Teaching Assistant: Cetaura Bell

Course Description: Theories of social education; contrasting curricular designs, their assessment and evaluation; critique of research; study of curricular improvement programs

Course Objectives: To . . .

• Address the needs of a master's student in their classroom
• Address the cognitive demands of the College for a master's student
• Have students become more familiar with professional literature; including books & periodicals
  
• Have students become involved with a social studies organization
• Have students use current events to discuss social issues
• Have students exposed to & discuss controversial issues
  
• Use technology; including wordprocessing, email & the Web
• Realize you need to first win the heart of your students before their head
  
• See the instructional methods in this class as a model for constructivist teaching

Assignments (details in class):

Weekly-

1. (30%) Be here and meaningfully participate in class.

2. (24%) Demonstrate having read three (3) professional articles.

3. (21%) Demonstrate your ability to write at the graduate level by writing a 3-5 page paper.

• Topic is College Student Plagiarism; Why do they do it & what can be done to prevent it.
• Possible subtopics are-

1. What is it?
2. Why do college students do it?
3. What can be done to reduce it?
4. Reflect upon what you learned by researching & writing this paper.

• Or select from one of the topics from the list below.  This must be OKed by the instructor before you start.
  
• Use APA style
• Contains at least one paraphrase
• Contains at least one direct quote
• Reference List with at least two (2) sources (other than the one below), not Wikipedia or other source without an author.
  

5. (10%) Participate in a field trip due the last day of class *

6. (5%) Join a social studies professional organization this semester, either NCSS, MCSS or one cleared with the instructor*

7.  (FYI) Read Effective Editing

Selected Additional Assignments:

Have ready to bring to class (advanced notice will be given)-

1. An Old Thing 
2. A Creative Lesson Plan; both to share with class

Read- The Cunning of History by Richard Rubenstein (for the Holocaust Seminar, 2nd session)

Class Policies: Participation is important in a democracy and in this social studies seminar.  Every student is expected to be in class for each meeting.  Absences in this class are just absences; they are neither excused nor unexcused and you lose credit (3%). 

Telephones and beepers should not be heard in the classroom during total class sessions.

To contact me outside of class, use email  & sign up for WSU Broadcast Messaging through Pipeline (under WSU Resources on the left).  

• You are expected to understand Academic Integrity & not commit Plagiarism.
• If English is your second language you may need the services of the English Language Institute.
• If you have a documented disability that requires accommodations.
• For help with writing, check out the Writing Center.
  
• Religious holidays.

Class Schedule: The instructor in consultation with the class will determine deadlines & specific assignment details.  Due to the nature of the class, the schedule may change following a discussion in class and a follow-up email. 

Three class sessions (Feb. 27, March 6 & March 20) will be a Holocaust seminar, the third one will meet at a different location.  In addition, other class sessions may occasionally meet off campus (details in class).  Be flexible & you may enjoy the class more.

Evaluation & Grading:  A=94-100, A-=90-93, B+=87-89, B=83-86, B-=80-82, C+=77-79 & C=73-76 of a possible 100 points.  All assignments may be turned in only on the day of class. Being late to class or leaving early may be a deduction of 1%.  Each  absence will lower your grade by 3%.  Participation in a social studies conference is worth +3%. An incomplete (I grade) may be given only for good reason, after completing a contract with the instructor and may not be for a grade higher than a B.

Required Materials:

• Class copies of any group assignments (may send via Blackboard/email)
• The Cunning of History by Richard Rubenstein (for the Holocaust Seminar) often available in a library
  
• Active WSU email account for general class announcements

Educational Theorists or Schools of Thought:

Affective Education (Krathwohl, Kaplan, others)
Alternative Assessment Wad Ja Get
Classroom Management (Wong)
Conflict Resolution
Constructivism (Papert, Piaget)
Emotional Intelligence (Goleman)
Gardner, Howard Frames of Mind
Glasser, William Quality School or Quality School Teacher
Goodlad, John
Group Work (Johnson & Johnson)
High Stakes Testing (State Standards, MEAP,  etc.)
Hirsch Jr., E.D.
Interdisciplinary Learning
Kirschenbaum, Howard Wad Ja Get
Kohlberg, Lawrence Stages of Moral Development
Kohn, Alfie Punished by Rewards
Multicultural/ Global Education
Multiculturalism: A Different Mirror
Oakes, Jeannie (Tracking)
Professional Ethical Responsibilities (copyrights, behavior, treatment of students, etc.)
Ravitch, Diane  Death & Life of the Great American School
Rogers, Carl Freedom to Learn
Role of the Social Studies teacher (Dewey, etc.)
Sizer, Theodore Horaces’ Compromise
Student Evaluation (portfolios, authentic assessment, etc.)
Teaching Controversy Teaching As a Subversive Activity
White Privilege (Peggy McIntosh & Robert Jensen)

Resource for Maslow- http://web.utk.edu/~gwynne/maslow.HTM

Resources for Bloom-

• http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm
• http://www.bestonlinecollege.org/blooms-taxonomy/
• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html