Social Studies Education in the Primary Grades
SOCIAL STUDIES CENTER
This course focuses on approaches to teaching social studies in early childhood education and primary grades to culturally and linguistically diverse populations. It includes setting goals for instruction and content, teaching techniques and methods of evaluation. Theory and practice are integrated through field-based experiences in local schools. Emphasis on individual differences, application of learning theories, curriculum development and understanding of state and national standards for social studies. Prerequisites: Admission to Teacher Education and department approval.
The Texas Essential Knowledge and Skills, or TEKS, comprise the state-mandated curriculum standards that establish what every student, from elementary school through high school, should know and be able to do. However, these Social Studies TEKS are only meant to serve as a starting place to frame the activities and learning in the classroom, and not comprise the only learning in the classroom.
Social Studies Standards
Standard I. The social studies teacher has a comprehensive knowledge of the social sciences and recognizes the value of the social sciences.
Standard II. The social studies teacher effectively integrates the various social science disciplines.
Standard III. The social studies teacher uses knowledge and skills of social studies, as defined by the Texas Essential Knowledge and Skills (TEKS), to plan and implement effective curriculum, instruction, assessment, and evaluation.
Standard IV. History: The social studies teacher applies knowledge of significant historical events and developments, as well as of multiple historical interpretations and ideas, in order to facilitate student understanding of relationships between the past, the present, and the future.
Standard V. Geography: The social studies teacher applies knowledge of people, places, and environments to facilitate students’ understanding of geographic relationships in Texas, the United States, and the world.
Standard VI. Economics: The social studies teacher knows how people organize economic systems to produce, distribute, and consume goods and services, and uses this knowledge to enable students to understand economic systems and make informed economic decisions.
Standard VII. Government: The social studies teacher knows how governments and structures of power function, provide order, and allocate resources, and uses this knowledge to facilitate student understanding of how individuals and groups achieve their goals through political systems.
Standard VIII. Citizenship: The social studies teacher understands citizenship in the United States and other societies, and uses this knowledge to prepare students to participate in our society through an understanding of democratic principles and citizenship practices.
Standard IX. Culture: The social studies teacher understands cultures and how they develop and adapt, and uses this knowledge to enable students to appreciate and respect cultural diversity in Texas, the United States, and the world.
Standard X. Science, Technology, and Society: The social studies teacher understands developments in science and technology, and uses this knowledge to facilitate student understanding of the social and environmental consequences of scientific discovery and technological innovation.
PEDAGOGY PROFESSIONAL RESPONSIBILITIES(PPR)
Standard I: The teacher designs instruction appropriate for all students that reflect an understanding of relevant content and is based on continuous and appropriate assessment.
Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.
Standard 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, highly effective feedback.
Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.
TEXTBOOK: Grant, S.G. & Vansledright, 2ND EDITION. Elementary Social Studies: Constructing a Powerful Approach to Teaching and Learning. Houghton Mifflin. Read complete text
Micro-lessons: Each group of students will develop and practicemicro-lessons. The LEAD Interns will make the arrangements. Time of the Micro-Teaching will be announced in class. Topic of the micro lesson should be chosen from social studies concepts and cooperating teacher.
Each group will teach the micro-lesson in an elementary classroom during the time stated on the schedule. The main criteria for evaluation of the micro-teaching:
1. Originality: Micro-lesson should be based on groups’ original ideas.
2. Content Area: Group members should be confident of the content area of the micro-lesson. They should be aware of various approaches addressing solution of the concept-related questions, and be able to respond to various questions accurately.
3. Level of challenge: Micro lessons should motivate students’ learning and address creativity, critical and high-order thinking skills development.
4. Level of instructional sequence implementation: (micro-teaching should include posing the project, organizing students into individual, peer and small group work, managing whole-class discussion, and conducting an extension of the project)
5. Level of class involvement into the micro-lesson activities: Student Teachers should demonstrate good communication skills, encourage students to share their ideas, and orchestrate the whole class discussion.
6. Level of instructional materials preparation and application: The use of a variety of instructional materials including manipulatives, visuals, and technology tools is necessary during the micro-teaching.
7. Level of assessment instruments application Assessment practices, activities, and/or tools should include multi-level cognitive demand tasks and should address students' higher order thinking skills development.