University of Alberta s1

Keyano College Elementary Education

EDEL 335: Introduction to Curriculum & Pedagogy in Elementary Social Studies Fall 2017 Class Dates: Sept 11/12, Sept 25/26, Oct 2/3, Oct 23/24, Nov 6/7, Nov 27/28

COURSE WEBSITE: http://edelss335.wikispaces.com/

Instructor: Diane GallowaySolowan Office: TBA Phone: TBA Email: [email protected] Office Hours: Please feel free to drop by my office or email/call me with any questions that you might have related to your assignments. If it is essential that we meet, please do try to make an appointment 24 hours ahead of time since A Facetime/Skype session is an option if needed, but will need to be set up ahead of time. ______

The Faculty of Education is committed to providing an environment of equality and respect for all people within the university community, and to educating faculty, staff and students in developing teaching and learning contexts that are welcoming to all.

Important Dates: Add/Delete Date: September 18, 2017 50% Withdrawal Date: October 5, 2017 Withdrawal Date: December 1, 2017

Required texts: Please bring all required materials with you to every class.

 Case, R., & Clark, P. (Eds.). (2016) The Anthology of Social Studies: Issues and Strategies for Elementary Teachers. Vancouver: The Critical Thinking Consortium.

 On-line readings as indicated in course outline.

 Alberta Education. (2005). Social Studies Program of Studies, K – 6. Edmonton: Alberta Education. (Available on-line in the class wiki: http://edelss335.wikispaces.com/ **Pay close attention to instructions on the site for downloading each grade level for K-6.

Course Rationale and Description: “Social Studies provides students with opportunities to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society. Social Studies helps students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive, democratic society.” (Alberta Education, 2005: Program Rationale and Philosophy, Social Studies K-12, p. 1.)

1 Welcome to EDEL 335!

The purpose of this course is to help you develop and articulate your beliefs, understandings and skills in order to plan, teach, and assess Social Studies at the Elementary level in Alberta schools. The above quote from Alberta Education offers one rationale for Social Studies education. Throughout the course we will enter into an exploration of (1) Past and current theory on the meaning and purpose of Social Studies education, with the view to formulating a knowledgeable and informed rationale for our own practice as Social Studies teachers; (2) What we want Social Studies to look like in our classrooms and to our students, and why; and (3) The various ways in which we can make our vision of Social Studies a reality in our practice. It is my hope that this will be a collaborative process, with each of us contributing to one another’s learning.

The course will model the essential understandings and foundational principles inherent in Alberta Education’s Program of Studies for Social Studies. Our classes will utilize inquiry-based, social-constructivist, experiential, collaborative and reflective pedagogies. All of the learning experiences are designed to help you develop the skills and understandings to plan, to teach and assess Social Studies from Kindergarten to Grade Six.

Attendance  In this course, I expect professional behaviour, similar to the way you would interact with a school principal. Absenteeism should be avoided, but if you absolutely have to miss a class due to illness or other extenuating circumstances, or if you are going to be late, I expect you to email or call to let me know.  Since presence at lectures, participation in classroom discussions and projects, and completion of assignments are important components of most courses, students will best serve their interests by regular attendance. Those who choose not to attend must assume whatever risks are involved. In relation to this topic students should refer to §23.5.6 of the U of A calendar.  Students are responsible for all material distributed and/or discussed during all classes, including the classes you have missed. If you do miss a class, contact a classmate to get notes/information that you missed.  Students who are repeatedly absent may receive an email notifying them of the risks that are associated with absenteeism. Such risks include (but are not limited to): not having materials required to complete assignments, not understanding material that may be on the final exam, performing poorly in the course. The Associate Chair will be copied on these emails.

Knowledge, Skills and Attributes (for Interim Teacher Certification in Alberta):

ED EL 335 addresses the following KSA’s:  The purposes of the Programs of Study specific to Social Studies and Information Communication Technology. Students will know how to use these documents to inform and direct their planning, instruction and assessment;  The purposes of short-, medium-, and long-range planning. Students will know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They will also understand the need to vary their plans to accommodate individual and groups of students;  There are many approaches to teaching and learning. Students will know a broad range of instructional strategies appropriate to their areas of specialization and the subject discipline they teach, and which strategies are appropriate to help different students achieve different outcomes.  That student learning is enhanced through the use of home and community resources. Students will know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning. (Source: Alberta Education. (1999). An integrated framework to enhance the quality of teaching in Alberta.)

2 Professionalism  Attendance: Please see note above regarding my expectations in this regard.  Disruptive behaviour: To ensure a positive learning environment for all, please make sure that your actions do not disrupt the instructor or other students in the class.  Arrive on time and prepared for class. Chronically arriving late/or leaving early is distracting and detrimental to your success in this course.  Please turn off all cell phones. Texting/calling/checking for texts/calls is not permitted during class time.  Listening to the instructor and other students during lectures and class discussions are vital to your learning success in this class. Please refrain from off-task conversations that disrupt the learning of yourself and others.  According to the Code of Student Behaviour (30.4.3(1a), students who are disruptive may be asked to leave.

 ATA Code of Professional Conduct: Students enrolled in the Faculty of Education are bound by the ATA Code of Professional Conduct (Code of Student Behaviour 30.3.3(1)). In brief, pre-service teachers:  should conduct themselves in a manner that respects the dignity and rights of all persons  should treat other students with dignity and respect and be considerate of their learning circumstances.  should not undermine the confidence of their classmates in other instructors.  should meet with the instructor in private when questioning professional competence, including methods of instruction or grading issues.  should act in a manner which maintains the honor and dignity of the profession.

Faculty & University Policies The Faculty of Education is committed to providing an environment of equality and respect for all people within the university community, and to educating faculty, staff and students in developing teaching and learning contexts that are welcoming to all.

Equity Statement and Inclusive Language Policy The Faculty of Education is committed to providing an environment of equality and respect for all people within the university community, and to educating staff and students in developing teaching and learning contexts that are welcoming to all. The Faculty recommends that students and staff use inclusive language to create a classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, race, sexual orientation, and ethnic backgrounds.

Code of Student Behaviour and Academic Integrity The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. Additional information regarding student rights and responsibilities under the Code of Student Behaviour can be found online at: http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehavi our/COSBIndividualHyperlinkedSections.aspx Additional information regarding academic integrity and plagiarism can be found at: http://www.osja.ualberta.ca/en/Students.aspx 3 Specialized Support and Students with Disabilities Students who require accommodations in this course due to a disability affecting mobility, vision, hearing, learning, mental or physical health are advised to contact Specialized Support and Disability Services, University of Alberta campus, 2-800 Students’ Union Building, 780-492-3381 (phone) or 780-492-7269 (TTY).

Deferred Exams: A deferred final examination is a privilege extended to students meeting the criteria listed in Section 23.5.6(1) of the University of Alberta Calendar. Instructors are not allowed to make alternative arrangements for exams, except in the case of students who are registered with SDSS. All other students must speak with a representative from Undergraduate Student Services regarding a deferred exam.

Standards for Written Work Written work is expected to meet professional standards of spelling, grammar, punctuation and neatness expected of a teacher. Marks will be deducted for poor attention to written work. If your written work does not meet acceptable professional standards, you may need to seek extra help via writing support via the College.

Plagiarism: If you didn’t write, invent, create or think it, you’d better cite it! “No student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study.” [University of Alberta, General Faculties Council, Section 30.3.2]

Students should be particularly careful when working in groups, especially if using another group member’s ideas. Proper attribution should be noted on the assignment. It is the student’s responsibility to inform her/himself about the penalties that may be imposed if plagiarism is suspected or confirmed. Be proactive: If you’re not sure if you’ve plagiarised, check with someone who can help you before handing in your assignment!

Information on plagiarism and related issues is available on-line at http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633#38363

For some interesting websites on plagiarizing see:  How Not to Plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize  On Plagiarism: http://www.netknowhow.ca/NKHPLoverview.html  U of A Libraries Guide to Plagiarism and Cyber-Plagiarism: http://www.library.ualberta.ca/guides/plagiarism/index.cfm

For information on how to properly cite sources:  http://www.library.ualberta.ca/guides/plagiarism/handouts/index.cfm  http://owl.english.purdue.edu/owl/resource/560/01/

Recording in the Classroom and Gymnasium Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s). *****************************************************************************************

Course Overview & Goals:

4 Readings, class activities, and assignments are designed to prepare pre-service teachers to:  articulate a conception of Social Studies, including an understanding of the purpose and goals of Social Studies education.  critically and thoughtfully engage with the Alberta Social Studies Program of Studies (curriculum document).  plan teaching experiences which reflect educationally sound goals, grounded in the Social Studies curriculum.  be familiar with approaches for helping students engage critically and thoughtfully with Social Studies content.  be familiar with a variety of instructional strategies which can be used to attain Alberta Social Studies learning outcomes.  be familiar with instructional resources commonly used with the Alberta Social Studies program and assess their appropriateness for program goals and student needs and interests.  be able to find, create and build an inventory of alternate sources appropriate for the Alberta Social Studies program.  develop and apply authentic assessment strategies in ways that enhance learning.  be familiar with strategies for the infusion of technology as a mind tool throughout teaching and learning experiences; articulate the meaning of digital citizenship.  begin to think about how you might teach for and about diversity.  build a community of inquiry within the social studies classroom.

General Course Expectations Success in this course is contingent on timely completion of readings and assignments, active participation in class, and regular attendance. Interaction with your peers and instructor contributes to developing a community of learning and practice, encouraging collaborative, collegial attitudes and habits. Please treat your instructor and all class members in a respectful and dignified manner. Teaching involves a range of professional and pedagogic obligations and responsibilities including being well-prepared, punctual, and attending class regularly. Please do not schedule appointments that conflict with this course. Attendance will be taken at the beginning of each class day.

Course Assignments and Evaluation

Since this is a compressed course, it will feel like you are always working on an assignment. It will feel that way because it will be true. Please ensure you have adequate time to devote to your assignments because extensions will not be possible (except in very extreme circumstances). You will need to stay up to date with assigned readings as these are directly related to the assignments for this course. Just like driving through a small town – if you blink, the course will be over!

Student assessment will occur in a variety of ways. Students will complete 1 short written assignment, 2 major assignments, 2 in-class presentations, and 2 reflections on applying course content, concepts and skills. All of these will contribute to the final mark. All assignments submitted for evaluation should have been completed for this course and not recycled from any other source.

All assignments should be produced using computer programs and applications using 12 point/Times New Roman font. (Please note that I CANNOT open Microsoft Works file extensions (.wps). Almost every other file extension is fine: .dac, .docx. .rtf, .pdf )

NOTE: You may complete both major assignments individually OR in pairs, HOWEVER, if you choose to work in pairs, please understand clearly that both students in the group will receive the same mark, except for any portion of that assignment that may be designated as ``individual``. You will need to endeavour to work cooperatively, and strive to resolve any issues that may arise during group work early on. This is a real 5 situation in that teachers are often asked to work together on special projects therefore it is vital that you begin this practice now. If you are unable to resolve your issues early on in the assignment, please see me immediately!

WORKING IN PAIRS: Each person is responsible for the finished product and therefore EACH PERSON in the group has a responsibility to ensure that the project is complete, and that no errors have occurred. Each person has a responsibility to check the project for spelling and grammar mistakes, overall cohesiveness of the project, proper citing of resources and that no plagiarism has occurred. Once you put your name on a project, you are responsible for its contents. Remember to do your part.

Assignments and Evaluation

Student assessment will occur in a variety of ways. Students will complete 1 short individually written assignment, two major assignments, 2 short in-class presentation and 2 one-page reflections related to course assignments and course content. All of these will contribute to the final mark. All assignments submitted for evaluation should have been completed for this course and not recycled from any other source.

Please ensure you have adequate time to devote to your assignments because extensions will not be possible (except in very extreme circumstances). You will need to stay up to date with the assigned readings as these will are directly related to all of your assignments.

**PLEASE DO ALL ASSIGNMENTS IN 12 PT, TIMES NEW ROMAN FONT**

Due Dates and Weighting of Assignments (description follows):

ASSIGNMENT DUE DATE WEIGHT

1) Philosophy of Teaching Social Studies September 25/17 (Ind.) 10% (maximum 2 pages double spaced)

2) Complete Unit Plan Overview (includes: a, November 28/17 b, c, d below) (Final Version of A,B,C,D) 40% a) Unit Plan Rationale October 2/17 (draft version) (Ind. or Pair) b) Assessment Indicators October 3/17 (draft version) c) 8-10 Mini-lessons d) 1-page Reflection on your experience of applying the course concepts/skills to your Unit Plan Assignment

3) Evaluation of Teaching Resources November 6/17 25% (Ind. or Pair) 4) Resource Fair Display & Sharing Hand-out November 6/17 10% (in-class presentation) (Ind. Or Pair) 5) Concept Teaching Mini-Lesson (in-class November 7/17 10% presentation) (Ind. Or Pair) 6) Philosophy of Teaching Social Studies Reprised: 1-page Reflection on what still November 28/2017 (Ind) 5% resonates, what has changed in your thinking since the beginning of the class that you wrote for Assignment 1 about your philosophy of teaching Social Studies.

6 100%

Final grades will be calculated using the Absolute Grading System (see details that follow).

Please note: Paper copies of assignments 1, 2(a & b), 3,4 & 5 should be submitted at the beginning of class on the due date. Assignment 2 (Complete Unit Plan Overview & 6) will be submitted online. Details on how to do this will be provided during the course. Late assignments will only be accepted upon prior approval of the instructor, but will be subject to a penalty of 5% per day late. The instructor may consider an extension if notified within 48 hours of due date and appropriate documentation (e.g., medical note) is provided.

Expectations for Course Work !! Clear and effective writing is a key part of professional pedagogic practice. You are expected to demonstrate a sound command of English grammar. While specific marking criteria will be given for each assignment in this course the general criteria for all assignments is as follows:

Analysis: development of a coherent, logical, balanced analysis leading to reasoned conclusions; Content: mastery of relevant material and ability to apply material to particular situations; Clarity: precision in identifying key concepts and in developing your position; Effort: indication that there is a conscious, sustained, earnest attempt to achieve a particular direction/outcome Diction: professional tone and standard language usage.

ASSIGNMENT #1: Value 10% DUE: September 25/17 Unit Plan Personal Philosophy of Teaching Social Studies

REQUIREMENTS: (Completed INDIVIDUALLY) Assessment: Summative. This means the mark you receive for this assignment is the final mark for this portion.

Based on course readings and your own personal experiences, describe/explore your personal philosophy of teaching social studies. Think about what purposes for teaching social studies resonate with you the most and why? What kind of social studies teacher do you want to be? What are your short/long term goals as a social studies teacher? Support your thinking/ideas/discussion with references made to the course text readings related to this topic. You may also reference other material you deem appropriate. Remember to please use appropriate APA style for references.

**Keep in mind that you will return to this initial assignment at the end of the course and will be required to reflect on what has changed in your original thinking.

ASSIGNMENT #2: Value 40% Complete Unit Plan Overview: Part A,B,C,D 7 (Complete Individually or in Pairs)

NOTE: Due Date for submission of Draft version of Part A: October 2/17 Due Date for submission of Draft version of Part B: October 2/17

**This assignment has been broken down into 4 smaller (and hopefully more manageable!) pieces. The work on the unit plan assignment is cumulative. That is, each part builds on the next.

Parts A & B of this assignment are initially completed as in-class work submitted for formative evaluation by the instructor. You will have the opportunity to revise these pieces for final inclusion in the Complete Unit Plan Overview.

Part A: Draft Unit Plan Rationale: Due October 2/17

This work precedes the development of your overall unit plan. Assessment: Formative. No mark will be assigned when this work is initially submitted. You will receive comments and suggestions from the instructor on how to proceed/improve, etc. this piece of the overall unit plan assignment. NOTE: Students are required to resubmit this piece along with the final good copy of your Unit Plan Overview assignment. Your final good copy should reflect revisions, etc you have made based on the feedback you received from the instructor on your draft copy. The final version will be reassessed and graded in conjunction with your overall unit plan.

A template for drafting your unit plan rationale will be provided in class for you to complete the following from a-f: a) Select a grade for the unit plan that you will work on throughout the course b) Describe the central or “big” ideas for the grade you have chosen – what is the purpose and intent of the grade? (See the Big Ideas reading for hints.) c) Cluster learning outcomes from the Program of Studies to form a cohesive unit of study (you will be given a cluster template in class to use for this piece) d) Identify ONE overarching “essential question” which will guide students’ inquiries during the unit (try to write this in “kid friendly” language) e) Identify the “enduring understandings” for your unit (these are based on the big ideas and learning outcomes you “clustered” in (c) above) (again use kid-friendly language). f) Finally, explain (3 pages single-spaced) Consider what you have identified from a) to e) above and use provide a written explanation of how your proposed unit is consistent with the principles and goals of the Front Matter of the Social Studies Program of Studies. (ie. What strands will be the central focus? What dimensions of thinking will be developed? How will your unit contribute to the core concepts of citizenship and identity? etc) g) *Team Records if working with a partner.

Part B (Individual/Pair): DRAFT Assessment Plan for your Unit (approximately 1-2 pages)

DUE: End of Class October 3/17

Assessment: Formative. No mark assigned when initially submitted. Students are required to re-submit this draft assessment plan along with the final good copy of your Unit Plan Overview assignment.

When completing your final unit plan, please include assessment strategies/criteria for each lesson’s outcomes. You are free to use any that you developed in the Draft Assessment planning assignment as well

8 as any additional ones you feel are necessary for the success of your unit plan. It will be reassessed and graded in conjunction with your overall unit plan.

NOTE: A template will be provided for you to complete the draft assessment plan:

A. This assignment will be done in-class and will be your draft assessment plan for your unit. Remember, in the “Backwards Design” approach to planning, assessment is thought of first and is used as a planning tool. You will need to develop a) valid indicators - acceptable evidence that students have achieved a specific learning outcome (pg. 301 of class text) b) authentic assessment strategies - (see pgs. 307-314 of class text) select strategies that you will have students engage with to show evidence that they have grasped the concepts/outcomes your unit is trying to achieve c) criteria for assessment- decide what will be the acceptable benchmark/standards a student must reach for each of the outcomes in your unit (pg. 303 class text). NOTE: For the purposes of this assignment you will need to identify 2-3 criteria for each assessment strategy selected.

Final Unit Plan Overview Assignment (page length will vary) NOTE: Parts A, B & C make up your Final Unit Plan Overview. Assessment: Summative. A final mark will be assigned when submitted

A template(s) will be provided for you to complete the following mini-lessons: Individuals and/or pairs are required to create a unit composed of 8-10 “mini-lessons” that complete a unit of study for your choice of grade. The unit should have a clear beginning, middle and end. The lessons should be linked to one another. You are required to include the following components in each lesson:

a) lesson objectives (based on learning outcomes from POS) b) learning experiences/activities c) resources you intend to use (remember you can draw from Assignment 3:Evaluation of Teaching Resources for these!) d) assessment strategies and criteria for evaluation for each outcome for each lesson!

Your unit must show evidence of engaging students in critical thinking of the topic under study. For example, you may include an additional (9th or 11th) lesson for student presentations or other assessment, but the previous lesson (eg. lesson 8 or 10) must synthesize the major ideas of the unit. (In other words, the unit can end with the method you chose to evaluate your students, but the lesson before the evaluation must successfully bring the unit to a close). Like a good story, movie or lesson plan, a good unit plan has a clear beginning, middle and end. Your unit overview should also demonstrate this.

**In the unit plan overview you must also:  *Incorporate at least two of the teaching approaches we have explored during the term: eg. concept teaching, skills, historical thinking, etc. Label the lessons that you feel incorporate these teaching approaches.  *Include several of the teaching ideas or activities (jigsaw, using maps, using primary sources, etc) that we have explored throughout the term  *Include a minimum of 1 to 3 technology related outcomes (indicated by a > in POS).

Remember that you will have already done much of this work in the earlier draft assignments. You may find that you want to `tweak` your assessment ideas and resources based on the feedback you have received to this point, but the good news is that you won`t need to start from scratch!

9 NOTE: the final product that you submit should include your original draft copies& a final good copy of each of the following:

1. INDIVIDUAL /PAIR: Unit Plan Rationale Map/Statement (Part A) 2. INDIVIDUAL/PAIR: Assessment Indicators in each lesson (Part B) 3. INDIVIDIUAL/PAIR: 8-10 mini lessons (Part C) which include: a) Lesson objectives (based on learning outcomes from POS) b) Learning experiences/activities c) Resources (you will be able to draw on Part C & Assignment 2 for these.) d) Assessment strategies – to be included in each lesson! **Team Record if working in pairs

It is my intent to discuss assessment criteria for this course with you. However, I realize that it is important to have a baseline or place to start, so these are some of the criteria that will be used to assess this particular assignment. We will discuss these and any others you raise and I will confirm the final criteria before the assignment is due.

Unit Plan Overview Assessment Criteria Unit Plan Topic Expressed as an essential question; will focus students and help to engage them in learning Rationale Clearly explains purpose and value of the unit (written section). All areas of rationale (as identified in the assignment description) are included. Appropriate provincial learning objectives are identified. Unit plan reflects and is consistent with rationale. Enduring Understandings/Outcomes Clearly stated, comprehensive (do they provide adequate direction for the unit?) and worthwhile. Refer to what students will learn rather than what they will do. Related to prescribed learning outcomes identified in rationale. Lesson Objectives All objectives are relevant to attainment of overall unit goals. Specify the intended outcome rather than the activity. Clearly stated, worthwhile. Appropriate for age/grade of student.

Teaching Approaches & Activities (Learning experiences) Would achieve unit objectives and unit goals. Clearly described. Varied and stimulating. Use a variety of teaching approaches such as: situated learning, historical thinking, concept teaching, etc. Lesson plans include various student activities intended to engage them in a thoughtful and critical manner. Focus on higher-order learning (e.g., Bloom’s Taxonomy, Multiple Intelligences) Resources Included in each lesson. Students encounter a variety of resources, apart from their text. Appropriate to activities, student age/development, lesson objectives and unit goals.

Development of Unit Opening lesson is motivating and establishes unit purposes. Sequence of activities is logical (prerequisite understandings and skills are taught at the appropriate times). Lesson plans are grounded in the principles of constructivist teaching, Backwards Design, Powerful Social Studies and incorporate the needs and learning styles of diverse learners. Final lesson effectively provides closure to the unit. Assessment A specific assessment strategy is included in each lesson. Assessment strategies measure and are directly related to lesson objectives. Provides sufficient information to accurately judge student achievement of objectives. Uses appropriate criteria to provide the grounds for judging quality. Supports learning. Provides valid indication of learning. Varied. Some attempt made to include students in the assessment 10 process. Overall Does the unit show evidence of understanding of EDEL 335 course content? In what ways were course ideas synthesized, extended or applied? Overall cohesiveness of unit, professionalism, use of correct referencing procedures.

ASSIGNMENT #3 Evaluation of Teaching Resources (Individual/Pairs – same pairs throughout course) Value: 25% Assessment: Summative DUE: November, 6/17

In same pairs as Assignment 1, students will investigate, select and evaluate relevant resources for the unit of study they are creating for Assignment 2. Page guidelines are included below but the required attachments will be extra. This assignment will receive a Summative evaluation at the time of submission.

Project Components:

A. 1 - 2 pages single spaced (Instructor will provide samples of format for this assignment)

Include an introductory page identifying your unit’s essential question and the Prescribed Learning Outcomes from the Alberta Education Social Studies Program of Studies that your group has chosen. You should explain how the selected resources will help your students attain the particular outcomes your group has selected as well as help them reflect/engage with the essential question you’ve developed for your unit.

B. Required Resources– You must select *5 *resources from the following list to include in this assignment. It would be wise to select resources that support your Overall Unit Plan Assignment/Grade Level that you are working on. You will be introduced to a variety of resources throughout the course as well as during two classes dedicated to investigation of available print and web resources that support the Alberta K-6 Social Studies Curriculum.

1. Student (text) book segment – readability, layout, visual appeal, inclusion of key information, appropriateness of activities. Include a copy of a relevant short segment (max 3 pgs) of the textbook. 2. Teachers`guide (you can use any of these: Portion of a teachers`guide (does not necessarily have to be the Teachers’ guide to the student textbook) from a publisher, or school district supplementary material, etc.) – description, assessment of usefulness of suggested teaching and assessment strategies. Include URL or a copy of the relevant pgs/section reviewed (max 3 pgs). 3. Piece of children`s literature – description, explanation of why it is appropriate to the unit. Include a relevant excerpt from the selected resource. Be sure this is a literary resource, ie. a picture book/chapter book, etc.) 4. Web 2.0 resource – explanation of what it is and why it is appropriate to the unit. Include a link to the software or Web 2.0 site. 5. Data document (map, chart, graph, etc.) – explanation of what it is and why it is appropriate to the unit. Include a copy of the document.

11 6. Visual document (drawing, photograph, painting, primary document, etc.) – explanation of what it is and why it is appropriate to the unit. Include a copy of a relevant excerpt from the document. 7. Video, DVD, or Music CD– provide a description and an explanation of why it is appropriate to the unit. Include if possible, if not, indicate where it can be located/ or a copy of the cover/case, etc. 8. Online Reference Centre Database (from ORC/Learnalberta.ca) appropriate for your grade/unit and include the URL and one printed page from the resource relevant to your unit. 9. Field Trip – Locate and identify all details necessary to carry out this field trip for students. It must be highly relevant to the unit of study in your unit plan. You should include arrangements for booking, description of the site, aims of the organization, activities at the site, materials provided by the organization (a copy/link to these materials should be included in your evaluation), an explanation of why the suggested field trip would be appropriate for your unit. Ideally you as the teacher would visit the actual site before including it in a unit plan, however this may not be possible given the circumstances of the course. Therefore, please make every effort to include as much detail as possible to ensure this is a legitimate trip site and highly correlated to the unit of study you have planned. Can be a virtual field trip! 10. Guest Speaker – arrangements for booking, purpose & focus of the presentation, speaker’s perspective on the topic, explanation of why the speaker is appropriate to the unit. Include contact information. Can be a virtual guest speaker.

**Whatever resources you select for this assignment, you must include:  Title page for the assignment  Overall Introductory page – identify your essential question again and include your learning outcomes clusters. Be sure to explain how the resources you have selected will help your students attain these outcomes and answer your unit’s essential question?

 Use a separate page for each resource and attach any supporting documentation required. This is one possible way to organize the information for each resource. Other options will be provided in class. o Title of resource at top of page o Full bibliographic information for resource (use APA style) whenever possible. o Critique of resource – Write a paragraph (or so) evaluating the resource in an analytic sense, not a negative one), referring to the readings we have done on how to assess resources. For instance, even though it may be appropriate to use for the topic and specific outcomes for the POS your group has selected, it may still have weaknesses and omissions that teachers need to be aware of. These will be important to highlight (even in a brief way). Include all specific information requested in assignment description. o Identify Specific teaching suggestions – how would you use the resource in this unit? Be as specific as possible. Saying you’d “use it in group work”, or “for research” is not specific enough.

 Ensure that you reference your material correctly. Avoid plagiarism. Check if you are not sure.  If you have cited/referenced any course readings throughout your assignment, attach a separate bibliography at the end.

*Resource Assignment Assessment Criteria

 Is all the information provided? 12  Are the resources suitable for attainment of the learning outcomes from the appropriate Program of Study?  Is there a clear and reasonable explanation of how the resources are appropriate to the selected learning outcomes?  Are they suitable for students at the grade level indicated?  Are suggested teaching approaches clearly described and worthwhile?  Is a thoughtful critique provided?  Is the finished product cohesive, polished and of professional quality?

Assignment #4 In-Class Resource Fair Hand-out/Display Value: 10% Assessment: Summative DUE: November 6/17

As an extension of the Resource assignment you have just completed, you will need to identify 2 of the resources you selected that you feel most worthy of sharing with the class. As per the course schedule we will have an in-class “Resource Fair” during which you will be required to set up a small display that includes the 2 resources you selected and a one-page handout to share with your classmates (can be printed on both sides /enough copies for the whole class to take away) that includes information on how to locate the resources, 2 specific strengths of each resource based on the evaluation criteria we have used in class and 2 specific teaching suggestions for using the resource with students that includes Grade Level and a Specific Learning Outcome from the POS. This assignment is primarily focussed on providing an opportunity in class to share and discuss your findings with fellow classmates. I intend to speak with you in class prior to this assignment about detailed expectations and will provide you with a short evaluation rubric well ahead of time.

Assignment #5 Concept-Teaching Mini-Lesson Value: 10% Assessment: Summative DUE: November 7/17

Concept teaching is a very important aspect of any Social Studies Unit Plan. For this assignment please refer to Chapter 8 of our class textbook for additional information in creating your mini-lesson. In keeping with your selected grade level and learning outcomes for your Unit Plan, select one concept you feel is integral for your students’ thorough understanding of the Unit content. Consult your POS/Grade Level as well in this selection. Once you have decided on the concept you would like to teach, create a one-page summary of how you would approach teaching the concept to your students. Be prepared to briefly share orally with the class your plan, along with any challenges/creative inspirations you may have encountered. An evaluation rubric for this assignment will be provided well in advance of your presentation date. Presentations should be approximately 5-8 minutes in length. Please hand in your one-page summary to the instructor at the end of your presentation. Please consult the accompanying Course Schedule for presentation dates.

Please include the following in your presentation:

13 1) Grade Level and concept you selected and why you chose it. 2) Identify what you feel are the key attributes of the concept. 3) State whether the concept is a) concrete or b) relational or c) abstract. 4) Create a list of 5-6 relevant examples & non-examples for students to consider. 5) Design an activity for students that will help them to apply their understanding of the concept in a meaningful context and use this activity to teach your classmates this concept.

Assignment #6 Philosophy of Teaching Social Studies Reprised Value: 5% (Summative) DUE: November 28/17

For this assignment, please re-visit Assignment #1: Personal Philosophy of Teaching Social Studies from the beginning of this class and submit a 1-page single spaced reflection on which pieces of your philosophy still resonate for you, but also consider what has changed in your thinking about your philosophy given what we have discussed and read during your time in EDEL335. If you feel much the same as when you initially wrote, explain why this is so and include examples that illustrate your thinking. What do you still wonder about going forward? What might be your biggest challenge once you are actually teaching based on our experience in this class? Again I expect to see references to the course text or readings included in this reflection, or any other material you deem appropriate to include. ** Please submit this assignment along with your Unit Plan Overview on November 3/2016.

14 DEPARTMENT OF ELEMENTARY EDUCATION INTERIM GRADING POLICY

In accordance with university policy, instructors in courses offered by the Department of Elementary Education may use the absolute measures system, the distribution system, or a combination of the two for calculating final course letter grades. In the Absolute Grading System, students attain their letter grade on the basis of the absolute raw score total they have earned through completion of the course. Under the absolute measures system, the instructor determines ahead of time how raw scores will be converted to grades. Under the distribution or relative scoring system, the instructor determines the final grade based on the distribution of scores achieved by all of the students in the class. If a distribution system is used, the conversion is at the discretion of the instructor; specific patterns of distribution are not mandated by the university. Under this arrangement a score of 65% may be a letter grade other than C depending upon the score distribution of other students in the class. Under the combination system, the instructor uses a combination of absolute achievement and relative performance in class to determine course letter grades. Instructors are required to announce at the beginning of the course the manner in which the official University grading system is to be implemented in the course.

A+ exceptional performance with respect to course learning objectives; exhibits original, creative thinking and demonstrates a capacity to analyze critically and synthesize information. A excellent performance combined with strong evidence of critical thinking. A- excellent performance with respect to course learning objectives. B+ very good achievement of course learning objectives B good to very good achievement of course learning objectives B- good achievement of course learning objectives C+ satisfactory to good achievement of course learning objectives C satisfactory achievement C- acceptable achievement but somewhat less than the normal expectation of course learning objectives D+ poor achievement with respect to course learning objectives D minimal pass F unsatisfactory performance and considered a failing grade

The following class means and medians were recommended in the 2010-11 academic year. They are presented here for information purposes only: 15 3rd Year 4th Year Mean 3.00 3.11 Median B B+

16 The course outline acts as an agreement between the student and the instructor regarding the details of the course. Circumstances might develop, during a term, where a change to the course outline, as set out in the University Calendar, made sense to all concerned. Such changes shall only occur with fair warning or general class consent. Policy about course outlines can be found in the University Calendar