Eastern Illinois University Department of Early Childhood Elementary and Middle Level Education ELE 3340 Social Studies for the Elementary and Middle School Instructor Office Email Office Hours Phone Class Meetings Judith Barford Buzzard Hall Rm 2205 jbarford eiu edu MW 2 30 3 30 TR 9 00 10 00 office 581 7885 home 345 9653 TR 10 00 11 40 and three designated Fridays using banked time Unit Theme Educator as creator of effective educational environments integrating diverse students subjects strategies and technologies Catalog Description Planning and organizing for instruction material selection and evaluation in social studies Fieldbased activities will be provided in conjunction with ELE 4000 or MLE 4000 Prerequisites Concurrent Enrollment ELE 3000 and concurrent enrollment in ELE 3290 ELE 4000 and ELE 4880 or permission of department chair For middle school option consult advisor for course sequence University Teacher Education requirements apply and department requirements for enrollment must be met Course Purpose The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse democratic society in an interdependent world NCSS Expectations of Excellence p vii ELE 3340 is structured to assist in preparing pre service teachers to teach social studies in elementary and middle schools Course goals include helping pre service teachers to develop a confidence in their teaching abilities b knowledge of social studies content and sequences and c the ability to select and utilize developmentally and age appropriate materials and techniques ELE 3340 is essential in helping pre service teachers acquire knowledge interactive and informational processing skills attitudes and commitments necessary for effective teaching of the social studies in elementary and middle schools Course Textbooks Welton D 2004 Children and their world Strategies for teaching social studies 8th ed Boston Houghton Mifflin Company National Council for the Social Studies 1994 Expectations of excellence Curriculum standards for the social studies Upper Saddle River NJ Prentice Hall Inc Supplemental Materials Live Text account Teaching Model The Social Family Models Building the Learning Community When we work together we generate a collective energy that we call synergy The social models of teaching are constructed to take advantage of this phenomenon by building learning communities Essentially classroom management is a matter of developing cooperative relationships in the classroom The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity Joyce B Weil M Calhoun E 2009 Models of teaching 8th ed Boston Pearson The following descriptions for the Social Family of Teaching Models are taken from earlier editions of Joyce Weil Models of Teaching and convey important expressions of objectives of Project WOW a school based social studies methods course These models are constructed to take advantage of the collective energy people generate when working together by building learning communities Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem not just the learner The model is designed to lead students to define problems explore various perspectives of the problems and study together to master information ideas and Barford revised August 4 2009 EC ELE MLE Revised March 23 2009 skills The teacher organizes the group process and disciplines it helps the students find and organize information and ensures a vigorous level of activity and discourse B Joyce M Weil and B Showers 1992 Models of teaching 4th ed Boston Allyn and Bacon underline Barford We teach by creating environments for children We believe the strength in education resides in the intelligent use of a powerful variety of approaches We believe the world of education should be a pluralistic one that children and adults alike should have a cafeteria of alternatives to stimulate their growth and nurture both their unique potential and their capacity to make common cause in the rejuvenation of our troubled society B Joyce and M Weil 1980 Models of teaching 2nd ed Boston Allyn and Bacon pp xxiii xxxiv Dispositions Teacher candidates in the department of EC ELE MLE will exhibit professional ethical practices effective communication sensitivity to diversity and the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning Live Text Assessment Requirement For those classes with Live Text or Practicum If the portfolio or Live Text requirements are rated by the instructor to have been completed in less than a satisfactory manner then no more than a D may be earned in the class regardless of the number of points earned Standards related to ELE 3340 Course Requirements demonstrated competencies with the following standards Illinois Professional Teaching Standards IPTS http www isbe state il us profprep PDFs ipts pdf Language Arts Standards for all Illinois Teachers LASIT http www isbe net profprep CASCDvr pdfs 24110 corelangarts std pdf Technology Standards for all Illinois Teachers TSIT http www isbe net profprep CASCDvr pdfs 24120 coretechnology pdf ISTE NETS standards for all teachers and for pre service teachers prior to student teaching http cnets iste org teachers t profile pro html SPA Standards Alignment Special Professional Association Standards ACEI Association for Childhood Education International program standards for elementary teacher preparation http www acei org Synopsis htm and http www acei org ncateindex htm NAEYC National Association for the Education of Young Children NAEYC http www naeyc org accreditation next era asp Outcomes specific to ELE 3340 Students will Demonstrate commitment to continuing enhancement of knowledge bases in the Social Studies and in best practice pedagogy Search evaluate and apply appropriate resources including primary sources Develop conceptually connected themed curriculum Ground pedagogy in democratic beliefs and values NCSS Utilize inquiry and critical thinking in curriculum development Place emphasis on reasoned and informed decision making for the public good in a diverse and interdependent world according to the NCSS definition of competent citizenship the