| Sample of Courses Taught and Syllabi
- ELEMMID 363 - Teaching Social Studies in the
Elementary/Middle School (undergraduate)
- CIGENRL 725 - Curriculum Development and Integration
(graduate)
- CIGENRL 723 - Issues and Perspectives in American
Education (graduate)
Please note: In the interest of continual improvement, these courses
are always evoloving and changing. The syallbi below are to be considered
samples of what might be taught in the course.
ELEMMID 363 - Teaching Social Studies in
the Elementary/Middle School
FALL 2003 SAMPLE SYLLABI
Required Texts:
Available for rental from the UWW Bookstore:
Zarrillo, James J. (2004) Teaching Elementary Social Studies:
Principles and Applications. 2nd Edition. Saddle River, NJ: Pearson
Education, Inc.
Obenchain, K.M. & Morris, R.V. (2003) 50 Social Studies strategies
for K-8 Classrooms. Saddle River, NJ: Pearson Education, Inc.
Additional readings may be available as the course progresses.
Course Description:
This course prepares preservice teachers to organize the social studies
curriculum, construct strategies for instruction and to teach problem
solving in the elementary and middle school. Additionally, the course
gives attention to methods of pupil assessment, selection of instructional
materials, use of different instructional media to facilitate learning
among students with a wide range of abilities and various cultural backgrounds.
Course Objectives:
Students successfully completing this course will be able to:
1. Understand and implement the Wisconsin Model Academic Standards for
the social studies in their teaching. These are found at:
http://www.dpi.state.wi.us/standards/ssintro.html. [WTS # 1]
2. Understand how this class correlates with the Wisconsin Teacher Standards.
These are found at: http://www.dpi.state.wi.us/dpi/dlsis/tel/stand10.html.
[WTS # 9]
2. Demonstrate understanding of social studies content. [WTS # 1]
3. Understand and apply a variety of assessment measures in social studies
education. [WTS # 8]
4. Demonstrate knowledge about community resources available to teachers
for supporting the development of social studies lessons and units. [WTS
#10]
5. Plan and implement curriculum and instruction that takes seriously
the multicultural nature of our society. [WTS # 3, 10].
6. Use a variety of techniques, strategies and methodologies to teach
relevant concepts, generalizations, problem solving and facts. [WTS #
2, 4, 6, 7]
7. Plan a sample lesson using a goal-driven approach related to an integrated
social studies unit plan. [WTS # 1, 2, 3, 4, 6, 7, 8]
Course Requirements:
If any of the required work is not completed you will fail this course.
Attendance and Participation Policy
Class sessions will be used to discuss the assigned readings and explore
their relation to the themes and issues of the course. As the success
of this course depends upon the preparation of its members, I expect each
of you to have done the readings and be ready to discuss the topic(s).
In addition, please refer to the UW-Whitewater policies regarding student
absences. Attendance will be taken for each session and missed classes
will be considered in the final grade for this class.
1. Response Writing = (10 points) [WTS # 9 and others pending readings].
This assignment is intended to provide two-way communication between instructors
and students and among students and instructors when appropriate. You
are asked to submit a short response to the questions posted in the Blackboard
discussion forum a minimum of five times from your seven assigned dates
during the semester (assigned dates below). Postings must be received
by midnight Tuesday to be credited. Your submissions will be evaluated
using the following scale:
1 point: “Nodding” level – a message that is a response
or basic information regarding the topic
posted.
2 points: “Discussing” level – a message that involves
careful reflection and reference to class readings
You are always welcome (and encouraged) to respond to any postings in
the weekly forum, but points will only be recorded during your assigned
dates:
2. Textbook Review = (15 points) [WTS #1 & 4]
This activity will follow our discussion of the limitations of textbook
series in the social studies. For this activity you will need to examine
the teacher’s guide to a standard social studies textbook series.
Based on your review, design and submit a critique/assessment of the text.
You may choose a textbook from Anderson Library or if you have access
to one on your own you are welcome to use it. More information will be
available in class.
3. Lesson Plans = (30 points) [WTS #4 & 7]
You will be responsible for preparing 2 comprehensive whole-class lesson
plans relating the WMAS for the social studies to teaching ideas. These
will be drawn from the ideas outlined in the Obenchain & Morris book.
Each lesson should involve and assess at least two different standards
of the WMAS for the social studies (i.e. one from geography and one from
history).
4. Resource Guide = (25 points) [WTS #1 & 10]
Please refer to assignment details on sheet.
5. Hands-On Activity & Assessment Rubric = (15 points) [WTS #8]
You are to research a possible hands-on, interactive activity that supports
the teaching of a specific social studies concept or concepts that can
be adapted for a variety of situations. There are a variety of sites on
the internet that you can use to find these as well as social studies
“ideas” books in the library. Work with another member of
the class to make your selection and actually complete the hands-on activity
(make the salt map, the papier mâché globe, the diorama,
mural, etc.). Bring the finished project to class to show. (See peer assessment
below).Then, imagine that you are doing this activity with a group of
students. Write a critique of the activity from this perspective. What
would you need to do or change to make it work with a whole class? How
would your organize the class? Then include a list of the WMAS for the
social studies this activity relates to or aims to teach. Create an assessment
rubric that you would use to assess students’ completion of this
activity if it were part of a lesson you taught.
6. One of Three Assignment = (25 points) [WTS – multiple]
Pick one: Plan a field trip for your future class, teach a social studies
lesson plan you have written to a “live” class, or create
a web page to help with your teaching. See detail sheet.
7. Current Events Journal = (10 points) [WTS #10]
Keep a journal containing clippings of current events during the semester.
For each entry, a) name the event, b) briefly explain what it is about
in your own words, c) explain how you would talk to your class about it
and rationale for doing so, and d) how it might tie-in to the general
curriculum in you class.
8. Peer Assessment = (5 points) [WTS #9]
At various times throughout the semester, students will be expected to
give and receive feedback from one another. The feedback will relate to
demonstration of skills during group situations as well as on individual
work. More information will be available in class as we progress.
9. Self Assessment Quizzes = (10 points) [WTS #1 & 9]
There will be approximately 10 short quizzes given at the start of class
during the semester. Each quiz will be worth 1 point total. The quizzes
will focus primarily on the readings.
CIGENRL 725 - Curriculum Development and
Integration
FALL 2002 SAMPLE SYLLABI
Required Texts:
Available from the UWW bookstore:
Marsh, C. J., & Willis, G. (1999). Curriculum: Alternative
Approaches, Ongoing Issues. (Third ed.). Upper Saddle River, NJ:
Merrill.
Additional course readings will be made available online or as handouts.
Course Homepage:
This course will be enhanced through the use of Blackboard. You can login
to our homepage at http://blackboard11.imt.uwm.edu/ or follow the links
from the UWW Computer Technology homepage. In order to succeed in this
course you will need to know your UWW email account and be able to access
the homepage regularly. Computer terminals are available in this building
and throughout campus.
Course Description:
The purpose of this course is to introduce graduate students to the field
of curriculum as an area of scholarly inquiry and practice. Attention
will be given to theoretical frameworks in the curriculum field; the history
and ideological foundations of the curriculum; the substance and organization
of the curriculum; and the processes of curriculum representation and
enactment. Students will be involved in curriculum design activities which
require the consideration of the socio-political and philosophical forces
as well as the consideration of learning and developmental theory
Major Assignments:
1. Attendance and participation = 25 points
Class sessions will be used to discuss the assigned readings and explore
their relation to themes and issues in the curriculum field. As the success
of this course depends upon the preparation of its members, I expect each
of you to have done the readings and be ready to discuss the weekly topic(s).
In addition, you will each be required to take the “lead”
on one of the weekly readings in class with someone else. This will require
you to work with you’re your partner to post questions about the
readings (you may use the questions from the book to augment your own
questions) to the class homepage at least 48 hours prior to class meeting
time. You will then help lead the class discussion for part of the period
based on the questions you posted to us all.
2. Dewey Paper = 25 points
Students will write a 4-page summary and analysis of John Dewey’s
essay, “The Child and the Curriculum.” The first half of the
report should consist of a summary of Dewey’s core ideas and the
second half should consist of an analysis of the meaning and significance
of these ideas for curriculum theory. The report is due in class on October
15th.
3. Article Review = 25 points
This paper will be a critical review of an article appearing in a major
curriculum journal. Students will write a 5 page review of a curriculum-focused
article appearing in a recent issue (last 5 years) of a curriculum oriented
journal such as: Curriculum Inquiry, Journal of Curriculum Studies, Harvard
Educational Review, Teachers College Record, or Elementary School Journal.
Other journals will be accepted with instructor’s permission. This
is due in class on November 12th.
4. Curriculum Review = 25 points
Option 1: Students will write a critical review of a segment of a textbook
or workbook, or a complete computer program that represents a segment
of the school curriculum.
Option 2: Students will examine a school or school district's curriculum
guide. The review is to consist of two parts: (a) a description of the
item, and (b) an analysis of the features of the item. In the analytical
section, the following questions are to be answered: (1) What view of
content is conveyed? (2) What view of the learner and learning process
is conveyed? (3) Is there a gender or culture bias in the material? (4)
Does the material appear to do what it claims? A particular emphasis will
be made on how well the paper is able to relate the course readings to
the analysis. The review should be 5-7 pages long. This is due on December
3rd.
CIGENRL 723 - Issues and Perspectives in
American Education
SAMPLE SYLLABI FROM FALL, 1999
Required Texts
Available at UWW Bookstore for purchase:
Noll, J. W. (1977). Taking Sides: Clashing Views on Controversial
Educational Issues. Guilford, CT, Dushkin/McGraw-Hill.
Hargreaves, A., & Fullan, M. (1998). What's Worth Fighting for
Out There? New York: Teachers College Press.
Additional readings will be made available as the course progresses.
Course Description:
This course is designed to enable educators to identify, comprehend and
develop strategies to resolve critical issues and problems in American
education.
Course Goals:
Through discussion, debate and written assignments you will be asked to
clarify and express your views on persistent educational issues. Through
this discourse you will begin to resolve what’s worth fighting for
in today’s stratified educational system. Together we will investigate
the role of teacher leadership and involvement as it applies to change
processes, school improvement, collaborative decision-making, school assessment
strategic planning and school restructuring. Of particular importance
will be an emphasis on equity, including investigations of research on
the hidden curriculum, ethnic/racial and sex equity and prejudice and
methods for combating inequities as a teacher leader.
Course Requirements:
1. Attendance and participation = 15% (15 points)
Class sessions will be used to discuss the assigned readings and explore
their relation to the themes and issues of the course. As the success
of this course depends upon the preparation of its members, I expect each
of you to have done the readings and be ready to discuss the weekly topic(s).
In addition, please refer to the UW-Whitewater policies regarding student
absences. Two points will be deducted from the total for each absence.
Students may or may not be able to make up missed classes, depending upon
content of that session, to be arranged on an individual basis with the
instructor.
2. Midterm exam = 20% (20 points)
There will be a midsemester take-home exam (essay form) handed out on
October 20 and due in class on October 27. The exam will cover the content
of sessions 1-7.
3. Discussant = 20% (20 points)
Beginning with the fourth week of class (September 22) students will take
turns leading a discussion on a reading of their choice. The reading should
focus on an area of interest to you and should correspond to the major
themes of the course. (You may wish to use this as a foundation for your
final project). Bring copies of the article for everyone to read the week
prior to your discussion. Please include complete bibliographic information!
Also create several focus questions on your article for people to respond
to. You will then lead the discussion in class. Articles may come from
a variety of sources – books, journal articles, the Internet, popular
press – but they should be scholarly in nature and present enough
information to warrant a good discussion.
4. In The News = 5% (5 points)
Each student will be responsible for reading a daily major newspaper and
watching for all newsworthy articles related to education during a week’s
duration. You will then present your findings in class. A short written
summary (no more than one page), based on the chart you fill in during
the week, will be due on the day you present your findings in class. We
will split up the weeks on the first night of class.
5. Summary Paper = 10% (10 points)
After fulfilling your role as discussant in class, you will write a short
paper summarizing your experiences and critiquing the article you used.
This is due the week after your discussion. This paper should also include
a rationale for why you chose the article you did, how the article may
inform your work as a teacher leader, and what other questions you may
have on this topic. If you wish, this paper may be used to present an
outline of your final project as well.
6. Debate Participant = 10% (10 points)
Beginning with the second week of class, all students will be participating
in a weekly debate. You will be assigned either the “con”
or the “pro” side from a topic in the Taking Sides book. You
are responsible for knowing both sides of the issue and reading both articles
prior to coming to class. In class, you will be given a few minutes to
discuss with your colleagues how you will present your side of the argument.
7. Final Project/Paper/Exam =25% (25 points)
Due December 13. For this paper you are asked to describe an action plan
for yourself. Depending upon your work in education, pick an area that
you believe is “worth fighting for.” This paper will include
the following sections (please make them explicit in your paper):
- A description of the problem that you will address. This section
should include a rationale based on research and literature you have
found as well as your own experiences. Support your ideas with the work
of others where possible.
- A general plan of action. Viewing yourself as a teacher leader (or
in your future/current role) describe how you can address the problem
you perceive. Be sure to include the possible pitfalls and problems
you might encounter in carrying out your plan of action. Be as specific
as possible. Support your ideas with the work of others where you can.
- A plan of assessment. How will you know if you are successful in
your plan if you implement it? What outcomes do you expect?
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