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 about to enter or in the classroom
• Address the cognitive demands of the College for a master's student
• Have students become more familiar with professional literature; including books & periodicals (including newspapers)
• Have students become involved with a social studies organization
• Have students use current events to discuss social issues
• Have students exposed to & discuss possibly controversial issues
  
• Use technology; including wordprocessing, e-mail & 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 ability to write at the graduate level by writing a 3-5 page review of one of the theorists or schools of thought below.  Each topic must be unique, a sign-up sheet will be provided.

• using APA style
• with at least one paraphrase
• one direct quote
• Reference List with at least two (2) sources.
• Will be different from everyone else in class (sign-up for topic)
• You are expected to understand Academic Integrity & not commit Plagiarism.

4. (10%) Working with two other students-

• Teach the class a very creative, unique, hands-on lesson of
• 20 minutes or less on
  
• A current issue in social studies education
• Which you clear with the instructor
• Using at least one website which is included in your summary & shown to the class
  
• Provide a one page summary of the issue in your own words.
  
• This will be developed early in the semester for use at a later, unspecified date.

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 or MCSS *

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.  To contact me outside of class, use e-mail.

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 e-mail.  Three class sessions in March (5, 19 & 26) will be a Holocaust Seminar, the third one will meet at a location off campus.  In addition, other class sessions may occasionally meet off campus (details in class).

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.  Be aware of the new grade policies as of Fall 2006.

Required Materials:

• Class copies of group assignment (may send via Blackboard?)
• The Cunning of History by Richard Rubenstein (for the Holocaust Seminar)
• Active WSU e-mail 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
Multicultural/ Global Education
Multiculturalism: A Different Mirror
Oakes, Jeannie (Tracking)
Professional Ethical Responsibilities (copyrights, behavior, treatment of students, etc.)
Ravitch, Diane
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.officeport.com/edu/blooms.htm
• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html