ELED 380: Multicultural Education, the Constitution and Social Studies Methods for the Elementary Teacher


Spring 2017

Monday/Wednesday/Friday, 12:10-1:10

SEB 113

3 Credits

Prerequisite: EDU 312

Instructor: Kurt Johnson        

Office: SEB 116

Office Hours: T/TH 8-10 & 1-4  or by appointment

Contact Information:

txt: (808) 779-0825

email: kurt.johnson@byuh.edu  

office: (808) 675-3680

Course Materials

Required

Annenberg The Social Studies in Action Teaching Practices Library - http://www.learner.org/resources/series166.html?pop=yes&pid=1778

Recommended

Hawaii Content and Performance Standards for Social Studies Pgs. 1-91 http://165.248.72.55/hcpsv3/files/final_hcpsiii_socialstudies_librarydocs_1.pdf

Hawaii Curriculum Framework for Social Studies - http://165.248.72.55/hcpsv3/files/cf_ss_librarydocs_232.2008_librarydocs_232.6_librarydocs_232.27noblank_librarydocs_232.pdf

Optional

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, Calif.: Libraries Unlimited.


Formal Course Description

Theoretical and practical background for teaching social studies in the elementary school. Emphasis is placed on the multicultural component in the public schools. Basic principles of democracy embedded in the United States Constitution are studied with application for the elementary school population.

Informal Course Description

This course is required of prospective elementary teachers seeking the initial teaching certificate in accordance with standards established by the state of Hawaii. It uses a mixture of lecture, small group discussion, hands-on activities, and video case studies to equip the prospective elementary teacher with skills, methods and resources to teach social studies to children. But, the course is also designed to help future teachers understand the role of social studies education in the school curriculum and to become familiar with some of the problems, issues, and trends associated with it. The student will also look at teaching through a multi-cultural lens, incorporating culturally relevant examples and context to the teaching situation. At the conclusion of the course, the student should have a good grasp of the standards-based elementary social studies curriculum and should be prepared with the knowledge and skills needed to plan and implement an appropriate program in a classroom.

Too often in today’s schools, the social studies are either ignored or downplayed in favor of the “assessed” subject areas of reading, writing, and math.  However, a teacher who understands both the significance of social studies content AND how to effectively teach it can not only raise awareness of social issues and historical/cultural lessons but also help students build skills in other subject areas through integration of learning skills.  During the semester, students will also look at methods of introducing and building higher level and critical thinking skills through the study of social studies.

Students are encouraged to examine, read, and join (if desired) professional associations and journals:  The National Council for the Social Studies (NCSS) is the national professional organization concerned with social studies education. The National Council for Geographic Education (NCGE) also promotes improved teaching of social studies, especially geography.  Members of the class are encouraged to become familiar with some of the publications of the NCSS, most especially the journals Social Education, Social Studies and the Younger Learner, and Middle Level Learning.

As many US states require the teaching of the US Constitution in the elementary schools, a portion of the course will address the Constitution and teaching skills for addressing Constitutional issues in a public school.

Learning Outcomes Alignment

Course

Upon successful completion of this course the student will be able to:

Major (ELED)

Program (SOE)

Institution (BYUH)

Articulate the value of social studies education in the elementary classroom.

10

4j/k/o/p/q

2c

Demonstrate knowledge of state and national social studies standards.

1,9,12

4j/n,7g

1,2c

Plan effective social studies lessons based on established state or national standards.

3,5,9,12

3b,4n,7g

1,2c

Demonstrate knowledge of various social studies disciplines, including ways of connecting major concepts together.  

1,5

4a/j

1,2b,2c

Define and apply distinct terms associated with social studies disciplines and concepts.

1,7

4j

1,2b

Integrate the use of social studies concepts within other subjects and disciplines.

5,7

1d,5j

1,2

Use specific criteria for evaluating racism, sexism, and cultural bias in social studies textbooks and related trade books.

4,8,12

1g,2d

2a,2b,2c

Assess and select resources related to specific state or national social studies standards.

4,8,12

2f,3m,4f/g,8n/o

2a,2b,2c

Adapt learning experiences, instructional materials, and plans to learner readiness and as appropriate for diversity considerations.

2,3,7,8

1g,2d/f,3m,5p

2b

Integrate higher level and critical thinking skills in social studies lessons.

2,6,7

5o,7k

2b,2c

Understand basic principles of democracy embedded in the United States Constitution and how those principles apply to the elementary school population

1,6,10

4j,5i/l

1,2b

Elementary Education Learning Outcomes

This course meets the following Learning Outcomes for the Elementary Education Major. (https://efolio.byuh.edu/content/elementary-education-0)

Upon completing a major in Elementary Education, students will:

  1. Demonstrate literacy in basic principles and knowledge of content in the specialty area.
  2. Understand and apply basic learning theories and models in the classroom.
  3. Use student input and information from diagnosis of student learning needs to develop learning outcomes.
  4. Evaluate teaching and curriculum resources for effective use in the institutional process.
  5. Plan lessons which use authentic situations, previous learning and integration across subjects.
  6. Provide learning experiences which actively engage students as individuals and as members of collaborative groups.
  7. Create a communication-rich environment that supports and encourages language development and use.
  8. Use a variety of instructional strategies to meet the needs of diverse learners, including students of diverse cultural backgrounds.
  9. Use current curriculum standards to construct assessments, identify performance indicators, and create lessons needed to prepare for the assessments.
  10. Use effective classroom management techniques that foster positive interpersonal relationships, self-control, self-discipline, and responsibility.
  11. Use community and parent resources as an integral part of the teaching process to promote student learning.
  12. Demonstrate competency in the use of technologies available in the school setting.
  13. Work collaboratively with other professionals.
  14. Demonstrate positive dispositions (attitudes, actions, ethics, and good work habits) in line with those required for the profession.

Program Learning Outcomes

Upon completing a major in Education, students can demonstrate an understanding of these outcomes:

  1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
  2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
  3. Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
  7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
  8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

Institutional Learning Outcomes (Brigham Young University-Hawaii)

A Brigham Young University–Hawaii education prepares students for a lifetime of service by helping them develop:

  1. Breadth and depth of knowledge
  2. The thinking skills and character of a servant-leader, which are the Ability to
  1. Inquire
  2. Analyze
  3. Communicate
  1. Disposition to act with
  1. Integrity
  2. Stewardship
  3. Service


Grading


This course is designed to help you become a highly qualified teacher.  The descriptions below are intended for general purposes only.  Details will be provided in class as well as on Canvas. Please check Canvas for assignment details with associated due dates.

What

% of grade

Notes

General Assignments

25%

Major topics covered in class may have associated assignment(s), quiz(es), or project(s) to help you (and me)  determine your competency.  Please see Canvas for details and due dates.

Resource Portfolios

25%

Because the social studies include a broad range of interconnected disciplines, demonstrating an understanding of the key concepts in social studies is vital.  For this assignment, teacher candidates will create a resource portfolio for each of the main topics covered in class.  Please refer to Canvas for additional details.

Annenberg Learner: Social Studies in Action video library

25%

Because this course focuses on the methods of teaching social studies in the elementary classroom, practical knowledge is essential.  The Annenberg Learner Social Studies in Action: A Teaching Practices Library blends content and methodology as you will watch teachers and their students in K-12 classrooms across the country actively exploring the social studies. In addition to the video programs, you will explore accompanying  print guides and a Web site to better understand how to implement the National Council for the Social Studies standards into a classroom.

Tests

25%

The Midterm exam (100 points) will cover approximately one-half the course material.  The exam will be based on content from handouts, class readings, and class discussions and activities.

The Final exam (200 points) will cover the information from the entire course, including an application section which will assess a teacher candidate’s ability to adapt instructional methods in classroom settings.


Calendar (subject to change)

Standard/Topic/Theme

In Charge

Annenberg Video

Mar

6

Introduction - Think like a Historian

Dr. Johnson

8

Standards: HCPS III

Dr. Johnson

10

Standards: NCSS

Dr. Johnson

2. A Standards Overview, K-5

13

Joseph F. Smith Library: Children’s Collection

Gaylene Bopp

15

Thinking Historically

17

History: Primary and Secondary Source

20

Children’s Literature & Social Studies

Rachel

12. Using Primary Sources

22

Portfolios

Sydnee

24

Holidays in the classroom

Challis

8. Celebrations of Light

27

Kuhio Day Holiday - No Classes

29

History: Teaching w/Pictures

Kylee

3. Historical Change

31

History: Teaching w/Documents

Melissa

April

3

History: Teaching w/Video

Tavia

9. Explorers in North America

5*

History: Teaching w/Music

Herbert

7

Culture

Chanda

10

Culture

Yuki

12

Cultural Bias in Children’s Literature

Kekaila

14. Understanding Stereotypes

14

Midterm Review

Kawehi

17

Integrated Curriculum

Ema

19

Field Trips and Place Based Education

Dr. Johnson

21

Geography

Rachel

24**

Geography

Sydnee

4. China Through Mapping

26

Geography

Challis/Kylee

10. California Missions

28

No Classes

May

1

No Classes

3

Political Science

Tavia/Melissa

5

Political Science

Herbert

8

Civics

Chanda

5. Leaders, Community, and ...

10

Civics

Yuki

11. State Government and the Role...

12

Civics

Kekaila

13. Making a Difference …

7. Caring for the Community

15

Economics

Kawehi

17

Economics

Ema

19

Economics

Dr. Johnson

6. Making Bread Together

22

The Constitution of the United States

Rachel

24

TBD

Sydnee

26

TBD

Challis

Jun

29

Memorial Day Holiday - No Classes

31

Book/Movie Day

Dr. Johnson

2

Book/Movie Day

Dr. Johnson

5

Final: Monday, June 5, 2017  1:00pm – 3:50pm

*Apr 6 THU: Last day to drop  **Apr 25 TUE Withdrawal deadline


BYU-Hawaii School of Education Policy Statement(s) and Disclosure(s)


General Rationale

The School of Education advocates the development of the character traits and work ethic that will enable the pre-service teacher to perform successfully in the professional workforce. The internalization of these attributes, in addition to academic course work, into the pre-service teacher’s repertoire of “applied knowledge” is critical to their future success and a significant part of what is broadly referred to as being a “true professional.”  

Generally speaking, classes in the School of Education are constructivist, participatory, hands-on and interactive in nature and so attendance at all classes is critical.  A student cannot satisfactorily makeup missed class experiences by reading the text and talking with fellow students.  For these reasons the faculty of the School of Education has agreed upon the following standards for each course taught in the School of Education.

We trust that all students will understand the cooperative spirit with which this policy has been designed.  

Tardies

Tardy to class is defined as arriving anytime after the scheduled start of class, but not more than fifteen minutes after the start of the class.  A student tardy more than twice will have their final course grade reduced a one-time 1/3 grade reduction of ( A to A-, A- to B+, B+ to B, etc.).

Absences

Unexcused absence from class is defined as failing to arrive within the initial fifteen (15) minutes of the class hour.  A student who is absent without excusal from professor or without prior notification will have their final course grade reduced by 1/3 of a letter grade for each class hour they are absent.

Note the critical nature of this policy as it applies to blocked classes.  For example, if a student is absent on one day of a three-hour blocked class, (s)he has been absent the equivalent of one week of regular class time and will have their grade reduced by 1 full letter grade.  

University approved activities that prevent a student from attending class are exceptions to this policy, provided the student has obtained the appropriate approvals as outlined in university policy and notified the School of Education faculty member in advance of the absence.

Late Assignments

Because all assignments in the School of Education courses are important, each must be completed in order to receive credit for the course.  Late assignments received by the will be accepted and graded; however, the maximum earned mark for a late assignment will be a 70%.  

Children in Class

While we appreciate the challenges faced in babysitting when both parents are students, this situation has posed challenges for instructors and other students in classes.  In the case of emergencies, please consult your instructor if there is a need to make an exception to this policy on basically a one-time only basis.  This one-time exception should not be cause for any disruption to the regular conduct/teaching of the class  

Final Examination Policy

Brigham Young University Hawaii policy is that final exams are offered on the specific day and time as determined by the official university final exam schedule.  Students must plan travel, family visits, etc., in a way that will not interfere with their final exams.  Less expensive airfares, more convenient travel arrangements, family events or activities, and any other non-emergency reasons are not considered justification for early or late final exams.  Exceptions to this policy would include (a) university-sponsored activities which take the student away from the campus at the time of the final exam, (b) emergency situations which are clearly beyond the control of the student or (c) some other extenuating circumstance clearly beyond the scope of the student’s control that would merit a deviation from the spirit and letter of the policy statement.  In such cases, the student must submit a written letter outlining the reason(s) for an exception to the university policy to the Dean of the School of Education as soon as the situation arises.

Grades and Grading

The School of Education operates on a standards-based paradigm.  It is imperative students understand that a standards-based program means that all assignments in a course must be completed at or above the competency level.  You, therefore, need to demonstrate at least minimum competency in every graded assignment. If you do not demonstrate competency on all graded assignments, including exams, within the semester/term, you will be need to either repeat the entire course or components of the course.  

In addition, out of fairness to students who complete assignments well on the first attempt, any assignment that must be re-submitted to meet the standard will not receive a grade higher than a competency level rating.  In a standards-based program, grading is not determined by merely averaging grades.  In other words, you cannot take an “F” on one assignment and an “A” on another and conclude that you have “met” the course requirements because your “average” is a “C.”  Again, in a true standards-based program, averaging does not exist.  

The following interpretation of grades applies in our standards-based program:  

A = Exceptional Achievement

94%

4.0

Superior performance

A-

90%

3.7

B+

87%

3.3

B = Above Average Achievement

84%

3.0

Very Good performance

B-

80%

2.7

C+

77%

2.3

C = Acceptable Achievement

74%

2.0

Adequate performance

C-

70%

1.7

D+

68%

1.3

D = Unacceptable Achievement

65%

1.0

Poor performance

D-

60%

0.7

F

<60%

0.0

Failing

University Policies


The Honor Code exists to provide an education in an atmosphere consistent with the ideals and principles of the Church of Jesus Christ of Latter-day Saints.  Students, faculty and staff are expected to maintain the highest standards of honor, integrity, morality, and consideration of others in personal behavior.  Academic honesty and dress and grooming standards are to be maintained at all times on and off campus.  For specific information see http://honorcode.byuh.edu/

Discrimination:  The University is committed to a policy of nondiscrimination on the basis of race, color, sex, pregnancy, religion, national origin, age, disability, genetic information or veteran status in admissions, employment or in any of its educational programs or activities.  For specific information see the non-discrimination policy at https://policies.byuh.edu/

Title IX and Sexual Misconduct:  The University will not tolerate any actions proscribed under Title IX legislation, specifically sexual harassment, sexual violence, domestic or dating violence or stalking perpetrated by or against any university students, university employees or participants in university programs.  For specific information see https://titleix.byuh.edu/

All faculty and staff are deemed responsible reporting parties and as such mandated to report incidents of sexual misconduct including sexual assault to the Title IX Coordinator:

                                Debbie Hippolite-Wright, PhD

                                           Title IX Coordinator

                                                        Vice President of Student Development & Services

                                                        Lorenzo Snow Administrative Building

                                                        55-220 Kulanui Street

                                                     Laie, HI  96762

                                Office Phone:  (808) 675-4819

                                                        E-Mail: titleix@byuh.edu

Student Academic Grievance policy:   Students who feel that their work has been unfairly or inadequately evaluated by an instructor are encouraged to pursue the matter as an Academic Grievance by following the steps found in the Academic Grievance policy at http://catalog.byuh.edu/node/300

Disability Services:  Students with disabilities or those who are pregnant are encouraged to contact the instructor for a confidential discussion of their individual needs for academic accommodation. It is the policy of Brigham Young University Hawaii to provide flexible and individualized reasonable accommodation to students with documented disabilities or those who are pregnant. To receive accommodation services for a disability, students must be registered with the Office of Disabilities Services.

If you have a disability and need accommodations, you need to contact the Disability Officer/Coordinator at:

                        Disability Services

                        McKay 181

                        Phone:  (808) 675-3518 or (808) 675-3999

                        Email address:  leilani.auna@byuh.edu

REPORT A CONCERN: If you have a concern to report go to http://about.byuh.edu/reportaconcern


ELED 380: Multicultural Education, the Constitution and Social Studies Methods for the Elementary Teacher