SoSt 200 Introduction to Social Studies

Term: Fall, 2013

Instructor: Tony Filipovitch, 126 Morris Hall, 507-389-5035 (office), 507-388-2264 (home)

Office Hours: My office hours are posted here. I am available in my office at those times (or other times by appointment). I also check my e-mail daily (usually several times during the day), and have an answering machine on both my home and office phone. There is no reason to flounder around, unsure of what “he wants” or confused about what you are doing; and even if everything is going fine with the coursework, there is more to learning than completing the assignments. I encourage you to visit me, in person or at a distance by phone or e-mail, many times during the course.

Instructional Management System & Communication Protocols:

· The course will use D2L as the instructional management system. Grade rosters and other course management issues will be handled through that site.

· The software for this course will be PC-based Microsoft Office and Internet Explorer, or compatibles. I prefer to receive e-mail and course submissions to my e-mail address (not to D2L), and I can only open Microsoft Word or text files (if you are using, say, WordPerfect, make sure to send any files to me in .txt or .rtf format).

· I will communicate with you using your official MSU e-mail address; if this is not your preferred e-mail provider, make sure you have set your MSU e-mail account to forward to your preferred address (instructions are available from the help desk at help@mnsu.edu or 507-389-6654).

· I generally will reply to e-mails within 48 hours (give me an additional 24 hours over the weekends), unless I have notified the class through D2L that I expect to be away from my computer (e.g., when I am attending a national conference). If you do not hear from me within that time, please resend your question or comment as it may have been lost.

Text:

Hillary Wackman & Nancy Wagner. 2013. Northern Lights, 3^rd. Ed. (Student Edition). MN Historical Society Press.

Teachers College Columbia University, 2012. Understanding Fiscal Responsibility (Online edition) http://understandingfiscalresponsibility.org/

Course Overview:

The purpose of this course is to initiate formal preparation for teaching secondary social studies.

Learning Outcomes:

Students will

Begin to develop a professional portfolio using the Web
Examine critical integrating concepts for the social studies classroom, including the role of critical thinking, paradigms, spiral learning, connected learning, inquiry and discovery.
Develop and deliver standards-based teaching strategies.
Use knowledge of current events to create applications for teaching social studies.
Apply your understanding of social phenomena in a multiple perspectives learning activity

Students will address the following Minnesota Board of Teaching and National Council for the Social Studies Teacher Education Standards by applying their understanding of:

Culture & Cultural Diversity: How human beings create, learn, and adapt culture
Time, Continuity & Change: Historical roots based on what things were like in the past and how things change and develop over time.
People, Places & Environments: The world within and beyond personal locations.
Individual Development & Identity: Personal identity as shaped by an individual’s culture, by groups, and by institutional influences.
Individuals, Groups & Institutions: How institutions are formed, what controls and influences them, how institutions control and influence individuals and culture, and how institutions can be maintained or changed.
Power, Authority and Governance: The historical development of structures of power, authority and governance and their evolving functions in contemporary United States society and other parts of the world.
Production, Distribution, and Consumption: How people organize for the production, distribution, and consumption of goods and services.
Science, Technology and Society: The relationship among science, technology, and society
Global Connections: The relationship ob global connections among world societies to global interdependence.
Civic Ideals and Practice: That civic ideals and practices of citizenship are critical to full participation in society and are the central purpose of the social studies.
Native American History and Culture

Requirements:

Class Meetings:

Class time will be a mix of lecture, discussion, activities, and student presentations. You are expected to come to class, and come prepared to discuss the material assigned for each week. Also, throughout much of the course there will be a current events quiz at some time during the class. Material for the quiz will be taken from the StarTribune, although you might get a boost from NPR’s “Wait Wait Don’t Tell Me.”

Website/Portfolio:

You will need to establish an online professional portfolio. You will continue to develop your portfolio throughout your studies here at MSU, and most likely will continue it once you are in your profession. We recommend MnSCU’s e-Folio site, although you may use other websites if you get prior permission. The instructions for the Portfolio are found in the Course Calendar.

Lesson Plans:

Using the template provided in the Course Calendar, you will write three lesson plans, each from a different Strand from the NCSS Standards or the MN Native American Performance Expectations (you may choose which strands). These lesson plans will give you practice both in the construction of lessons and in covering the breadth of the social studies content areas. The first lesson plan will be based on one of the lessons from the Teachers College Columbia University series; the second and third will be based on a chapter from Northern Lights.

Multiple Perspectives Learning Activity

You will develop a complete lesson plan which:

Focuses on one of the major NCSS social studies strands (each group will select a different strand)
Emphasizes a current events topic
Incorporates multiple perspectives (paradigms, frames reference)

You will:

Write a lesson plan for a 1-3 day learning activity based on a chapter from Northern Lights. Your lesson should lead secondary students to examine perspectives, paradigms, or frames of reference, using techniques of inquiry/discovery/active learning. The lesson plan should include all of the elements of a lesson plan (Desired Results, Assessment Evidence, Learning Plan, and Schedule of Activities) plus an attached essay explaining how this lesson plan addresses multiple perspectives (20 pts.).
You must post your multiple perspectives lesson plan to your portfolio and notify me when it is there. I will score the last 10 pts. for the portfolio and the 20 pts. for the lesson plan from the online submission.

Course Calendar

Date	Topic	Readings/Assignments	Activities & Integrating Concepts
8/28	Becoming a Social Studies Teacher: a. Introduction & Writing a Lesson Plan	NCSS; “How to Build a Student for the 21^st Century,” Time, 12/18/06, 50-56; Library Guide for Education	Writing instructions—nouns & verbs
9/4	b. Thinking like a social studies teacher: Standards-based teaching c. Inquiry & Discovery: “spiraling instruction” & “connected learning”	MN Standards; TPA Framework ; Bloom's Taxonomy; Inquiry & discovery; “Engaging Students” (in D2L Contents); C3 National Standards	Standards, results, evaluation, curriculum, instruction **Current events quiz
9/11	d. Portfolios & Social Studies Profession (Social Studies Panel)	Create your portfolio	MSU SoSt Portfolios Portfolio Evaluation Criteria **Current events quiz
9/18	Critical Thinking Content & academic language	Manfra, “Critical Inquiry” (in D2L Contents); Critical Thinking on the Web; Critical Thinking in the Curriculum; Mutual Indignation Society; Text, Investigation 1	**Current events quiz
9/25	Preliminary review of first lesson topic
10/2	Thinking in Paradigms a. The business of paradigms b. “Differentiating Instruction”	Perspectives & frames of reference; Johnson, “Template of the Reporter” (in D2L Contents); Robert Hanvey, “An Attainable Global Perspective”; Text: Investigation 7	Current events quiz Portfolio due
10/9	c. Multiple perspectives	Christensen, “Conducting Policy” & Kurzman, “Reasonable Disagreement” (in D2L Contents ); “Our Mutual Indignation Society”; "Living with partisanship"; Text, Investigation 9	“Two Women” **Current events quiz
10/16	First Lesson Plan--discussion		Assessment rubric
10/23	Geography—Physical, Cultural, and GIS	MAGE; US Census Population Pyramids; Chloropleth Maps; Climographs; Text, Investigation 19	*Current events quiz First Lesson Plan due*
10/30	Second Lesson Plan--discussion
11/6	History Civics—Teaching local government	Stanford History Education Group; World History for Us All; The Uses of History; Iroquois Constitution; Adriaen Van der Donck; Van der Donck’s Description (D2L); History Right and Left; When History Is Held Hostage to Tests; Teachers College “American History” and “World History”; Text, Investigation 6 Center for Civic Education; Teaching the Local Community; A Framework for Policy Analysis; Teachers College “Civcs/Government”; Text, Investigation 13 & 18	*Current events quiz Second Lesson Plan due*
11/13	Third Lesson Plan--discussion		**Current events quiz
11/20	Economics	EconEdLink; Workers’ Wages; American Pie; Paying higher taxes; The New Normal; Health Care; Teachers College “Economics”; Text, Investigation 10	*Current events quiz Third Lesson Plan due*
12/4	Multiple Perspectives Lesson Plan--review		Multiple Perspectives Learning Activity **Current events quiz
12/9	Multiple Perspectives Plan due; Course evaluation due

Course Expectations:

Grading:

There are 100 points for the course, divided as follows:

1) Current Events Quizzes (10 @ 3) 30

2) Web site/Portfolio 20

3) Lesson Plans (3 @ 10) 30

4) Multiple Perspectives Project 20

The final grade may be based on a curve, but students can expect at least an A if they achieve 90, a B with 80, etc.

Other Matters:

All assignments are due on the assigned date. There will be no makeups except for very unusual circumstances (a medical excuse will require a doctor’s slip). No extensions or makeups are allowed without prior permission.

Written reports are expected to be free of grammatical, spelling, and content errors. It should be submitted in typewritten, standard formats (APA, MLA, URSI Style Sheets). You must familiarize yourself with the University’s Academic Honesty Policy. I encourage you to draw on the ideas of others—but you must also identify when you do so (you gain “brownie points” for citing the work of others!). Plagiarism is a serious breach of academic behavior and will result in an F for the course.

I will help you in whatever manner humanly possible. However, once the semester is over, there is not a great deal I can do. If there is something that you don’t understand, are having problems with, or need help on, please get in touch with me as early as possible.

Every attempt will be made to accommodate qualified students with disabilities. If you area student with a documented disability, please contact me as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Services Office at 507-389-2825 (V) or 1-800-627-3529 (MRS/TTY).

Bibliography

There are a number of interesting and useful journals and websites that might help you dig deeper into the issues raised in this course. Among them are:

The Social Studies [D16.3.S65]

Social Education [H62.A1S6]

Theory and Research in Social Education [H1.T47]

Journal of Economic Education [H62.5.U5.J6]

Journal of Geography [G1.J87]

The History Teacher [D1.H8177]

Teaching Sociology [HM1.T43]

General

Minnesota Academic Standards in History and Social Studies

Curriculum Standards for Social Studies

McREL

Social Studies Development Center