Program requirements

Prerequisites (if any):

Catalog Description:

Focuses on the New York State Standards and Assessment in teaching social studies and language arts. Teachers will learn theoretical and practical applications of historical and literary concepts. Examines productive ways to integrate across the subject areas, Emphasizes material selection, instruction, and assessment to promote conceptual understandings for all students.

Extended Description:

ERDG 617 focuses on New York State Standards and Assessment in teaching social studies and language arts. Teachers will learn theoretical and practical applications of historical and literary concepts. The course emphasizes material selection, instruction, and assessment to promote conceptual understandings for all students. With a focus on history, culture, economics, government, and geography, teachers will discuss how to implement literacy practices in association with social studies content. In addition, we will challenge traditional historical concepts to think about broader understandings and contexts.

This course was developed in consultation with Dr. Warren Roberts from the University at Albany History Department.

Program goals:

** major goal

Pedagogical Content Knowledge

language and literacy development: the nature, breadth, and depth of and the overt markers of that development

individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

** methods and materials: the range of techniques and materials appropriate for literacy instruction

task difficulty: relation to student learning, independence, and development

** assessment of literacy: the value and properties of assessment methods and instruments

prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

** technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment

organization of instruction: organization, regulation, and reform of literacy instruction

** NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

** self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

What children and teachers need to know to develop historical and literate competencies:

Historical inquiry
Literary inquiry
Historical debate
Specific content knowledge: civics, government, history, citizenship, geography, economics
Multucultural understandings
Social and cultural traditions, beliefs, and values
Sense of historical themes across time and cultures
Evaluating texts for historical validity, reliability, and significance


Instructional and Assessment Materials
Choosing appropriate literature

NYS standards, curriculum guides, assessment

Variety of Primary Sources, Secondary sources

Moving beyond historical fiction

Use historical evidence and analysis it for reliability, significance, and validity.

Contexts of Learning

Develop interdisciplinary practices

Use instruction situated around "powerful ideas" to guide conceptual understandings

Developing Pedagogical knowledge
Develop a sense of what students know, the basis for their idea/understandings, and methods to move the thinking forward

Collaborating for problem solving and examining assumptions

Engaging in reflective teaching

Developing a culture that promotes self-extending learning

Accessing and evaluating technology related resources

Powerful Idea Project
Students will design a project to implement in preschool and/or elementary settings. They will be developing a "powerful idea", including connections to standards, gathering primary sources, using literature selections, and writing a unit description. This project must include references to at least two articles from research journals.

Primary Source Collection and Analysis

In this project, students will collect three primary sources, discuss the process of collecting the sources, evaluate the sources using the NARA evaluation sheets, and discuss how they might use the sources within their classroom. The sources must include a source from their own family, a source related to their community, and a source from a website.


Final Exam

Students will have a final exam to pull together answers to major questions/issues from the course.

Reaction Paper

Students will write a reaction paper about a historical event or issue, describing multiple viewpoints on the issue, and discussing how they would teach this issue within a classroom setting.

Museum Centers

Students gather primary source and educational information/materials from a local museum, historical center, or state park and interview a staff member. Then, produce a written project connecting these sources to standards and curriculum guides.

Levstik, L. & Barton, K. (2005). Doing History: Investigating with Children in Elementary and Middle Schools. Mahwah, NJ: Lawrence Erlbaum.
3rd edition.

Bigelow, B. & Petersen, B. (1998). Rethinking Columbus:The Next 500 Years. Rethinking Schools.

Edinger, M. (2000). Seeking History: Teaching with Primary Sources in Grades 4-6.
Portsmouth, NH: Heinemann.

Barton, K. & Levstik, L. (2004). Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum.

Grant, S. G., & VanSledright, B. (2005). Elementary Social Studies: Constructing a Powerful Approach to Teaching and Learning. Houghton Mifflin.

Farris, P. (2004).  Elementary and Middle School: An Interdisciplinary, Multicultural Approach.  McGraw-Hill.

Ellis, D. (2001). The Breadwinner. Groundwood Book.

Yen Mah, A. (2001).  Chinese Cinderella:  The True Story of an Unwanted Daughter.  Laurel Leaf.

NYS Social Studies Core Curriculum with Resource Guide.

Ereserves with articles primarily from:
Social Studies and the Young Learner
Social Education

Educational Leadership
Language Arts

Reading Teacher