Wednesdays 10:30 AM-12:30 PM
*The instructor reserves the right to amend the syllabus throughout the semester.
Blackboard: Information about assignments, readings, and the like will be posted on the course
Blackboard. YOU ARE RESPONSIBLE FOR READING AND UNDERSTANDING THE
INFORMATION IDENTIFIED IN THE COURSE SYLLABUS. YOU ARE ALSO
RESPONSIBLE FOR CHECKING BLACKBOARD FOR ADDITIONAL
INFORMATION ABOUT ASSIGNMENTS, READINGS, ETC.
Study, development, and application of current methods, curriculum materials, and assessment
strategies for providing appropriate social studies learning experiences for primary and
intermediate grade children.
“The issue is not how to stand above the choice. Rather, it is in what values I must ultimately choose.”
--Michael Apple, Ideology and Curriculum
Social Studies is a field of study in schools that draws upon the disciplines of the social sciences
and humanities, such as anthropology, history, geography, and political science to help students
develop a rich understanding of the social world— the world as created, governed, and lived in
by humans. Teaching social studies at the elementary level can be an overwhelming endeavor
that is fraught with difficult decisions, yet is ultimately a very important part of your curriculum
INSTRUCTOR INFORMATION
COURSE CATALOG OVERVIEW
COURSE OBJECTIVES
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that can awaken students’ creativity, curiosity, and community spirit. This course focuses on the
design and enactment of a standards-based social science curriculum that is rooted in social
justice, democracy, and place-based education (all terms we will investigate more as the
semester unfolds) (See Core Practices and Student Outcomes on pp.3-4 for more information).
We will spend the course reflecting on two big questions:
What should we teach elementary students about social studies and why?
How should we teach elementary students about social studies and why?
Underneath these essential questions are two deeper, more philosophical questions that we will
grapple with together and that do not have easy answers:
How do we make meaning of our cultural, political, and social contexts?
How should we engage as participants in the social world?
While each instructor puts their own stamp on the course, in addition to the above course
framing, all sections of CI 433 and CI 443 share the following:
First, all sections build upon your social science and humanities content courses (e.g. in history,
political science, sociology, and anthropology) and other teacher education courses (e.g. social
foundations, multicultural education, educational technology, and teaching strategies) in order
meet three broad objectives:
Help pre-service elementary teachers develop an understanding of the purpose(s) and
importance of social studies in the elementary curriculum.
Help pre-service teachers draw upon this understanding to develop a conceptual
framework for teaching social studies in elementary schools.
Help pre-service teachers learn and rehearse a repertoire of instructional practices that
can engage all students in rich and rigorous inquiry in social studies.
Second, in addition to these broad learning-objectives, in alignment with state certification
expectations, all sections also help pre-service teachers:
Identify and evaluate resources for social studies curriculum.
Integrate technology and literacy into the social studies curriculum.
Identify and implement assessment strategies that support learning in social studies.
Identify and implement classroom management strategies that support learning in social
studies.
Third, the course is grounded in the belief that learning is an interactive socio-cultural process.
This means that learning is not merely individual cognition, but rather a complex, interactive
process in which individuals continuously make meaning in and of their cultural, social and
political contexts, both on their own and with others. Put simply, we, teachers and students, are
always making meaning of the social world from within the social world.
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Fourth, students in all sections of social studies complete the same final course project, which
serves as an official artifact for the teacher education certification portfolio (more detail below).
Iowa State University Teaching Standards
1. Content/subject matter specialization. The candidate demonstrates an understanding of
the central concepts, tools of inquiry, and structure of the discipline(s) the candidate
teaches, and creates learning experiences that make these aspects of the subject matter
meaningful for students. This is evidenced by a completion of a 30-semester-hour
teaching major which must minimally include the requirements for at least one of the
basic endorsement areas, special education teaching endorsements, or secondary level
occupational endorsements. Each elementary candidate must also complete a field of
specialization in a single discipline or a formal interdisciplinary program of at least
twelve semester hours.
2. Student learning. The candidate demonstrates an understanding of human growth and
development and of how students learn and participates in learning opportunities that
support intellectual, career, social and personal development.
3. Diverse learners. The candidate demonstrates an understanding of how students differ in
their approaches to learning and creates instructional opportunities that are equitable and
adaptable to diverse learners.
4. Instructional planning. The candidate plans instruction based upon knowledge of
subject matter, students, the community, curriculum goals, and state curriculum models.
5. Instructional strategies. The candidate demonstrates an understanding and use of a
variety of instructional strategies to encourage student development of critical and
creative thinking, problem-solving, and performance skills.
6. Learning environment/classroom management. The candidate uses an understanding
of individual and group motivation and behavior; creates a learning environment that
encourages positive social interaction, active engagement in learning, and self-
motivation; maintains effective classroom management; and is prepared to address
behaviors related to substance abuse and other high-risk behaviors.
7. Communication. The candidate 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.
8. Assessment. The candidate understands and uses formal and informal assessment
strategies to evaluate the continuous intellectual, social, and physical development of the
student, and effectively uses both formative and summative assessment of students,
including student achievement data, to determine appropriate instruction.
9. Foundations, reflective practice and professional development. The candidate
develops knowledge of the social, historical, and philosophical foundations of education.
The candidate continually evaluates the effects of the candidate's choices and actions on
students, parents, and other professionals in the learning community; actively seeks out
opportunities to grow professionally; and demonstrates an understanding of teachers as
consumers of research and as researchers in the classroom.
TEACHING STANDARDS
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10. Collaboration, ethics and relationships. The candidate fosters relationships with
parents, school colleagues, and organizations in the larger community to support student
learning and development; demonstrates an understanding of educational law and policy,
ethics, and the profession of teaching, including the role of boards of education and
education agencies; and demonstrates knowledge and dispositions for cooperation with
other educators, especially in collaborative/co-teaching as well as in other educational
team situations.
11. Technology. The candidate effectively integrates technology into instruction to support
student learning.
12. Methods of teaching. Methods of teaching have an emphasis on the subject and grade
level endorsement desired.
From NCSS Powerful & Purposeful Elementary SS Teaching & Learning)
K-12 Student
Outcomes
Core Practices
1. Students
understand,
participate in, and
make informed
decisions about their
world.
2. Students can
explain relationships
with other people, to
institutions, and to
the environment.
3. Students are
knowledgeable of
and understand the
past.
4. Students can
A. Meaningful Instruction
In order for social studies instruction to be meaningful, teachers must
understand and meet the needs of their students. Teachers should capitalize on
the diversity and natural interests of their students in the world around them. By
building on students’ skills and experiences, teachers can design learning events
that challenge students to make meaningful connections and expand their
knowledge and viewpoints. Successful elementary teachers possess both a
command of the subject matter and the ability to engage students in the learning
process through a variety of instructional methodologies. Meaningful teaching
requires reflective planning, instruction, and assessment.
B. Integrative Teaching
Powerful social studies teaching crosses disciplinary boundaries to address
topics in ways that promote social understanding and civic efficacy. It also
integrates knowledge, skills, and dispositions with authentic action. Effective
practice does not limit social studies to one specified period or time of day.
Rather, elementary teachers can help children develop social studies knowledge
throughout the day and across the curriculum. As valuable as integration is
within elementary curriculum, it is not an end in itself. Teachers should ensure
that the social studies experiences woven throughout the curriculum follow
logical sequences, allow for depth and focus, and help young learners move
forward in their acquisition of knowledge and skills.
C. Value-Based Instruction
CORE PRACTICES
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productively
problem solve and
make decisions,
assess ideas, and
make thoughtful
value judgments.
5. Students are
responsible citizens
who participate
locally, nationally,
and globally.
Elementary learners do not become responsible, participating citizens
automatically. They need frequent opportunities to make daily decisions about
democratic concepts and principles that are respectful of the dignity and rights
of individuals and the common good. They need to participate in learning
experiences that involve core values of democracy, including freedom of speech
and thought, equality of opportunity, justice, and diversity. Thoughtful and
deliberate classroom engagement related to controversial or ethical issues
provides opportunities for elementary children to practice critical thinking skills
while examining multiple perspectives. Elementary teachers should create
opportunities for students to discuss values, engage in real-world problem
solving and make reasoned decisions.
D. Challenging Challenging elementary school social studies can pave the way for life-long
learning and active citizenship. Students should be provided with opportunities
for in-depth investigation of a few concepts that challenge and engage them
rather than superficial treatment of many topics that can create student apathy.
Challenging social studies instruction includes debates, discussions, projects,
and simulations that require application of critical thinking skills. Instead of
simply reading and answering questions, elementary students should be taught
to question, evaluate, and challenge informational sources. Teachers should ask
children the kinds of questions that stimulate decision-making, problem solving,
and issue analysis.
E. Active In effective social studies programs, elementary teachers use a variety of
approaches, strategies, and materials to support children’s interests and abilities.
As new information or skills are presented, teachers facilitate discourse and
students consider new ideas and assimilate multiple perspectives. Processes
such as problem solving, debates, simulations, project-based learning, and role-
playing are active strategies that can lead to new opportunities for student
discovery and engagement. Teachers decide when to take the lead during
instruction and when to support the students’ leadership in learning. They guide
learning rather than dictate.
This course incorporates shared behavioral expectations with other courses in the undergraduate
teacher education program. Following these expectations is the responsibility of the student.
Students are encouraged to raise any questions they may have regarding these expectations with
the instructor.
BE THERE/STAY THERE – ATTEND CLASS
All students are expected to attend ALL class sessions. This expectation includes arriving
on time and staying for the entire class session. Absences do not relieve you of meeting
COURSE EXPECTATIONS & POLICIES
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course requirements nor of assignment due dates. The only acceptable reason to be absent
is illness or an emergency.
If you are ill or have an emergency, contact me before the class if at all possible. You
will be allowed to complete one make-up assignment for a class session missed in order
to receive the points for that day. You will need to contact the instructor for this make-up
assignment. (Make-up assignments will be related to the content missed.) NOTE: Even
though every effort will be made to follow the tentative course calendar, in-class
activities may NOT occur on the date indicated on that calendar. If you miss or arrive
more than 15 minutes late more than two times, you will NOT pass this course.
Attendance will be taken at the beginning of each class. YOU ARE RESPONSIBLE
FOR ENSURING THAT YOU HAVE SIGNED IN. You are encouraged to visit with
me if there are extenuating circumstances affecting your attendance.
BE PREPARED – COMPLETE ASSIGNMENTS ON TIME
It is expected students will be prepared to participate in each class period by completing
required assignments prior to the class session.
All assignments are due on the dates indicated in this syllabus. Changes to the printed
due dates may occur because of conflicts and/or schedule changes. These will be shared
on Blackboard and in class. Points will be taken off if an assignment is late and
arrangements have not been made with the instructor before the due date.
All written assignments must be typed, double-spaced, and paginated. Particular
attention will be paid to the content and the appropriateness of the product to the
assignment; organization, format, and mechanics will also be reviewed.
PROFRESSIONAL WRITING IS EXPECTED.
It is expected students will be ready to engage in class discussions and activities. Small
group discussion formats will often be implemented. EVERYONE’S NEGOTIATIONS
ARE EXPECTED AND NEEDED TO MAKE THIS CLASS VALUABLE!
Please bring appropriate materials to class. Be sure to check Blackboard to see if any
materials are required for a class session.
BE ENGAGED – PARTICIPATE IN CLASS
Own the learning!
Students are expected to actively participate in class discussions and learning
opportunities. Apply critical thinking skills – listen, consider, analyze, respond.
Students are expected to actively listen to and respond to ideas from others.
Students are expected to communicate ideas professionally – this includes being prepared
to support your idea/view. Teaching is a culture of negotiations and discussions. This is
an opportunity to practice this skill. Feel free to agree with ideas, disagree with ideas,
and present alternative views, as long as this is done professionally and respectfully.
Students are expected to be open-minded and truly consider new ideas and alternative
perspectives.
Students are expected to be risk-takers. The only way to learn is to be actively engaged
and willing to put ideas on the table for consideration.
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Students are expected to be actively involved in class sessions, including discussion and
small group activities. Being actively involved means being on-task, prepared, sharing
opinions, engaging in discussion, and listening actively.
Students are expected to be on task and focused on the class during class time.
o Side bar or parking lot conversations are inappropriate. Questions and comments
will help the learning of the entire class. If students are observed engaging in
side bar conversations, they will be asked to stop the behavior. THE
STUDENTS WILL ALSO LOSE THE PARTICIPATION POINT FOR
THAT DAY’S CLASS. o Digital technology (phones, laptops, or other electronic devises) should only be
used during class for instructionally relevant purposes. Please turn off all cell
phones before entering the classroom. If digital technology is observed being
used in an inappropriate manner (i.e. viewing Facebook, checking e-mail,
perusing internet unrelated to class content, or texting friends), the student
will be asked to turn off and close the devise. THE STUDENT WILL ALSO
LOSE THE PARTICIPATION POINT FOR THAT DAY’S CLASS.
BE RESPECTFUL – TREAT OTHERS AS YOU WISH TO BE TREATED
Interact with the instructor and classmates in a respectful manner. REMEMBER: We
aren’t disagreeing with the person, we are disagreeing with the idea/comment.
Focus on learning opportunities rather than side bar conversations is considered
respectful behavior.
Professionals do at times agree to disagree.
If you have concerns about the respect for diversity in this class, or if you experience
conflicts with major religious holidays, please bring them to my attention as soon as
possible.
BE ETHICAL/PROFESSIONAL – PREPARE TO BE AN EDUCATOR
Professionalism in written and oral communication skills will be expected at all times,
including e-mail messages! Consider content, tone, and conventions.
Students are expected to complete assignments and engage in class
discussions/negotiations in a way that reflects “thinking like an educator.” Evidence of
this thinking includes, but is not limited to, supporting educational opinions with sound
educational theory, research, and/or best practice; exhibiting ethical principles associated
with being an educator; and a respectful voice and manner when discussing
children/youth, parents, colleagues, other educational professionals, and the community.
Confidentiality is an extremely important issue in education. Students are expected to
maintain confidentially at all times. When discussing or writing about experiences from a
school district, use non-identifying pseudonyms to refer to the site, the teacher(s), other
adults, and students in the facility in all written communications (including journals and
personal blogs) and in public conversations (e.g. on a bus, in a restaurant, etc.).
Be extremely careful what is discussed in public places, including Facebook! As young
people who want to be a teachers (or other professionals), students need to begin
practicing when, with whom, where, and what is shared about private lives. Discussing a
party attended over the weekend and how wasted someone was when he/she got on the
bus or in a classroom is NOT appropriate! MANY PRINCIPALS AND TEACHERS,
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GET ON SOCIAL NETWORK SITES TO CHECK ON STUDENTS WHO WILL BE
IN THEIR SCHOOLS/CLASSROOMS. Mary Gannon, Attorney for the Iowa
Association of School Boards, often speaks to students in teacher preparation programs
concerning ethics. The first thing she tells them is to get rid of any social networking
page OR redo it so it is professional and does not present you in a negative light!
Students are advised of the University’s policy on academic dishonesty. “Academic
dishonesty occurs when a student uses or attempts to use unauthorized information in the
taking of an exam; or submits as his or her own work, themes, reports, drawings,
laboratory notes, or other products prepared by another person; or knowingly assists
another student in such acts or plagiarism. Such behavior is abhorrent to the university,
and students found responsible for academic dishonesty face expulsion, suspension,
conduct probation, or reprimand.” (Iowa State University Bulletin, 2012-2013) Students
are advised to pay particular attention to the information on plagiarism provided in the
Bulletin (catalog.iastate.edu/academiclife).
Academic Dishonesty
The class will follow Iowa State University’s policy on academic dishonesty. Anyone suspected
of academic dishonesty will be reported to the Dean of Students Office.
http://www.dso.iastate.edu/ja/academic/misconduct.html
Religious Accommodation
If an academic or work requirement conflicts with your religious practices and/or observances,
you may request reasonable accommodations. Your request must be in writing, and I will review
the request. You or I may also seek assistance from the Dean of Students Office or the Office of
Equal Opportunity and Compliance.
Disability Accommodation
Iowa State University complies with the Americans with Disabilities Act and Sect 504 of the
Rehabilitation Act. If you have a disability and anticipate needing accommodations in this course,
please contact me to set up a meeting within the first two weeks of the semester or as soon as you
become aware of your need. Before meeting with me, you will need to obtain a SAAR form with
recommendations for accommodations from the Disability Resources Office, located in Room
1076 on the main floor of the Student Services Building. Their telephone number is 515-294-
7220 or email [email protected]. Retroactive requests for accommodations will not
be honored.
Harassment and Discrimination
Iowa State University strives to maintain our campus as a place of work and study for faculty,
staff, and students that is free of all forms of prohibited discrimination and harassment based
upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin,
physical or mental disability, age, marital status, sexual orientation, gender identity, genetic
UNIVERSITY POLICIES
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information, or status as a U.S. veteran. Any student who has concerns about such behavior
should contact his/her instructor, Student Assistance at 515-294-1020 or email dso-
[email protected], or the Office of Equal Opportunity and Compliance at 515-294-7612.
Dead Week
This class follows the Iowa State University Dead Week policy as noted in section 10.6.4 of the
Faculty Handbook http://www.provost.iastate.edu/resources/faculty-handbook .
Academic Issues Contact Information
If you are experiencing, or have experienced, a problem with any of the above issues, email
Parker, W. (2011). Social studies in elementary education (14th
ed.). New York: Pearson. ISBN:
0-127-034253
NCSS Student Membership (Basic or Regular – Katy Swalwell is sponsor)
http://www.socialstudies.org/membership
Please Note: Additional readings will be available on the course website.
NOTE: Specific details about assignments will be available on Blackboard.
I will grade your assignments and keep track of your progress in this course. Your assignments
will be graded on Blackboard and you can check your progress at any time. My goal is to have
each assignment graded within 10 days of the due date. It is your responsibility to check your
scores on Blackboard and to make sure the records are up-to-date and accurate. Questions or
discrepancies in the grade earned must be discussed with me within one week of when the
score was posted on Blackboard.
No late assignments will be accepted. If extenuating circumstances exist, the instructor
must be contacted one week prior to the due date to discuss a POSSIBLE extension.
General assignment information and tentative due dates are provided in this syllabus. This class
is designed to be formative in nature. Therefore, detailed assignment information will be posted
on Blackboard under the “Assignments” Tab after class AT LEAST ONE WEEK prior to the
due date. The scoring rubric will also be attached to the assignment. It is your responsibility to
check Blackboard to understand the assignment expectations and to know the due date.
REQUIRED TEXTS
ASSIGNMENTS
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Professional Writing is expected for all written assignments. If basic conventions are not
followed, your assignment will not be graded and you will be asked to redo the assignment. If a
third assignment is turned in that does not adhere to basic writing conventions is turned in after
being asked to redo two assignments, the assignment will receive a “0.” If you feel that you are
struggling with writing and would like extra help, please take advantage of the ISU writing
center. This space is intentionally designed to help support your writing:
http://new.dso.iastate.edu/asc/wmhc.
Feedback is provided for your growth and learning and is expected to be used. Feedback
will be provided on each written assignment. This can include comments and questions to push
your thinking. It is expected that this feedback will be used by the student in order to submit a
stronger assignment the next time. If the feedback provided about one assignment is not used in
the next assignment, the student will be asked to redo the assignment. If this happens more than
once, the assignment will not receive full credit.
Readings are expected to be completed by the due date prior to the start of class. (Unless it
is listed as an “in-class reading”). Please bring a copy of the readings for that day to class.
This copy can be electronic or a hard copy. (You will be referencing the reading and potentially
making notes on it.) This is an expectation. Failure to bring a reading or come prepared will
result in the loss of participation points.
NOTE: Assignments are tentative and subject to change.
Attendance and Participation
Standard: Attend all class sessions – one excused absence with make-up work is
permitted
If a student does not attend all class sessions or attend all but one class sessions with an
excused absence and make-up work, the student WILL NOT pass the course.
If a student is absent for an acceptable reason, contacts the instructor, AND makes up the
absence, he/she will receive 1 point for participation. If the student does not contact the
instructor AND/OR the absence is NOT excused, AND/OR the student does not make up
the absence, he/she will receive not pass the course.
One-on-One Meeting with Heidi Doellinger
Standard: Attend a One-on-One Meeting with Heidi If a student does not attend the One-on-One Meeting with Heidi, the student will not pass
the course.
Each student will be required to schedule and attend a one-on-one meeting with the
instructor. This meeting will allow the student and the instructor to discuss the student’s
goals and plans. A doodle will be posted on Blackboard to sign-up for this meeting.
You will NOT pass this course without scheduling and attending this One-on-One
Meeting.
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Assignment
Brief Description %
Grade
Due Date Core
Practices
Learning
Reflections
Teacher candidates will be asked to write
5 reflections on their learnings. The
reflections will connect class learnings,
readings, and at times, field experience
learnings. Details around the focus of
these reflections will be provided on
Blackboard.
10% As Assigned
Social
Studies
Scavenger
Hunt &
Analysis
Teacher candidates will conduct a review
of the social studies resources available at
their school and write an analysis of what
is and is not readily available to them. This
analysis will include specific focus on two
material resources (one exemplary and one
problematic) as well as opportunities for
explicit and implicit social studies
instruction.
10% 10/27 A, B, E
Student
Interviews
Through one-on-one student interviews,
focus groups, or drawings, teacher
candidates will solicit student thinking
about a potentially controversial concept
or term essential to their ATA. Teachers
will analyze student responses to make
sense of their (mis)conceptions and
articulate how this influences their
curriculum planning.
10% 10/27 A, C
Professional
Development
Plan
Teacher candidates will complete a survey
about their social studies knowledge and
skills, analyze their results to identify
areas of growth, and develop a plan to
improve in that area. They will also
develop a plan to assess their growth and
turn in a final report detailing the results of
their plan.
20% Throughout
Semester
Final Due on
12/15
A, E
Presentation
Teacher candidates will select one of their
final assignments (social issues unit,
instructional density lesson, or PDP) to
share within small groups during a 10-
minute presentation.
5% In Class
Instructional
Density
Lesson
Teacher candidates will choose a lesson
plan in math, science, or literacy that they
have taught or they have seen taught and
edit it so that social studies is
meaningfully integrated.
5% 12/15 A, B
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Assignment
Brief Description %
Grade
Due Date Core
Practices
Social
Studies Unit
Teacher candidates will create an essential
question related to social studies. They
will then design assessments and learning
goals that align with these questions and
identify/justify five instructional strategies
with modifications that would be included
in the unit. This will be turned in as a
website. NOTE: Failure to complete this
assignment will result in failing the course.
30% 12/15 A, B, C, D,
E
Participation Teacher candidates are expected to fully
participate in class. They must attend each
session and complete an exit reflection.
10% Throughout
semester
Letter Grade Percentage Range
A-, A 90-93, 94-100
B-, B, B+ 80-83, 84-87, 88-89
C-, C, C+ 70-73, 74-77, 78-79
D+, D, D- 60-63, 64-67, 68-69
F 0-59
NOTE: NO Class Sessions from SEPTEMBER 29-OCTOBER 24 (field experience)
Readings will be shared as class progresses. Watch Blackboard for updates!
Details for Assignments will be provided on Blackboard.
Date Weekly Essential Questions Assignments Due
8/25 What are the social studies? Why are they
important?
9/1 NO CLASS
What is the history of elementary social
studies?
What are the “social studies wars”?
9/5 Due by 5:00 PM
Learning Reflection 1
Professional Development
Plan Part I (10 pts)
GRADING SCALE
CALENDAR
CI 433
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Date Weekly Essential Questions Assignments Due
9/8 What is/could be the role of standards?
What is/could be the role of controversial
issues?
9/15 What does an issues-based ECE social studies
unit look like? What is the role of student voice
in ECE social studies?
9/22 How can social action, global, and local issues
be incorporated into the ECE curriculum?
Professional Development
Plan Part II (10 pts)
9/29 NO CLASS
10/6 NO CLASS
10/13 NO CLASS
10/20 NO CLASS
10/27 What is historical thinking and how can it be
integrated into an ECE classroom?
Student Interviews;
Scavenger Hunt
11/3 What is economic thinking and how can it be
integrated into an ECE classroom?
Unit Plan: Essential
Questions
11/10 What is geographic thinking and how can it be
integrated into an ECE classroom?
11/17 What is sociological thinking and how can it be
integrated into an ECE classroom?
11/24 NO CLASS
12/1 How can civics be integrated into an ECE
classroom?
Unit Plan: Assessments
and Maps
12/8 Wrapping up our work . . . Presentations
12/15 NO CLASS Due by 5:00 PM
Professional Development
Plan Part III
Instructional Density
Lesson
Social Issues Unit Plan
(Completed)
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Alleman, J., Knighton, B., & Brophy, J. (2007). Social Studies: Incorporating all children
using community and cultural universals as the centerpiece. Journal of Learning
Disabilities, 40(2), 166-173. http://socialstudies-4261-
sec3.wiki.westga.edu/file/view/Cultural%20universals.pdf/370411590/Cultural%20unive
rsals.pdf
Balantic, J. & Fregosi, E. (2012). Strengthening student thinking and writing about world
history. Social Studies and the Young Learner, 25(2), 16-17.
http://www.socialstudies.org/system/files/publications/yl/2502/250216.pdf
Barton, K. (2001). A picture's worth: Analyzing historical photographs in the elementary
grades. Social Education, Vol. 65(5), 278-283.
http://www.socialstudies.org/system/files/publications/se/6505/650503.html
Bellows, E., Bauml, M., Field, s., & Ledbetter, M. (2012). Occupy Wall Street: Examining a
current event as it happens. Social Studies and the Young Learner, 24(4), 18-22.
http://www.socialstudies.org/system/files/publications/yl/2404/24041218.pdf
Blanchette, S. (2010). Education or indoctrination? The development of social studies
standards in Texas. Social Education, 74 (4), 199 – 203.
http://www.socialstudies.org/system/files/publications/se/7404/7404199.pdf
Bouette, G.S., Lopez-Roberston, J., & Powers-Costello, E. (2011). Moving beyond
colorblindness in early childhood classrooms. Early Childhood Education Journal,
39, 335-342. Boyle-Baise, M., Bernes-Kinkead, D., Coake, W., Loudermlik, L., Lukasik, D., & Podany, W.
(2011). Citizenship as a verb: Teaching students to become informed, think it through,
and take action. Social Studies and the Young Learner, 24(1), 5-9.
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