Course Number and Title:
EDC 320 Methods for Social Studies Instruction
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
4 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides teacher candidates the opportunity for intentional practice and mastery of integrating content knowledge, evidence-based strategies, and culturally-responsive materials to effectively teach social studies in elementary school settings. Teacher candidates learn to connect concepts using varied perspectives and engage learners in critical thinking and collaborative problem solving related to local and global issues. It includes a corresponding field placement where teacher candidates implement learned skills in an authentic classroom environment.
Additional Materials
None
Disclaimer
This course requires 45 hours of field experience at a school designated by the department. Students must provide their own transportation to and from placement sites.
Core Course Performance Objectives (CCPOs)
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Develop written lesson plans and thematic units that are aligned to state and national standards such as the National Council for the Social Studies. (CCC 1, 2, 5; PGC 1, 2, 4, 5)
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Design, implement, evaluate and reflect upon relevant, responsive, and differentiated pedagogical activities that promote positive learning experiences in social studies. (CCC 1, 2, 4, 5, 6; PGC 1, 2, 4, 5, 6, 7)
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Integrate technology responsibly and equitably to enhance teaching and learning. (CCC 1, 2, 4, 5; PGC 1, 2, 4, 5)
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Develop assessments to analyze elementary students’ understanding of social studies. (CCC 1, 2, 4, 6; PGC 4, 5)
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Demonstrate content knowledge mastery of basic social studies ideas, including history, civics/government, economics, and geography concepts. (CCC 1, 2, 4, 5; PGC 1, 2, 3)
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Model equitable behavior and characteristics of a professional social studies teacher. (CCC 1, 3, 4, 5, 6; PGC 1, 2, 3, 4, 5, 6, 7)
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Collaborate with stakeholders in the educational process, including families, special educators, paraprofessionals, and community members to ensure learner growth and advance the profession. (CCC 1, 3, 4; PGC 1, 6, 7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
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Develop written lesson plans and thematic units that are aligned to state and national standards such as the National Council for the Social Studies.
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Identify appropriate standards for planning lessons for students in elementary grades.
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Develop a theme-based plan that supports the integration of math, language arts, literacy, and the arts into social studies.
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Describe various methods for writing weekly lesson plans.
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Write weekly lesson plans.
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Create a unit plan of lessons that integrates content knowledge with academic research on a chosen social studies topic.
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Design, implement, evaluate, and reflect upon relevant, responsive, and differentiated pedagogical activities that promote positive learning experiences in social studies.
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Create developmentally appropriate lesson plans based on classroom observation.
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Implement developmentally appropriate, culturally-responsive lesson plans.
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Write an evaluation and reflection based on implementing a lesson.
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Analyze historical and cultural topics for possible biases and differing experiences based on the learner’s own culture and lived experiences.
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Integrate technology responsibly and equitably to enhance teaching and learning.
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Identify instructional technology resources appropriate for the age level, needs and background of students.
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Utilize technology to create hybrid and remote learning experiences.
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Evaluate online resources for accuracy and bias.
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Examine and evaluate primary document resources to utilize them in lessons.
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Develop assessments to analyze elementary students’ understanding of social studies.
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Evaluate student performance and make adjustments to teaching based on assessment data.
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Create equitable and varied assessment tools to evaluate student performance.
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Prepare formative and summative assessments that address the unique needs of all learners.
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Evaluate methods for teaching note-taking, creating study guides, and designing question prompts that allow for proper recall and assessment of learner knowledge.
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Demonstrate content knowledge mastery of basic social studies ideas, including history, civics/government, economics, and geography concepts.
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Create a timeline of major events in world history through the lens of the dominant culture and minority cultures.
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Analyze historical fiction works to create activity ideas.
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Explore primary and secondary sources to use as a basis for culturally-responsive activities.
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Evaluate historical events utilizing a lens of criticism and sensitivity with respect to those who may have been marginalized.
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Model equitable behavior and characteristics of a professional social studies teacher.
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Reflect and expand upon social studies knowledge in order to promote social justice and human rights through informed action in schools.
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Write a rationale to ensure professional, legal, and ethical standards in the design and evaluation of activities.
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Demonstrate professional and responsible behavior in interactions and communication in the classroom, school setting and community.
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Engage in continuous personalized professional development related to social studies knowledge and instructional practices.
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Collaborate with stakeholders in the educational process, including families, special educators, paraprofessionals, and community members to ensure learner growth and advance the profession.
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Develop a plan to exercise professional decorum when faced with opposing viewpoints.
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Plan field trip experiences utilizing community partners.
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Discuss how partnerships with community stakeholders enhance learning experiences.
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Design culturally-responsive family activity extension ideas related to lesson plans.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Cultural Assessment Paper (Summative) | 5% |
Professional Development Chart (Summative) | 10% |
Problem-Based Lesson Proposal (Summative) | 10% |
Thematic Unit (Summative) | 10% |
Lesson Plans (Summative) (equally weighted) | 10% |
Field Experience Reflections (Summative) (equally weighted) | 10% |
Field Lesson Implementation (Summative) | 10% |
Social Studies Unit Assessments (Summative) (equally weighted) | 15% |
Formative Assessments The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.