EDUC 400 (1.5 units): Curriculum and Instruction in Elementary Social Studies: "A study of the curriculum organization and techniques of instruction in elementary social studies. Examples are drawn from a variety of content areas: history, geography, anthropology, sociology, political science, economics and community services including health" (UVic Calendar, 2000-2001, p. 273). Please note that instruction relevant to social studies content will be limited in this course to selected examples as they relate to instructional strategies. Students will be expected to demonstrate specific content knowledge in their instructional plans.

1. Demonstrate in your classroom interactions and assignments your growth in understanding of the nature of social studies, the elementary social studies curriculum, the nature of learners, and instructional ideas, approaches, and strategies that support the education of all students.
2. Both cooperatively and individually, interpret, represent, and critically evaluate ideas relevant to teaching elementary social studies. In particular, justify your responses with specific reasons/evidence to show how these ideas will/will not contribute to helping all students maximize their personal potential toward the vision of the educated citizen.
3. Demonstrate in your classroom interactions and assignments the critical thinking habits of mind (e.g., intellectual work ethic, desire for truth and respect for reason, fair-mindedness, open-mindedness, sensitivity to others; intellectual courage) that characterize the critically thoughtful reflective elementary social studies teacher.
4. Demonstrate your growth as a reflective practitioner through honest and thoughtful personal reflections and judgments supported with appropriate evidence.

1. Course Textbook: Case, R., & Clark, P. (Eds.) (1997). The Canadian Anthology of Social Studies: Issues and Strategies for Teachers. Burnaby, B. C.: Simon Fraser University, Faculty of Education, Field Relations and In-service Teacher Education.
2. Social Studies K to 7: Integrated Resource Package 1998. British Columbia Ministry of Education.
3. Additional readings and handouts will be distributed in class. Students will be assessed a small fee for photocopying costs ($5.00).
4. Optional & Strongly Recommended: Harrison, J., Smith, N., & Wright, I. (Eds.) (1999). Critical Challenges in Social Studies for Upper Elementary Students. Richmond, B.C.: The Critical Thinking Cooperative.

 

1. Wright, I. (1995). Elementary Social Studies: A Practical Approach (4^th ed.). Scarborough, Ontario: Nelson, Canada (recommended comprehensive Canadian text).
2. Haas, M. E., & Laughlin, M. A. (Eds.) (1997). Meeting the Standards: Social Studies Readings for K-6 Educators. National Council for the Social Studies (American publication; full of short and user-friendly ideas about key social studies concepts & issues; practical ideas for integrating the social sciences).

Evaluation Criteria & Standards: Specific criteria and standards for evaluation will be elaborated/developed in class. Suggestion: Work closely with these criteria and standards as the grade that you earn will depend on how closely your work aligns with them.

Assignment Due Dates: Assignments must be submitted when stipulated on the course overview unless the instructor indicates otherwise. If the expected due dates are impossible for you to meet, it may be possible to negotiate with the instructor a short extension. Late submissions that are not negotiated prior to the due date, if accepted for marking, will be penalized 1 mark for each day late (e.g., l day late--loss of one mark; 2 days late--loss of 2 marks).

Revisions: Revisions may be requested by the instructor if assignments do not demonstrate adequate understanding of key ideas. If you wish to revise an assignment (for a revised assignment mark up to a B+), you are to indicate your intent in writing (e-mail or note) within one week of getting your mark and you are to negotiate a due date with your instructor. Please do not begin a revision without first consulting with the instructor. Revisions will be marked only after other marking has been completed.
 

Assignment One: Group Social Science Show-Do-& Tell Presentation
(15% of course mark)

When? Students will join with classmates to form small groups of 5 to 6 students. Members of each group are to sign up for one class Oct. 1 to Nov. 8. Please indicate the social science that your group will represent. A change to presentation dates is acceptable to the instructor if and only if such change has been negotiated with and agreed to by all members of each group affected by the change in advance of the presentation date. You do not need to negotiate such change with the instructor.

1. Introduction: Very briefly describe the essence of one social science. Provide examples of 3 to 4 concepts and 3 to 4 questions that clearly reflect the essence of your selected social science.
2. Activity: Engage your EDUC 404 class in one really neat teaching idea that clearly represents your selected social science. Identify the target students and learning outcome(s) that your teaching idea supports and resources that you found useful.
3. Handout: Prepare & distribute to each student & the instructor a one-page summary of your presentation. Include the description, concepts, and questions that reflect the essence of your social science. Identify relevant target students, learning outcomes and resources, and include a brief recipe of your neat teaching idea.

Due dates: on or before noon Friday, Oct. 19, 2001.

 Mark weighting:Concept sets (10%), lesson plan (10%), reflection (10%)

Criteria and standards for evaluation will be shared in class. Please note that the meaning of concept set (which includes a concept name, definition, examples, non-examples, and borderline examples--as applicable) will be clarified in class.

Note: If you choose to do some or all parts of this assignment cooperatively (i.e., concept sets, lesson plan, and/or reflection), indicate clearly which tasks were completed cooperatively and relevant marks will be averaged.

1. Concept sets and lesson plan -- Do option a OR do option b

1. Individual option--Develop 2 concept sets with justifications that show how each sample does/does not reflect essential attributes of the concept; select just one of the concept sets and develop a lesson plan that uses the concept set to teach the selected concept for depth of understanding.

2. Collaborative option--Each member of the group develops 1 concept set with input from others in the group. Each member of the group collaborates to justify how each sample in the concept set does/does not reflect essential attributes of the concept (mark will be averaged across participants for each part of the assignment done collaboratively).  Now, working independently or collaboratively, develop a lesson plan (or plans) to teach any one of the concept sets for depth of understanding.

1. Remember to be sure that your concept definition and samples are meaningful to your target students!
2. If you do not plan to check students' prior knowledge about the concept, you will unlikely be justified in making any claims about the potential impact of your concept sets and your lesson plan.
3. If you need advice about your concept sets, please consult with the instructor early.

Note: This assignment provides an opportunity for you to synthesize course ideas and as such, replaces a final exam. You are welcome to discuss ideas with your colleagues but you are to complete the assignment independently.

Due Date: On or before noon, Friday, November 23.

Criteria and standards will be developed/elaborated in class.

1. Unit plan or fully developed critical challenge (30% of course mark)

1. Evaluative Reflection on unit plan (10% of course mark)

• Indicate the mark that you think you have earned for each criterion. Justify each mark by providing specific evidence to support your claim in a compelling way.
• Justify the overall adequacy of your plan to help your target students move closer to the vision of the educated citizen by providing specific evidence/reason how your plan is likely to be more effective re-this goal than other options.

Three to five in-class group activities will be the basis for evaluating the participation of each student.  If you contribute fully to the activity, you will get full marks.  If you are late or only participate in part of the activity, you will get part marks.  If you do not participate at all in the activity, you will not get any marks for the activity.  Group presentations may also be included among these activities.
 

Social Science Readings in Text (Case & Clark, 1997)

In preparation for every social science presentation, please do the following:

• check the sign-up sheet to see which social science is being presented each Monday (Jan. 22-Feb. 26)
• then read the text selection(s) as indicated below
• also read relevant parts of Paul & Binker handout from term one: Critical thinking and social studies

• Ken Osborne: The teaching of history and democratic citizenship (text--pp. 29-40)
• Peter Seixas: Making sense of the past in a multicultural classroom (text--pp. 163-170)
• Dennis Milburn: Children in space and time (pp. 153-162)

• Ian Wright: Getting involved in the landscape: Making geography come alive (text--pp. 41-49)
• Dennis Milburn: Children in space and time (text--pp. 153-162)

• Michael Ling: The anthropology of everyday life: Teaching about culture in the school (text--pp. 51-58)
• Heather Devine: Archaeology in social studies: An integrated approach (text--pp. 59-65)

• Susan Hargraves: Peace education: Politics in the classroom? (text--pp. 109-121)
• Margaret Ferguson: Law-related education in elementary and secondary schools (text--pp. 67-73)

Note: Specific criteria and standards will be elaborated/developed in class.

1. Comprehensive attention to all expectations--no parts omitted and all parts attended to in appropriate detail for clarity

2. Coherent--all parts support each other and flow in so that logical sequence is clear to the target learner and to the instructor who marks your work

3. Adherence to expected format (e.g., computer--font size minimum 12; double space where practical; reasonable length)

4. Adherence to scholarly expectations (e.g., proof-read for correct spelling and grammar; logical organization; assignment is your original work; appropriate recognition of all sources used)
 
 

University of Victoria Grading Standards for Social and Natural Sciences
 

Numerical Grade	Letter Grade	Qualitative Description
³ 95	A+	Exceptional, Outstanding, Excellent performance, normally achieved by a minority of students. These grades indicate a student who has an insightful grasp of theory and practice.
90-94	A
85-89	A -
80-84	B+	Very good/ good performance, normally achieved by a sizable percentage of selected fourth year students. These grades indicate a good grasp of theory and practice or excellent grasp in one area balanced with satisfactory grasp in the other areas.
75-79	B
70-74	B -
65-69	C+	Satisfactory performance. These grades indicate a satisfactory performance level of theory and practice appropriate to entry in the teaching profession.
60-64	C
55-59	D	Marginally satisfactory performance. This grade is a passing grade and can be used to enter the teaching profession, but carries a high degree of uncertainty.
£ 54	F	Unsatisfactory performance at this time. This grade indicates a level of performance inappropriate for entry into the teaching profession.

 

Assignment Quick Reference Summary
 

Assignment	Topic	Value	Due Date--
Ass. 1	Social Science Presentations--Show-Do & Tell	15%	One class Oct. 1 to Nov. 8
Ass. 2	Teaching Concepts for Depth of Understanding	30%	On or before noon on Oct. 19
Ass. 3	The Reflective Practitioner Package	40%	On or before noon on Nov. 23
Ass. 4	Participation	15%	Ongoing

 

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