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