College of Education s7

COLLEGE OF EDUCATION

UNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS

The following are the required elements of a Departmental Syllabus in the College of Education. This syllabus should be representative of EVERY section of the course offered in the department. For undergraduate teacher preparation programs, the following Conceptual Framework statement should be included:

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

1. Course Prefix and Number: EEC 4212 Credit Hours: 3

2. Course Title: Integrated Curriculum: Social Sciences, Humanities, and Art

3. Regular Instructor(s): Ilene Berson, Ph.D., Jolyn Blank, Ph.D., Sophia Han, Ph.D. Adjunct faculty and doctoral students are required to have a Masters Degree with an emphasis in Early Childhood Education and experience teaching young children.

4. Course Prerequisites (if any):

Admission to College of Education Early Childhood Program.

5. Course Description:

This course develops an understanding of appropriate curriculum and instruction in social science, humanities, and arts for young children in grades PreK-3 with an emphasis on integrated experiences. Restricted to Early Childhood majors.

6. Course Goals and Objectives:

1. The pre-service teacher will recognize the various ways young learners exhibit difference (language, culture, learning style, ability, etc.) and reflect these differences (e.g., accommodate ELLs, students with disabilities, gifted learners) in instructional planning. (FEAP 1c, 2d; ESOL 3.3; NAEYC 2) 2. The pre-service teacher, guided by state and national standards, will plan and teach purposeful, data-driven, sequenced instruction that emphasizes social studies, humanities, and arts integration with other disciplines (e.g., content area literacy, multiple representations of data, science technology and society). (FEAP 1b, 1c, 1d; NAEYC 1) 3. The pre-service teacher will use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, higher order questioning, centers) to plan and implement effective instruction for diverse learners. (FEAP 2g, 3b, 3e, 3g; ESOL 3.3, 4.2) 4. The pre-service teacher will design developmentally appropriate educational experiences that require demonstration of a variety of applicable skills and competencies in the social

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sciences (e.g., historical inquiry, civic engagement, cultural proficiency, geographic literacy, global awareness). (FEAP 1c, 2d; NAEYC 4, 5) 5. The pre-service teacher will align learner objectives with a variety of formative and summative assessments to identify students’ learning needs, monitor student progress, and promote mastery of process skills and content in the social studies among all students. (FEAP 4a, 4b, 4c, 4d; ESOL 5.3; NAEYC 3) 6. The pre-service teacher will integrate developmentally appropriate resources, including information and communication technologies, to support teaching and learning in the social studies (FEAP 2g, 3g; ESOL 4.2; NAEYC 5) 7. The pre-service teacher will demonstrate knowledge of social science concepts related to history, geography, government, citizenship, and economics (e.g., rights and responsibilities of U.S. citizens; federal, state, and local governments; economic independence).

7. Content Outline:

Course Content Introduction/Overview Perceptions and Perspectives in the Social Studies Culture Diversity Anti-Bias Curriculum Power, Authority, & Governance Civic Ideals & Practices Time, Continuity, & Change

People, Places, & the Environment

Production, Distribution, & Consumption

Field Experience

Individual Development & Identity Individuals, Groups, & Institutions

Science, Technology, & Society Global Connections

Advocating for Children

Integrated Inquiry Project Presentations

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8. Evaluation of Student Outcomes: Assignments will be given a letter grade based on the University grading system and the scoring guidelines that accompany each assignment. Assignments may not be revised for resubmission af ter the due date, so it is strongly recommended that students arrange to meet with the instructor i n advance to receive feedback and additional guidance regarding progress on submissions. There are no extra credit assignments.

All assignments are due on the date specified on the course calendar. Assignments will be considered tur ned in on-time if they are submitted to the professor during class on the date due, emailed on the due dat e, or if the assignment is mailed to the professor’s university address and is postmarked with the due dat e. If an assignment is mailed, you may want to consider sending it registered/certified mail so that you h ave a record that it was sent. Papers received one to two days late will automatically be dropped a letter grade after the assignment has been evaluated using the criteria in the syllabus. Any student who does no t turn their work within two days of the due date will earn a grade of F on the respective assignment. Thi s means that the highest grade you can earn is 59 points for the late submission.

Assignment Objectives FEAP ESOL NAEYC Social Studies at the 1, 2, 3, 4, 5, 6 1b, 1c, 1d, 2d, 3.3, 4.2, 5.3 1, 2, 3, 4, 5 Center 2g, 3b, 3e, 3g, 4a, 4b, 4c, 4d Animoto 6 5 We the Kids 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 Class Participation/ 7 Weekly Quizzes

Social Studies at the Center** Social studies teaching and learning are purposeful and powerful when they are active. However, the social studies curriculum is more than a collection of enjoyable activities. With a strong inter disciplinary curriculum, teachers can focus on one subject area at times but also find ways to pro mote children's competence in literacy, mathematics, and other subjects within integrated learnin g experiences. If done well, increasing the integration of learning within multiple content domain s and various instructional contexts can help teachers better manage time and make instruction m ore powerful — and learning more meaningful — for children. This assignment is comprised of multiple components:

A-1. Social Studies at the Center Analysis of Classroom Spaces (5%) You will describe how social studies instruction is currently implemented in your field placemen t. Identify the goals of the curriculum, resources used, instructional approaches, time allocated, et c. Find out as much as you can about the students you are teaching and provide a summary of the demographic make-up of your class [See http://fcit.usf.edu/cycle/1.HTM]. What do the learners a lready know about the social studies? In your description include your reflections on how the lea rning environment facilitates or challenges connections to students’ cultural, linguistic and famil y backgrounds. Briefly describe how these factors will inform your instructional plan decisions.

A-2. Social Studies at the Center Curriculum Web (15%) Using the Analysis of Classroom Spaces as a starting point for informing your instructional decis

3 EEC 4212 ion making, you will select a developmentally appropriate and relevant primary source from the Library of Congress and create a curriculum web that illustrates integrated primary source-based activities that highlight how the National Council for the Social Studies (NCSS) Themes of Time, Continuity and Change or People, Places and the Environment may be further integrated into tea ching and learning in the early childhood classroom. The activities should engage students, prom pt them to think critically, and help them construct new knowledge. Activities for each content ar ea must be developmentally appropriate, and showcase interdisciplinary linkages. At least one activity must incorporate effective uses of technology in teaching and learning and demonstrate characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative. The web should be accompanied by a list of 5 children’s books that explicitly connect with the activities identified in the graphic organizer and support th e social studies theme that is the focus of the web. At least two children's non-fiction books shoul d be included in the list. Use APA format for the book citations.

A-3. Social Studies at the Center Integrated Lesson Plan and Reflective Teacher Inquiry (20%) Teacher inquiry (i.e., teacher action research) contributes to the growth of professional understanding and the improvement of pedagogy. Teachers must develop skills for data- informed decision-making, and through their own classroom-based research, teachers may strengthen their judgment and enhance the effectiveness of teaching and learning.

In this course, research experience is integrated into the curriculum. As a teacher researcher, you will learn to use various search strategies to locate primary sources from the Library of Congress that may promote primary grade students' multiple literacies through the developmentally appropriate use of artifacts and historical images. You will connect the primary sources with literature to make learning meaningful and engaging for students.

You will then implement your teacher inquiry (i.e., teacher action) research. You will study the use of primary sources in the continuous teaching cycle (CTC; See http://fcit.usf.edu/cycle/INDEX.HTM). Data will include children's work samples from pre- and post-assessments, other evidence of students' outcomes, and reflections on how teaching strategies affected those outcomes.

You will submit: 1. Integrated Lesson Plan based on your Curriculum Web. The lesson should showcase interdisciplinary connections between the social studies, language arts, and mathematics; integrate complex informational text; and include meaningful and effective uses of technology in instruction. 2. Implementation of the Lesson Plan in your field experience: You should video your lesson delivery, collect work samples to detail the continuous teaching cycle, and gather information about the effectiveness of the instruction and how much the students learned. 3. Portfolio Documenting Your Experience: Compile the lesson plan, text complexity rubric, and implementation documentation into a portfolio. Include a write-up, reflecting on the processes and outcomes of your teaching. The report should:

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 Consider the effectiveness of the decisions and strategies you employed. Look at each of the objectives you identified and make comparisons of the learners' pre and post instructional performance.  Use graphs and/or text to describe the extent to which learners met your objectives. Analyze and interpret your data in terms of both individual and whole-class performance. If possible, cluster performance data into meaningful groups (e.g., students who mastered objectives, students who partially mastered objectives, students who didn't master objectives) so that you can better analyze and describe your data.  Include any information you collected prior to, during, and after instruction so that comparisons can be made between pre and post instructional learner performance (e.g., teacher observations, running records, previous student work, etc.).  Based on the data, make a decision about whether your instruction was successful, partially successful, or unsuccessful in meeting the learning objectives.  Discuss challenges you faced as you taught.  Describe changes you would make in your decisions or strategies if you had the chance to teach the topic again.  Explain how you would modify the lesson to more adequately meet the needs of individual students, including different learning styles, language development, and developmental levels.  How might you strengthen connections to students’ cultural, linguistic and family backgrounds?

A-4. Integrated Inquiry Presentation (10%) The purpose of this project is for you to tell the story of your professional learning and growth over the course of the semester. The Presentation will blend your learning from all of the fall courses by charting your evolving understandings of the connections between differentiated teaching and data-based instruction within the content areas of literacy, social studies, and mathematics. As evidence of your professional development, you will need to engage in ongoing critical reflection of your learning and teaching practice throughout the semester.

As you plan and deliver your lessons, you will capture video evidence, as well as evidence from your coursework, planning documents, and from students, of your approach to implementing meaningful and effective uses of technology in instruction. By critically analyzing these experiences, you will be able to document your learning over time.

The essential question for this work is: How can innovative technology integration enhance teaching and learning?

This question is based on our Fall Semester Educational Goals of: 1. Data-driven decision making based on quality formative and summative assessments 2. Designing/applying appropriate instruction for individual students 3. Powerful and purposeful integration of social studies content and processes 4. Methodological approaches to mathematics and scientific inquiry

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5. Innovative implementation of technology into teaching and learning 6. Inclusion and diversity in teaching and learning

As evidence of your professional learning throughout the semester, you will create a video montage representative of your instruction of social studies and mathematics. Each lesson should be accompanied by a reaction or critical reflection of how you integrated the Fall Semester Goals into your teaching, including the use of assessments to help individual learners achieve mastery.

Your final Presentation should include these various pieces of evidence in a creative demonstration of the story of your learning. In narrating your story and presenting your evidence, you may choose to draw on multiple media sources including PowerPoint, Prezi, Voicethread, Animoto, Keynote, iMovie, or video-based iPad app. Or you may choose to present your learning through another engaging presentation format. Feel free to get creative and select a presentation approach that allows you to best communicate your professional learning throughout the fall semester. You will present your Story to the Level 3 faculty during the final exam week.

** The above components will be submitted to the course instructor as required in this course schedule. At the end of the semester, the entire Level 3 Critical Task should be submitted as a whole to the Chalk & Wire (CW) online portfolio system under EEC 4943 ‘Level 3 Field Experiences’ course. A rubric for the Critical Task will be shared in class.

B. We the Kids: Civics in the Early Childhood Classroom (20%) (NAEYC 1, 2, 3, 4, 5) The State of Florida recently passed legislation that requires the integration of civics education content into the language arts curriculum for all grade levels. Construct a civics lesson that is based on the Next Generation Sunshine State Social Studies Standards and align with Common Core Standards. The lesson should include a variety of grade appropriate strategies, methods, and content, but it must be based around a piece of literature. You must complete the lesson in teams of three to four students.

The project will consist of the following components: 1. Civics Lesson Plan. You will construct a civics lesson based on the appropriate grade level expectations using the Level 3 Lesson Plan Template to organize your lesson. The lesson should include the components detailed on the lesson plan rubric. 2. Implementation of the Lesson Plan in your field experience: You should take notes, collect work samples to detail the continuous teaching cycle, and gather information about the effectiveness of the instruction and how much the students learned. 3. Portfolio Documenting Your Experience: Compile the lesson plan, text complexity rubric, TPACK integrated lesson planner, and implementation documentation into a portfolio. Include a write-up, reflecting on the processes and outcomes of your teaching. The report should:  Consider the effectiveness of the decisions and strategies you employed. Look at each of the objectives you identified and make comparisons of the learners' pre and post instructional performance.  Use graphs and/or text to describe the extent to which learners met your objectives. Analyze and interpret your data in terms of both individual and

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whole-class performance. If possible, cluster performance data into meaningful groups (e.g., students who mastered objectives, students who partially mastered objectives, students who didn't master objectives) so that you can better analyze and describe your data.  Include any information you collected prior to, during, and after instruction so that comparisons can be made between pre and post instructional learner performance (e.g., teacher observations, running records, previous student work, etc.).  Based on the data, make a decision about whether your instruction was successful, partially successful, or unsuccessful in meeting the learning objectives.  Discuss challenges you faced as you taught.  Describe changes you would make in your decisions or strategies if you had the chance to teach the topic again.  Explain how you would modify the lesson to more adequately meet the needs of individual students, including different learning styles, language development, and developmental levels.  How might you strengthen connections to students’ cultural, linguistic and family backgrounds?

C. Animoto: Presenting Primary Sources in the Social Studies (10%) You will use Animoto to create a brief video to introduce primary sources to children in an elementary class. Examples of primary sources are diaries, letters, newspapers, audio/video recordings, pictures, photographs, maps, coins, stamps, paintings, graphs, birth certificates, report cards, artifacts.  Select a grade level (K-3) and review the Florida Next Generation Sunshine State Standards for primary sources to familiarize yourself with the benchmark for developmentally appropriate implementation. (See table below)  Create an account at http://animoto.com  Gather 10-15 digital photos of primary sources. Some great sites for primary resources include the Library of Congress http://www.loc.gov, National Archives http://www.archives.gov, Florida State Library and Archives http://www.floridamemory.com  Make a brief video using Animoto which includes images and music (Written/verbal narration are optional.)  Paste the Animoto link into the Blackboard Discussion folder titled Animoto. Include your name and the title of your presentation.

Benchmark Descriptor Number SS.K.A.1.2 Develop an awareness of a primary source. SS.1.A.1.1 Develop an understanding of a primary source. SS.1.A.3.2 Create a timeline based on the student's life or school events, using primary sources. SS.2.A.1.1 Examine primary and secondary sources. SS.3.A.1.1 Analyze primary and secondary sources. SS.3.A.1.2 Utilize technology resources to gather information from primary and secondary

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sources.

D. Class Participation/Weekly Quizzes (20%) Students are expected to attend, actively participate, and demonstrate a positive attitude and professional disposition during all class sessions. You may earn up to 10 points per class, for a possible total 90 points for the semester. Five points will be earned based on the grade on the weekly quiz. For the first class you will receive 5 points for completing and turning in your signed student information sheet.

9. Grading Criteria:

Assignment Percentage Assessment Method Participation/Weekly Quizzes 20 Points Animoto: Presenting Primary Sources in the Social 10 Rubric evaluation, points Studies We the Kids Portfolio 20 Rubric evaluation, points Social Studies at the Center Analysis of Classroom 5 Rubric evaluation, points Spaces Social Studies at the Center Curriculum Web 15 Rubric evaluation, points Social Studies at the Center Integrated Lesson Plan 20 Rubric evaluation, points and Reflective Teacher Inquiry Integrated Inquiry Presentation 10 Rubric evaluation, points

Course Final Grades:

Weighted Grade Grade Weighted Grade Grade 94-100 A 74-76 C 90-93 A- 70-73 C- 87-89 B+ 67-69 D+ 84-86 B 64-66 D 80-83 B- 60-63 D- 77-79 C+ Below 60 F

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Students in the Early Childhood Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. In this course the Critical Task is the Integrated Inquiry Project: Social Studies at the Center.

This assignment must be posted on the electronic portfolio (Chalk and Wire). Students must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a copy of the assignment for the instructor’s evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The homepage of the College of Education website has a link to Chalk and Wire for information about training and their help desk.

An “I” grade will only be considered by the instructor for students with otherwise excellent attendance and only for documented circumstances of the greatest magnitude that are unavoidable (usually hospitalization or immediate family tragedy). Students who find themselves in such a circumstance, should petition by e-mail – within 2 days of the precipitating event - explaining the circumstance. At that time a judgment will be made as to the merits of the petition, the kind of documentation to be submitted for verification will be explained, if necessary, and then the student will be informed of the required remedy. Judgments also take into account the overall quality of work and professional disposition.

A grade of “C-” is the minimum acceptable grade for Early Childhood Education program majors.

10. Textbook(s) and Readings:

Recommended Resources: Derman-Sparks, L, & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC. Libresco, A. S., Balantic, J., & Kipling, J. C. (2011). Every book is a social studies book: How to meet standards with picture books, K-6. Santa Barbara, CA: Libraries Unlimited. Seefeldt, C., Castle, S., & Falconer, R. C. (2010). Social studies for the preschool/primary child, 8th edition. Boston: Merrill.

Online Resources: Berson, I. R., Bennett, L., & Dobson, D. (2009). Powerful and purposeful teaching in elementary social studies. Social Studies and the Young Learner, 22(1), 31-33. Co-published in Social Education, 73(5), 252-254. Available at http://www.socialstudies.org/positions/powerfulandpurposeful Florida Department of Education. (2008). Next Generation Sunshine State Social Studies Standards. Tallahassee, FL: Author. http://www.floridastandards.org/Standards/FLStandardSearch.aspx Florida Department of Education. (2011). One Set of Standards for Florida's Four-Year-Olds. 9 Revised 08/2010 Tallahassee, FL: Author. http://www.fldoe.org/earlylearning/pdf/feldsfyo.pdf

11. Academic Dishonesty: (Use the statement below)

“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”

“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

12. Detection of Plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you pan to submit assignments to Safe Assignment, use the statement below:

The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

13. Web Portal Information: (Use the statement below)

Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm.

14. ADA Statement: (Use the statement below)

Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation

15. USF Policy on Religious Observances: (Use the statement below)

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“Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”

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ATTACHMENT I

This section is to be completed on a separate page(s) and is for the College of Education files only.

Course Prefix and Number EEC 4212 Course Name Integrated Curriculum: Social Sciences, Humanities, and Art Credit Hours 3

Briefly describe the following:

 The nature and duration of any field-based experiences. During the semester of the course students are placed in primary grade classrooms. They spend 5 weeks full-time co-teaching and translating their coursework into the field.

 Any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: instructional strategies that address various learning styles, exceptionalities, achievement levels, and other specialized circumstances. Students design an integrated lesson plan that showcases interdisciplinary connections between the social studies, language arts, and mathematics; integrate complex informational text; and include meaningful and effective uses of technology in instruction. The lesson is implemented in their field experience. They video lesson delivery, collect work samples to detail the continuous teaching cycle, and gather information about the effectiveness of the instruction and how much the students learned.

 Activities that assess the impact on pk-12 student learning. Students complete a teacher inquiry project that is comprised of the following components: Portfolio Documenting Implementation Experience: Compile the lesson plan, text complexity rubric, and implementation documentation into a portfolio. Include a write- up, reflecting on the processes and outcomes of your teaching. The report should:  Consider the effectiveness of the decisions and strategies you employed. Look at each of the objectives you identified and make comparisons of the learners' pre and post instructional performance.  Use graphs and/or text to describe the extent to which learners met your objectives. Analyze and interpret your data in terms of both individual and whole-class performance. If possible, cluster performance data into meaningful groups (e.g., students who mastered objectives, students who partially mastered objectives, students who didn't master objectives) so that you can better analyze and describe your data.  Include any information you collected prior to, during, and after instruction so that comparisons can be made between pre and post instructional learner performance (e.g., teacher observations, running records, previous student work, etc.).

12 Revised 08/2010  Based on the data, make a decision about whether your instruction was successful, partially successful, or unsuccessful in meeting the learning objectives.  Discuss challenges you faced as you taught.  Describe changes you would make in your decisions or strategies if you had the chance to teach the topic again.  Explain how you would modify the lesson to more adequately meet the needs of individual students, including different learning styles, language development, and developmental levels.  How might you strengthen connections to students’ cultural, linguistic and family backgrounds?

 Any components of the course that prepares teacher candidates in the use of technology in instruction and record-keeping. Students use Animoto to create a brief video to introduce primary sources to children in an elementary class. Technology is also seamlessly integrated into lesson plans and implemented in the field experience component of the course.

 Any components of the course designed to prepare teacher candidates to help pk-12 students achieve the Sunshine State Standards? Lesson plans are written that align with NGSSS and CC.

 How issues of diversity are addressed in this course? Indicate which aspect(s) of the course (e.g., instructional strategies and/or experiences) provide the teacher candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. (“All students” includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic origins, and achievement levels.) Students complete an Analysis of Classroom Spaces, finding out as much as they can about the students they are teaching and providing a summary of the demographic make- up of the class [See http://fcit.usf.edu/cycle/1.HTM]. In their description they include reflections on how the learning environment facilitates or challenges connections to students’ cultural, linguistic and family backgrounds. They describe how these factors inform instructional plan decisions and then embed these linkages into their lesson planning process for the Social Studies at the Center and We the Kids assignments.