University of Prince Edward Island Faculty of Education ED 456G Intermediate / Senior Social Studies I (3 credits) Spring/Summer 2014 Course Syllabus: Instructor: Casey Burkholder, Faculty of Education. Class time: Mondays and Wednesdays, (June 11th – July 16th). Class location: MH 417. Office hours: Please contact the instructor by e-mail to set up an appointment. Email: [email protected] Course Description: This methodology course is intended for pre-service intermediate and senior school teachers to begin to think about the practice of teaching social studies in PEI, inclusive of: Canadian studies, history, economics, geography, global studies, law, and citizenship education. The goal of this course is to encourage students to become reflective and inquisitive secondary educators, by investigating historical ideas and moments, notions of law, economy, and citizenship, and geographical places and spaces as explored in the PEI intermediate/secondary social studies curriculum. As described on the UPEI website, “this course promotes dynamic teaching methods and inclusive approaches to inspire learners in grades 7-12 and to elevate the quality of teaching and learning through Social Studies at the Intermediate/Senior levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning” (see: http://www.upei.ca/programsandcourses/bachelor-education). 1 Learning Outcomes In ED 456, learners will understand: • That they should have a clear sense of the diversity of courses that make up Social Studies curricula within PEI, inclusive of: Canadian studies, history, economics, geography, global studies, law, and citizenship education. (K) • Students will have an understanding of the six concepts of historical thinking (see below). (K) • The needs of learners and how their well-being and progress are influenced by a range of factors including but not limited to development, socio-economic background, religion, culture, gender, politics, sexual orientation, and language. (K, 2) • The research-base of the key concepts and content of their discipline(s) and the related effective instructional methods and strategies. (K, 6) • A variety of teaching approaches, methods, and strategies that support and respond to diverse learners. (K, 13) • A range of instructional approaches, methods, and strategies to establish a safe and engaging learning environment. (K, 14) • The current and emergent technologies and resources as they apply to teaching and learning. (K, 15) • Learners will act as historians and geographers, and will be asked to use a variety of techniques and tools to develop their own personal histories, and make sense of the present. (S) • Use current and emerging technologies effectively to present and deliver content, communicate with others, conduct research, present and manage information, and keep records (S, 4) • Plan well organized, developmentally appropriate lessons/units of study that clearly identify how intended learning outcomes will be achieved by each learner and assessed (S, 7) • Use a variety of teaching methods/approaches including, but not limited to, co-operative learning, direction instruction, inquiry-based learning, Socratic dialogue, and experiential learning. (S, 9) • Access, modify, create, and use a variety of assessment methods appropriate to the learning outcomes. (S, 23) • Reflecting critically on their responsibility for improving their professional practice, their programs, and the profession. (A, 5) Six Concepts of Historical Thinking Seixas and Morton (2013) have articulated that there are six key concepts that are involved in historical thinking: 1. Historical significance 2. Evidence 3. Continuity and change 4. Cause and consequence 5. Historical perspectives 6. The ethical dimension 2 Our course will keep these concepts in mind, and examine these ideas through a variety of methods for the social studies classroom. Ultimately, Seixas and Morton (2013) ask a number of questions that we will work through during the course. Some of these questions include, “how do we decide what is important to learn about the past? How do we know what we know about the past?” and “how can history help us to live in the present?” (p. 4). We will address these queries within the context of teaching methods for the social studies classroom. Required Readings and Viewings • This course requires a great deal of learner engagement. Course readings are complemented by viewings of online materials. The course uses resources that are open-access: students will be expected to read the online articles, and resources (inclusive of: films, digital stories, soundscapes, videogames, etc.). Links to articles and online resources will be found in our course’s Moodle site. • The course articles and digital resources are found in each week’s breakdown (below). ** Participants will be expected to download the curriculum guides as needed for this course. See Appendix I. Class Expectations As this course focuses on methodological concerns (i.e.: how to teach), students will be expected to show what they are learning, and to work collaboratively to create materials that will be useful when you get into the classroom. Regular practice will consist of a lecture, some small group work, large- group discussions, in-class activities, and individual writing tasks. Multiple modalities will be used and encouraged throughout the class to foster discussion, and add to the readings that we have completed. Participants, for their part, are expected to have read the necessary chapters, articles, and have viewed the online materials before coming to class. I also expect that students will be active participants (reading, writing, speaking, and engaging with peers). Respectful exchange, professional behavior, and courtesy are required in this course. I look forward to engaging in respectful debate about the relevant concepts, notions, geographic locations, historical actors, events, and periods, as well as items relative to citizenship education that emerge throughout the semester. 3 Class Schedule **NOTE: The schedule below provides a course outline, however the materials, readings, and themes are subject to change. Date CLASS CONTENT AND RELATED ACTIVITIES Class Topic: Beginnings 1 • Review of course syllabus. • Introductory comments: exploring our assumptions about history, geography and Weds., citizenship. June • Organizing mini lesson presentations (For: classes 2-9). 11th Required Readings • Course Syllabus. Class Topic: Knowing Me, Teaching You: Personal Histories 2 • Teacher reflexivity. • Auto-ethnography (using the self as the site of research). Monday, • Collecting historical information, and inquiring about the self. June • Curriculum focus: Grade 7 Social Studies. 16th Mini Lesson Presenters: Name: __________________________ Topic: __________________________________ Name: __________________________ Topic: __________________________________ Name: __________________________ Topic: __________________________________ Required Readings and Viewings • Seixas, P., Fromowitz, D., and Hill, P. (2002). History, memory and learning to teach. Encounters on Education, 3, 43-59. • Dorfman, A. (2012). Flawed. Toronto, ON: The National Film Board of Canada. Retrieved from: http://flawed.nfb.ca/#/flawed • Department of Education and Early Childhood Development. (2014). Grade 7 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026675&lang=E ASSIGNMENT # 1 (DUE between classes 2 – 9) – 30%: 10 Minute Mini Lessons These mini-lessons are meant to be delivered during class time (and done individually). Your mini lesson should be for the grade-level that we are targeting during the class that you have chosen. (Ex: students who opt to give their mini lessons during class 2 would prepare something on the theme ‘personal histories’ for students in a grade 7 social studies class). Class Topic: Family Histories 3 • Linking to historical themes through family histories. • Understanding, synthesizing, and exploring our migration stories. Weds. • Methods of inquiry: data collection and modes of interpretation. June • Exploring migrations, and where we have lived. 18th • Curriculum Focus: Grade 8 Social Studies. 4 Mini Lesson Presenters: Name: __________________________ Topic: __________________________________ Name: __________________________ Topic: __________________________________ Name: __________________________ Topic: __________________________________ Required Readings and Viewings • Vazir, N. (2006). Reflection in action: Constructing narratives of experience. Reflective Practice: International and Multidisciplinary Perspectives, 7(4), 445-454. • Watch: Obomsawin, D. (2006). Here and there. Toronto, ON: The National Film Board of Canada. Retrieved from: https://www.nfb.ca/film/here_and_there. • Watch, Read and Experience: Hobbs, A. (2013). The Last Hunt. Toronto, ON: The National Film Board of Canada. Retrieved from: http://thelasthunt.nfb.ca/#/thelasthunt. • Department of Education and Early Childhood Development. (2014). Grade 8 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026711&lang=E Class Topic: Geographies: More than Colouring Maps 4 • Thinking about geography, and our connections to the land. • Geography, traditions, and lifestyles. Monday, • Adapting