GSU Social Studies > Courses > EDSS 6560 >

Course number: EDSS 6560

Instructor Information:

• Dr. John K. Lee
• Office: 583
• Phone: 404-651-0201
• Email: jklee@gsu.edu

Course Description
This course will facilitate a variety of experiences relating to concepts and methods used to teach social studies (Assumption 1). Through an assortment of activities, we will consider social studies disciplinary content knowledge (in the areas of history, geography, political science, economics, and the behavioral sciences) examples of pedagogical knowledge (knowledge about how to teach specific content), specific teaching strategies, social studies related technological issues, and problems and trends in social studies (Assumption 1). Our work with pedagogical knowledge and teaching strategies will include some theory relating to pedagogical knowledge, but the focus is on developing and implementing (in college classroom settings) practical teaching strategies derived from your understanding of subject matter content (Assumptions 1 and 2). Through debriefing, discussion, and small group work, we will work toward evolving your understanding of the multiple contexts in which social studies teaching and learning take place (Unit Assumptions 3-5). The course syllabus provides a general plan for the course; deviations may be necessary.

Conceptual Framework
KEY COMPONENTS OF THE CONCEPTUAL FRAMEWORK FOR INITIAL EDUCATOR PREPARATION
"Leadership and Scholarship Focused on Learning and Development"
Our Mission - The mission of the Professional Education Faculty (PEF) is to provide scholarship and leadership for the betterment of education and human development.

Our Purpose - The PEF is committed to planning, implementing, and assessing programs that prepare educational professionals focused on pupil learning and development.
Assumptions Guiding Our Programs

• learning and teaching must continually adapt to changes in society and the expanding
  knowledge base;
• learning is an active process;
• quality teaching takes into account individual differences, learning styles, and
  backgrounds;
• learning environments are based on the mutual respect of all participants;
• a variety of teaching strategies and assessments are used to meet the needs of
  individual learners;
• an integrated knowledge base consisting of content, skills, attitudes, technologies, and
  theories is developed and demonstrated in field-based applications. (See attached for
  further explanation of assumptions)

Candidate Outcomes- These programs prepare individuals who, by integrating their knowledge, skills, and attitudes, make and implement effective educational decisions based on current data in each of the following areas: content, human development, diversity among learners, varied instructional strategies and tools, including technology, the learning environment, communication skills, instructional planning, assessment, professional commitment and partnerships to support learners. These educators work collaboratively and exhibit high standards of professionalism.

Program Goals
The social studies TEEMS program emphases a number of goals that are reflected in this course. Goals relevant for this course include the following.

• Candidates in social studies initial teacher education programs will develop broad content knowledge that is transformed given the multiple contexts, purposes, and ends of education as well as specific pedagogical aims and interests.
• Candidates in social studies initial teacher education programs will develop and understanding of the purposes and history of the field of social studies.

Student Learning Outcomes
This course has been designed to reflect the Georgia State University Professional Education Faculty (PEF) Conceptual Framework, the Interstate New Teacher Assessment and Support Consortium (INTASC) core standards for licensing teachers, and the National Council for the Social Studies (NCSS) Program Standards for the Initial Preparation of Social Studies Teachers
. Objectives for the course correlate with INTASC standards.

• Students will develop an understanding of the central concepts, tools of inquiry, and structures of social studies disciplines including history, geography, political science, economics, and the behavioral sciences (INTASC Principle #1, Knowledge).
• Students will integrate subject matter content knowledge and pedagogical content knowledge components through planning and teaching experiences (INTASC Principle #1, Knowledge).
• Students will create learning experiences that make aspects of social studies meaningful to their students (INTASC Principle #1, Skills).
• Students will integrate knowledge, skills, attitudes, and technologies, grounded in theory and documented within current pedagogical and content literature (INTASC Principle #1, Knowledge).
• Students will develop and implement an evolving knowledge about learning and teaching in changing contexts (INTASC Principle #2, Knowledge).
• Students will inquiry about effective learning and teaching (INTASC Principle #6, Skills).
• Students will incorporate social studies related technologies through planning and teaching experiences (INTASC Principle #1, Attitudes).
• Students will inquiry into the social, historical, and philosophical foundations of social studies education (INTASC Principle #7, Skills).
• Students will reflect on instructional practice and evaluate choices and actions concerning the needs of students and professional responsibilities (INTASC Principle #9, Attitudes).
• Students will understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners (INTASC Principle #2, Knowledge).
• Students will demonstrate the knowledge, capabilities, and dispositions needed to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity (INTASC Principle #2, Knowledge).
• Students will understand and use a variety of instructional strategies to encourage the development of critical thinking, problem solving, and performance skills (INTASC Principle #4, Skills).
• Students will demonstrate the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of interactions among individuals, groups, and institutions (INTASC Principle #5, Attitudes).

Professional Standards addressed in the course
The National Council for the Social Studies has developed subject matter and pedagogical professional standards for teachers (available at http://www.socialstudies.org/standards/teachers/). Subject matter standards are further dived between thematic strands and disciplinary standards. There are ten thematic strands (Culture and Cultural Diversity; Time, Continuity, and Change; People, Places, and Environments; Individual Development and Identity; Individuals, Groups, and Institutions; Power, Authority, and Governance; Production, Distribution, and Consumption; Science, Technology, and Society; Global Connections; Civic Ideals and Practices). In this course we will address all ten thematic subject matter strands and the correlated standards. The specific standards can be found online at http://www.socialstudies.org/standards/teachers/. We will also address the NCSS disciplinary standards in, History, Geography, Civics and Government, Economics, and Psychology - also online at http://www.socialstudies.org/standards/teachers/. Nine pedagogical standards are available from NCSS. We will directly address the following five NCSS pedagogical standards in this course.

• CRITICAL THINKING, PROBLEM SOLVING, AND PERFORMANCE SKILLS: Social studies teachers should possess the knowledge, capabilities, and dispositions to use at the appropriate school levels a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
• ACTIVE LEARNING AND MOTIVATION: Social studies teachers should possess the knowledge, capabilities, and dispositions to create at the appropriate school levels learning environments that encourage social interaction, active engagement in learning, and self-motivation.
• INQUIRY, COLLABORATION, AND SUPPORTIVE CLASSROOM INTERACTION: Social studies teachers should possess the knowledge, capabilities, and dispositions to use at the appropriate school levels verbal, nonverbal, and media communication techniques that foster active inquiry, collaboration, and supportive interaction in the classroom.
• PLANNING INSTRUCTION: Social studies teachers should possess the knowledge, capabilities, and dispositions to plan instruction for the appropriate school levels based on understanding of subject matter, students, the community, and curriculum goals.
• ASSESSMENT: Social studies teachers should possess the knowledge, capabilities, and dispositions to use formal and informal assessment strategies at the appropriate school levels to evaluate and ensure the continuous intellectual, social, and physical development of learners. They should be able to assess student learning using various assessment formats, including performance assessment, fixed response, open-ended questioning, and portfolio strategies.
  
  P-12 Standards addressed in the course
  We will address social studies P-12 standards as presented in the Georgia Quality Core Curriculum (available online at www.glc.k12.ga.us).

Learning Opportunities

• Practicing pedagogy - 15 minute presentation and written reflection - Each student will present a 15 minute lecture/talk, practicing a direct form of pedagogy, on a pre-assigned topic from U.S. history. You will also prepare a 4 page written summary of the content.
• Social studies planning project - Each student will complete a planning project using the Georgia Quality Core Curriculum.
• Political ideology on the Web - Each student will select, review, and analyze three web-based political resources for use in a social studies class.
• Instructional narratives - Each student will develop one individual instructional narrative describing in detail instructional ideas you have developed on a given content topic.
• Historical inquiry project - Each student will conduct an inquiry into a historical problem and develop an instructional approach for teaching about this problem. The product will be a 10 page double-spaced paper reporting the findings of your inquiry.
• Practicing pedagogy / participation and discussion facilitation - This course includes numerous readings from selected sources. Most class sessions will include some discussion of selected readings. Each student will be expected to bring at least one question which you could pose for the class and must be prepared to lead some portion of any given discussion.

Teaching Strategies
This course will include both direct and indirect teaching strategies. All students will be given an opportunity to practice direct instruction. The instructor for the course will facilitate this activity and provide formative assessment feedback for each student. We will have a discussion session in most class sessions. Each discussion session will open with instructor comments, designed to summarize as well as open a critical group dialogue about important issues in the readings. Each class will also feature a highlighted social studies instructional method. The instructor will present the method along with a brief summary of a lesson or lesson idea which makes use of the method. Some of these lessons will be made available online or in class. The instructor will facilitate student work on individual class projects via email communication and if necessary additional meeting time.

Technology
This course will provide ample opportunities to engage technology for the purpose of facilitating learning opportunities. We will not undertake technology training, per se, but will make use of web-based resources and Internet based communications, quite frequently. Consistent support will be provided for those who require it and hardware is available for check out and use in class. All students are expected to have access to the Internet, either at home or to avail themselves of access at the numerous public labs on campus.

Cultural Diversity
This course reflects the College of Education's commitment to cultural diversity (Unit Assumption 2). The goal of professional education programs at Georgia State University is to prepare outstanding educators who are competent, capable, and caring in complex, diverse educational arenas. Such individuals are

• "effective in their roles as culturally-responsive teachers, designing and implementing sound, meaningful and balanced instruction with the full range of learners;
  
• "effective as they assist learners in their comprehension of issues surrounding diversity; and
  
• "effective in their contributions of thoughtful and informed discourse to their own educational communities as they work to build equitable and supportive environments for all learners.

Assessing P-12 Students' Knowledge
In this course we will begin the process of considering how teachers' assess their students' knowledge. We will not have any direct opportunities to assess P-12 students' knowledge, but we will investigate assessment theory and develop practical assessment instruments. The instructor will also provide models for assessment.

Knowledge Base for the Course
The core knowledge base for the course will be rooted in academic disciplines and the broad theoretical field of social studies. We do not have a required text for the course. All students will be required to access content resources on United States history and local history. We will also engage the readings listed on the attachment titled "Readings."

Policy on Academic Honesty
"As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work." (Graduate Bulletin, 1998-1999, p. 55)

Any questions related to academic honesty will be subject to the Policy on Academic Honesty as stated in the Georgia Sate University Catalog.