EDUC_263

School of Education and Counseling Psychology

Department of Education

EDUC 263

Section 01- 50281

Elementary Methods in Social Studies and the Arts (3 Units)

Spring 2017

Be the change you want

to see in the world.

Mahatma Gandhi

Course Objectives

MS Credential Candidates will know how to:

1. Review and appraise the California History Social-Science Curriculum Framework and Content Standards for grades K-6. (DG 2, 3; SB2042 Standards 3, 4, 6, 8A(c,d), 9, 11, 12; TPE 1, 4, 9, 12)

2. Examine the various academic disciplines represented in the elementary Social Studies, Visual and Performing Arts curriculum and generate ideas for how best to engage young learners in the study of this content. (DG 2, 3; SB2042 Standards 3, 4, 6, 8A(c,d), 9, 11, 12; TPE 1, 4-6, 9, 11, 12)

3. Demonstrate effective principles, and practices for the development of academic language, comprehension and knowledge in History-Social Science, Visual and Performing Arts curriculum, making grade-appropriate content comprehensible to English learners. (DG 1,2,3,4; SB2042 Standard 12; TPE 1, 3-7, 9, 11)

4. Use an effective technology strategy to collaborate and communicate with students, colleagues, and the school community to provide the full range of learners with a safe space to be seen, valued and respected. (DG 1, 2, 3, 4; SB2042 Standard 11; TPE 1A, 4, 5, 6A, 6B)

5. Create a standards-based Social Studies curriculum unit plan using backward design. (DG 1, 2, 3, 4; SB2042 Standards 4-6, 8A(c,d),9, 11, 13; TPE 1, 4, 9, 12)

6. Plan instruction aligned with the History-Social Science, Visual and Performing Arts, and California Common Core framework/content standards that meets the varying needs of a diverse student population including English learners and students with learning challenges (DG 1, 2, 3, 4; SB2042 Standards 3-6, 8A(c,d), 9, 11, 12; TPE 1, 3-7, 9, 11)

7. Create a performance-based assessment task and rubric to evaluate and document student learning in your curriculum unit (DG 1, 2, 3; SB2042 Standards 4-6, 8A(c,d), 9, 11-13; TPE 3, 9)

8. Develop the disposition to reflect on your teaching and to seek out opportunities for professional growth and development (DG 1, 2, 4; SB2042 Standards 3-6, 11, 12; TPE 3, 12, 13)

Grading Scale/Criteria/Rubric

The following grading rubric will be used to assess your class performance:

Exceeds expectations = **A

Meets expectations = *B

Below standards = C

Unacceptable = D

** In order to earn an A on an assignment or project, a candidate’s independent, unassisted performance/product must clearly, consistently, and convincingly demonstrate high levels of proficiency in all aspects of the skills assessed. The performance/product must go beyond completion and accuracy by demonstrating strong evidence of original, creative thought and/or sophisticated insight into the students and the context.

** A candidate earns a B when s/he has fulfilled every requirement, and met every expectation.

Exceeds Expectations – A

· Outstanding, unique in organization and presentation

· Relevant, clear and accurate in details

· Original, and creative in presentation

· Demonstrates connections to ideas/principles learned in class

ŽMeets Expectations – B

· Good, solid performance/product where strengths outweigh weaknesses

· Some improvement may be needed in details

· Information is appropriate, relevant or accurate, and is consistent

· All expectations are met

Below Standards – C

· Performance/product shows some effort but is minimal, limited, cursory, inconsistent, and/or ambiguous

ŒUnacceptable – D

· Performance/product is inappropriate, irrelevant, inaccurate, and not connected to ideas/principles learned in class

Disability Accommodations

Students needing accommodation for a disability should contact Disabilities Resources at 408-554-4109 (voice) or 408-554-5445 (TDD) (ECPPM Graduate Bulletin, 2015-2016).

Academic Integrity

The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of dishonest acts in an examination, paper, or other required work for a course, or who assists others in such acts, will receive a grade of F for the course. In addition, a student guilty of dishonest acts will be immediately dismissed from the University.

Students that violate copyright laws, including those covering the copying of software programs, or who knowingly alter official academic records from this or any other institution, are subject to disciplinary action (ECPPM Graduate Bulletin, 2015-2016).

Sexual Harassment and Discrimination (Title IX)

While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that there are some reporting requirements that are part of my job at Santa Clara University.

For example, if you inform me of an issue involving harassment, sexual violence, or discrimination, I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s EEO and Title IX Coordinator. If you inform me that you are struggling with an issue that may be resulting in, or caused by, traumatic or unusual stress, I will likely inform the Office of Student Life.

If you would like to reach out directly to the Office of Student Life for assistance, you can contact them at www.scu.edu/osl/report. If you would like to talk to the Office of EEO and Title IX directly, they can be reached at 408-554-3043 or by email at bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.com. Additionally, you can report incidents or complaints to the Office of Student Life (OSL), Campus Safety Services, and local law enforcement. For confidential support, contact the Counseling and Psychological Services office (CAPS), the Wellness Center, the YWCA, or a member of the clergy (for example, a priest or minister).

Finally, please be aware that if, for some reason, our interaction involves disruptive behavior, a concern about your safety or the safety of others, or potential violation of University policy, I will inform the Office of Student Life. The purpose of this is to keep OSL apprised of incidents of concern, and to ensure that students can receive or stay connected to the academic support and student wellness services they need.

Attendance and Participation

* Signature Assignment

COURSE ASSIGNMENTS

1. Literature Circle Role Sheet: DUE Each Class Meeting (60 points)

Individually, you will participate in a literature circle of your choice. Each literature circle should have no more than 4 members.

The Literature Circle is a common book discussion routine used during content area reading instruction. Students come together in small temporary groups formed by book choice that meet on a regular and predictable schedule to (re) read and discuss readings. Students use notes to guide both their reading and discussion and this discussion is generated by students. The teacher’s role in literature circles is that of facilitator.

For this assignment you will:

1. MEET with your literature circle to review the reading schedule below for the Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers book and weekly associated articles posted on Camino.

READING SCHEDULE

May 15^th Part C + Rubric

May 29^th Part D + Rubric

June 5^th Completed Unit Plan + Rubric

COURSE CALENDAR