MSU-Billings

COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATIONAL THEORY AND PRACTICE
Fall 2017
EDCI 512-800: INSTRUCTIONAL STRATEGIES IN SOCIAL STUDIES
Alan Christensen
Office: COE 204, 657-2064, achristensen@msubillings.edu

Office Hours:10:30 a.m. 1:30 p.m. M & W. Also by arrangement

COURSE SCHEDULE: On-line 9-7-17 through 12-14-17 Modules run from W to W.

CATALOG DESCRIPTION: 2 cr. Prerequisite: Consent of Instructor.

Provides an in-depth view of current research and classroom practices for the methods of
teaching social studies. Emphasis is placed on the pedagogical process of learning the
different branches of social studies.

REQUIRED TEXT:
Teaching What Really Happened by James W. Loewen, ISBN-13: 978-0-8077-4991-3
RECOMMENDED TEXTS:
Big Book of Social Studies for Elementary K-6 by Dinah Zike ISBN-13: 978-1-88279620-5
Teaching Reading with the Social Studies Standards: Elementary Units that Integrate Great
Books, Social Studies, and the Common Core Standards. Edited by Syd Golston & Peggy Altoff,
ISBN-13 978-0-87986-106-3

ACCOMODATIONS
Students with Disabilities:
MSU Billings is committed to providing equal access. If you anticipate barriers related to the
format or requirements of this course, please meet with me so that we can discuss ways to
ensure your full participation in the course. If you determine that disability-related
accommodations are necessary, please contact Disability Support Services (657-2283;
located in Room 135 in the College of Education). We can then plan how best to coordinate
your accommodations.
Academic Support Center:
The Academic Support Center of MSU Billings provides tutoring services to support the
academic success of students. Any MSUB/City College student can utilize the services on
either campus. The ASC is staffed with student tutors, professional tutors and instructors who
are trained to tutor in a variety of subjects. Tutors are available to assist students with math,
writing, reading, anatomy and physiology, and other specialty areas for specific majors.
Tutoring services are "free" as they are already paid for as part of your student fees. The
ASC hours are as follows:
University Campus Located in the SUB
Monday through Thursday, 8 a.m.-7 p.m., Friday, 8 a.m.-5 p.m. Friday, and Sunday
nights from 6-9 p.m.
City College Campus Located in the Tech Building
Monday through Thursday, 8 a.m.-6 p.m., and Friday, 8 a.m.-5 p.m.
COURSE EXPECTATIONS AND POLICIES
1. Students are expected to actively participate, to read material as assigned, to complete all
assignments (with repairs if indicated), to participate in all collaborative group activities, and
to present finished work in a professional manner. Student dispositions will, in all class
engagements, be consistent with dispositions expected of professional educators.

2. All assignments must be presented typed in 12 font, double spaced

3. Dedicate yourself to learning by spending an appropriate amount of time outside of class

on assigned readings and assignments; be willing to accept feedback and learn from
mistakes; and complete all assigned work on or before the posted due date.

4. Participateyou are an important member of the professional and academic community.

Individual as well as group participation is an important component of this class. Your
opinions, questions and ideas are welcomed.

5. Utilize all aspects of professional communication: correct grammar, writing mechanics,

and spelling; appropriate oral and written word usage; and when applicable, meticulous use
of citation and referencing of all sources used in assignments.

6. Do your own work. Do not engage in academic misconduct (which includes cheating,
plagiarism, or misrepresentation).

7. Integrate issues of diversity into all course preparation, assignments, and discussions.
Cultural and developmental diversity are foundation components of developmentally
appropriate practice. Diversity means differences among groups of people and individuals. In
the context of human similarity, candidates in the Educator Preparation Program (EPP) at
MSU Billings will:
a. Know about diversity in the United States and the world;
b. Respect and value differences;
c. Recognize that students and their families may view the world from different
perspectives; and
d. Perceive and meet individual student needs

GRADING POLICIES
The intent of the educational experience in the course is professional growth and
development. To this end, students are provided one opportunity per assignment to redo
their work in order to demonstrate improved understanding (as opposed to simply obtaining
more points). In order to improve a grade, the redo must be accompanied by the original
assignment, and must be resubmitted within one week of being returned to the student.
Redos will only be accepted prior to finals week.

Grades will be delivered to the Registrar by Dec. 20, 2017.

This syllabus is subject to change with notice.

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InTASC Model Core Teaching Standards
THE LEARNER & LEARNING
Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences
The teacher uses understanding of individu differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential.
The teacher uses understanding of individual differences and diverse cultures and communities, particularly in Montanas
Indian Education of All, to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self motivation.

CONTENT KNOWLEDGE
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues.

INSTRUCTIONAL PRACTICE
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teachers and learners decision making.
Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding
of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

PROFESSIONAL RESPONSIBILITY
Standard 9: Professional Learning & Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community),
and adapts practice to meet the needs of each learner.
Standard 10: Leadership & Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the
profession.

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COURSE GOALS AND OBJECTIVES
EDCI 512, Instructional Strategies in Social Studies will provide preservice teachers the
opportunity to:

1. Develop an understanding and appreciation for the content and interdisciplinary nature of
social studies

2. Develop an understanding of the purpose of social studies in the school curriculum and its
role in the development of students becoming effective citizens in our society.

3. Skillfully choose, use, and implement strategies and methods that help all students learn
the content, skills, and values of social studies.

4. Develop an understanding of the disciplines that make up the social studies and the world
view that each discipline provides

5. Develop an understanding of the relationship between literacy and social studies and how to
effectively integrate these two content areas

6. Strengthen personal subject matter knowledge base and civic competence

7. Create a purpose statement and philosophy of teaching social studies based on an

understanding of the discipline, national and state standards, and personal beliefs about
teaching and learning.

8. Understand and use national and state standards in creating a classroom social studies
curriculum

9. Know strategies and resources for effectively teaching for historical understanding

COURSE REQUIREMENTS

Part 1. Professionalism and participation in class activities (100 pts.)

It is expected that each pre-service student will be an active participant in the university class,
be supportive to peers, and professional at all times.
Professional Integrity. You are or soon will be professionals engaged in important, highly
public, and sensitive work. Students are, as such, expected to meet the same high standards
of ethical practice and professional integrity now that they will be held to in the future. In
particular, students are expected to adhere to MSU-Bs policies regarding academic integrity.
Plagiarism, cheating, or academic dishonesty are serious academic offenses. Students who
engage in such behavior will meet with disciplinary action, including but not limited to a failing
grade in the course. In addition, instances of academic dishonesty will be reported to the
Department Chair and logged into the university database for tracking purposes.

For further information, consult the MSU-B student handbook, available here:
http://www.msubillings.edu/VCSA/Code_of_Conduct/Part_9.htm#b

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Part 2. Assignments:
A. Reflective Journal:
INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8 & 9
Students will keep a reflective journal covering the entire semester. Weekly journal entries will
be expected. The journal will serve as evidence of growth over time. The completed journal
will serve as part of the final.
B. Response Papers (500 pts.) INTASC Standards 1, 2, 3, 4, 5, 6, 7, & 8
Students are expected to read the assigned chapters of the textbook, listen to podcasts, watch
videos, etc. After each, students should respond with a two to three page paper. Ten
responses papers will be required. Papers should include:
- a summary of the chapter, podcast, movie, trade book, observation etc.
- observations of significant (to you) points from the reading, listening, watching, or
examining and a discussion of how they apply to education in general.
- a discussion of how you see this information/understanding affecting you as a
teacher. How will this information change the way you teach?
C. On-line Discussions
From time to time I will post discussion questions or comments. Students will be expected to respond,
first to the discussion post, then to one another. Due to the size of the class, I will be creating smaller
groups for discussion. You will all have access to all of the discussions. I encourage you to go outside
your own group for greater exposure to others perspectives. Discussions will only be open W F.
Discussions are graded on quality rather than quantity of words. Be thorough, reflective and respectful.

D. Themes of Social Studies (50 pts.)

Students will research the ten themes of Social Studies and present their findings to the rest of
the class.
E. Professional Reading & Response (50 pts.)
INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8 & 9
Each student will locate and read ONE current professional article published in a juried
periodical devoted to Social Studies. Many articles can also be found by doing an on-line
library searchgo to our library, from there to electronic articles. If searching on-line, be sure
to look for complete text articles, not abstracts.
Respond to the article in the following manner:
1. Provide: a copy of the article you choose with evidence of active reading (5 pts.)
2. Citation (give in APA format) (5 pts.)
3. Summary (develop in one or two paragraphsWhat is this article about?) (20 pts.)
4. Critique (develop in one or two paragraphsWhy is this information important to one
who is teaching Social Studies?) (20 pts.)
F. StoryCorps Assignment (50 pts.)
1. Browse the StoryCorps web site
2. Listen to some of the audio stories.
3. Think of someone you know who has a story to tell. It can be of personal interest to
you or a story you think you would be able to use in the classroom with students.
4. Interview that person.
5. Based on the technology you have available, record the interview.
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 6. Listen to the story then transcribe it to a Word document to be handed in.
G. Trade Book Social Studies Assignment (100 pts.)
1. Students will choose and read a trade book appropriate for grades 4 8.
2. Based on the trade book, students will design a grade-appropriate social studies lesson.
3. Create a lesson plan that includes connections to appropriate themes of social studies.

H. Inquiry Based (I Search) Project (100 points)

1. An I Search is an inquiry into a topic that is of personal interest to the student. Personal Interest can
be viewed as a social studies topic you are very interested in for example a family member or family
story; something about your home town or state; a place where you have roots; a place you have
visited and want to know more about; a person you have read or heard about but want to know more
etc. Some ideas are:
a. Family history (immigration, culture, famous ancestor, settling Idaho, etc.)
b. Local history (your community, a historical sight or building, local celebrity, etc.)
c. Historical event that impacted you or your family
d. Social studies topic that is of particular interest to you (local, national, or world)
2. When choose your topic I suggest you narrow the topic to one that would be appropriate for a
teaching model to use when you are teaching in your own classroom.
3. Choose a teaching model project format there are many options, for example:
a. Shape book
b. Scrapbook Style book
c. Dinah Zike foldable
d. Layered book with shaped pages
e. Other? Check with me if you are not sure it must be a time worthy project that students
would complete over the course of a unit of study.
4. Complete your I Search/ project as an elementary teacher would, with the goal of being able to
use it as a teaching model in your classroom.
5. Complete your chosen project and be prepared to share it.
There are two parts to this assignment:
1. On a one or two page Word Document, respond very briefly to the following (bulleted lists or
paragraph format is okay this is informal writing!)
a. What is your question? What do I know now? What do I want to learn? (5 pts)
b. Identify your search plan, identify resources, and locate resources. (15 pts)
You must include both primary and secondary sources. Embedded anywhere in your
teaching model project, include at least one primary resource scanned photocopies or
digital reproductions, such as documents, maps, photographs, etc.)
c. Write the story of your search for answers as you gather, search, sort, and integrate
information. (10 pts)
d. Summary or conclusion of what you learned, how your questions were answered (10 pts)
e. Do you have any questions that didnt get answered? Do you have any new questions that
arose as you did your research? Would you like to do more research on this topicor has your
inquiry led you into a new topic of interest? How do you feel about your research? (5 pts)
f. Develop a bibliography, using APA format that documents all of all sources. (5 pts)

Create your I-Search Project. As practical, completed projects will be shared with the class

I. Final (100 points)

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Expectation/Assignment Points Possible Points earned

1. Participation/Professionalism in class 100 _____

2. Discussions 10 @ 20 pts. each 200

3. Response Papers 10 @ 50 pts. each 500 _____

1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
8. _______
9. _______
10. _______

4. Themes of Social Studies 50 _____

5. Professional Reading Response 50 _____

6. Story Corps Assignment 50 _____

7. Trade book Social Studies Lesson 100 _____

8. Inquiry Based Project 100 _____

9. Final (Includes Reflective Journal +) 100 _____

TOTAL 1250 ______

Grading Scale for EDU 397B

A (94 100%), [4.0] A- (90 93%),[3.7} B+ (87 89%),[3.3] B (84 86%),[3.0]

B- (80 83%),[2.7] C+ (77 79%),[2.3] C (74 76%),[2. C- (70 73%),[1.7]
D+ (67 -69%), [1.3] D (64 66%),[1.0] D- (60 63%),[0.7] F (59% or below)