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College of Education Department of Curriculum and Instruction CUIN 4497 / 7337 Issues in Social Education Instructor: Cameron White, Ph.D. Office Hours - by appointment Office – 230 Farish Hall (713) 743-8678 E-mail – firstname.lastname@example.org Mailbox - Dept. of Curriculum and Instruction, 256 Farish Hall ADA Statement: When possible, and in accordance with 504/ADA guidelines, we will attempt to provide reasonable academic accommodations to students who request and require them. Please call the Center for Students with DisABILITIES at ext. 3-5400 for more assistance. Students are expected to abide by the university’s academic honesty policy in all matters concerning this course. (http://www.uh.edu/dos/hdbk/acad/achonpol.html). Required Texts: No formal text is required. Issues centered web sites will be the focus of content. Journals, handouts, class papers, personal research TEKS on line – http://www.tea.state.tx.us/rules/tac/ch113.html Texas Social Studies Framework - http://socialstudies.tea.state.tx.us/downloads/downloads.htm Expectations for Excellence (NCSS National Standards)- http://www.ncss.org/standards/toc.html Website for Course We will be using the web to extend the investigation of issues in social education. Since the class only meets from 5 – 7pm it is expected that students will spend a good deal of time online reflecting and discussing appropriate ideas and issues. Specifics expectations and requirements will be discussed in class. Social Education Program Statement The Social Education program area’s goals and objectives focus on “powerful” teaching and learning of knowledge, skills, and attitudes that are meaningful, integrated, challenging, value-based, and active; this, in turn, supports the UH College of Education conceptual framework of Collaboration for Learning and Leading. Each social education course integrates curriculum, instruction, assessment, issues and themes that model and support critical constructivist approaches that facilitate collaboration for learning and leading. The Texas state and National Council for the Social Studies national standards and thematic strands provide the focus for course activities. Please refer to the last page of the syllabus for the standards. Statements placed by course activities correspond to the standards listed. Integration of Technology: Teaching and learning social studies education takes on new dimensions through the integrated use of technology. Foremost, communication is facilitated through a University sponsored electronic data system. Here, the instructor communicates and posts assignments, journal articles and other related data. Students are expected to communicate weekly. In addition to traditional research, students are expected to conduct electronic explorations when constructing each assignment. Other uses are encouraged such as the implementation of PowerPoint, PhotoStory, Web Development software and other programs designed for presentation purposes. Finally, the uses of electronic and other forms of media are analyzed throughout the course to determine their impact on students’ learning. PPR Standards Addressed I. The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. II. The teacher creates a classrooms environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. III. The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high quality feedback. Social Studies Standards Addressed II. The social studies teacher effectively integrates the various social science disciplines. III. The social studies teacher uses knowledge and skills of social studies to plan and implement effective curriculum, instruction, assessment, and evaluation. The remaining standards apply to specifics content and disciplines and are integrated in curriculum and instruction modeling and applications: IV. History V. Geography VI. Economics VII. Government VIII. Citizenship IX. Culture X. Science, Technology, and Society Course Description and Goals: This course is offered as an opportunity to model transforming and empowering pedagogical social education praxis. The idea is that the participants will engage in a critical constructivist endeavor to examine current issues in social education. The members of the class will therefore construct meaning as a community of learners as the course progresses. It is suggested that the first weeks serve as introduction to deconstructing the foundations and status of social studies education. Issues in Social Education is a course that integrates each of the five Conceptual Framework Domains. Course Requirements: Weekly Activities Students will engage in a variety of activities each week in order to critically analyze issues and trends in social studies and general education based on readings, in-class and online discussions. Students will also be responsible for participating in these activities through class and online discussion. Issue/Theme Project Students will work in pairs and choose a specific issue / theme to develop a focus and expertise. Students will also choose an appropriate content area, grade level in line with the issue / theme. Students will conduct research, find exemplary readings / resources appropriate for the theme, and develop a detailed handout with bibliography, web sites, background information and integration activities / lessons. Students will also develop an interactive presentation on the issue/theme chosen (everything should have a social education focus). The presentation should include an interactive introduction to the issue / theme and student-centered modeling of activities / lessons appropriate for integrating into teaching and learning (approximately 45 minutes). It is suggested that students have at least one reading / resource related to your topic available for the class the week prior to your presentation. Students will randomly pick presentation dates. (This project will be directly related to the technology course in that you will develop a web site appropriate for your theme.) Please see the resources page for lists of possible issues. Students will also be responsible for posting the discussion information for the week immediately following their presentation and facilitate the discussion for the week. Issue / Theme Web Site (graduate students only) Please see the web site development requirements for the technology course. The development of an issue / theme web site connected to your research / presentation is also required in this course (double dipping). “Doing Social Education” Reflections (3) Students will be given the opportunity to “do social education” during the semester by engaging in 3 activities. These activities can include lectures, field trips, films, investigations and will be negotiated in class. The reflections should include a summary, analysis/critique, and application or implications for the future of social education (minimum 2 pages). Due week following event. Issues Synthesis Paper Students will complete a synthesis paper reflecting on issues in education. The paper should be an analysis of issues addressed during the course. Students may complete a broad analysis / synthesis or choose 2 -3 issues to address. It is also suggested that students include ideas for the classroom. (3 – 5 pages). Online Participation Students will be responsible for participating in a critical analyzing / synthesizing online discussion and reflection each week. Themes, questions, and ideas will be shared online. General Requirements Each class session will involve discussion of current events and assigned general readings in social education, analysis of social studies “stuff,” sharing of issue reflections, and a focus on the issue presentation and discussion. All students are expected to actively participate in class discussions. Assessment: All projects must be completed to the satisfaction of the class and instructor for students to receive an A. Online Participation 100 pts Doing Social Education Reflections (3) 50 each Issue/Theme Project (see above for components) 100 pts Issues Synthesis 50 pts 400 Issue/Theme Web Site (graduate students) 100 pts Sample General Rubric (1/2 each for 50 pt projects) creativity and effort 20 planning, procedures, and organization 20 challenging beyond knowledge and comprehension 20 application (student-centered) 20 professionalism and unique project components 20 100 Grad students Undergrad students 450 – 500 A 360 – 400 A 400 - 449 B 320 – 359 B 350 - 399 C 280 – 319 C 300 - 349 D 240 – 279 D 299 & under F 239 & under F Attendance and Participation: Attendance and participation is absolutely vital in a class such as this. It is your professional responsibility to participate meaningfully in the course. Your final grade will be greatly affected by your participation and attendance. Education Issues Web Sites Open Directory Project – Education Issues http://www.dmoz.org/Society/Issues/Education/ Google Directory – Education Issues http://www.google.com/Top/Society/Issues/Education/ Education World – School Issues http://www.education-world.com/a_issues/glossary/topicsList.shtml Education Week http://www.edweek.org/ew/index.html Education Commission of the States http://www.ecs.org/html/Issues.asp Association of Supervision and Curriculum Development http://www.ascd.org/portal/site/ascd/menuitem.62bf453ae2bc40a98d7ea23161a001ca/;js essionid=HqBx6gk1v3qP42MuanIqYhsKwy53jP0uteQiGkHEleL8SXItPro2!26797208 National Education Association http://www.nea.org/topics/index.html Education Index http://www.educationindex.com/educator/ Rethinking Schools http://www.rethinkingschools.org/ Education Planet http://www.educationplanet.com/search/Education Teaching Tolerance http://www.tolerance.org/teach/index.jsp Social Education Web Sites http://socialstudies.tea.state.tx.us/ http://www.ncss.org/ http://edweb.sdsu.edu/webquest/webquest.html http://www.digitalhistory.uh.edu/ http://www.path.coe.uh.edu http://education.indiana.edu/~socialst/ http://www.sitesforteachers.com/resources_sharp/socialstudies.html http://www.indiana.edu/~ssdc/eric_chess.htm http://www.execpc.com/~dboals/boals.html http://www.txcss.org/ http://www.thehistorynet.com/ http://www.americaslibrary.org/cgi-bin/page.cgi http://ericir.syr.edu/Eric/ http://www.rethinkingschools.org/ http://www.pipeline.com/~rgibson/rouge_forum/ http://www.socialstudiesforkids.com/ http://www.esrnational.org/home.htm http://www.uvm.edu/~dewey/mission/org.html Social Education Thematic Strands 1. History (Time, Continuity, and Change) Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. 2. Geography (People, Places, and Environments) Social studies programs should include experiences that provide for the study of people, places, and environments. 3. Economics (Production, Distribution, and Consumption) Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. 4. Government (Power, Authority, and Governance) Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. 5. Citizenship (Civic Ideals and Practice) Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. 6. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity. 7. Science, Technology, and Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. 8. Global Connections (Interdependence) Social studies programs should include experiences that provide for the study of global connections and interdependence. 9. Individual Development and Identity Social studies programs should include experiences that provide for the study of individual development and identity. 10. Individual, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. 11. Social Education Skills Social studies programs should include experiences that provide for the facilitation of problem solving, critical thinking, and values development. Tentative Schedule Jan 26 – Intro to Issues in Education / Course Expectations Feb 2 – Social Education – Readings and Issues Feb 9 – Issues – Curriculum, Instruction, Assessment Modeling Feb 16 – ATE ? – Doing Social Education Feb 23 – Issues / Group Planning March 2 – SITE ? – Doing Social Education March 9 – Issues / Group Planning March 23 – Issues 1 and 2 March 30 – Issues 3 and 4 April 6 – Issues 5 and 6 April 13 – AERA ? – Doing Social Education April 20 – Issues 9 and 10 April 27 – Issues 11 and 12 May 4 – Issues 13 and 14 May 11 – Synthesis / Conclusion / Celebration