ELED 380: Multicultural Education, the Constitution and Social Studies Methods for the Elementary Teacher
Prerequisite: EDU 312
Instructor: Kurt Johnson
Office: SEB 116
Office Hours: T/TH 8-10 & 1-4 or by appointment
txt: (808) 779-0825
office: (808) 675-3680
Annenberg The Social Studies in Action Teaching Practices Library - http://www.learner.org/resources/series166.html?pop=yes&pid=1778
Hawaii Content and Performance Standards for Social Studies Pgs. 1-91 http://184.108.40.206/hcpsv3/files/final_hcpsiii_socialstudies_librarydocs_1.pdf
Hawaii Curriculum Framework for Social Studies - http://220.127.116.11/hcpsv3/files/cf_ss_librarydocs_232.2008_librarydocs_232.6_librarydocs_232.27noblank_librarydocs_232.pdf
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
Upon successful completion of this course the student will be able to:
Articulate the value of social studies education in the elementary classroom.
Demonstrate knowledge of state and national social studies standards.
Plan effective social studies lessons based on established state or national standards.
Demonstrate knowledge of various social studies disciplines, including ways of connecting major concepts together.
Define and apply distinct terms associated with social studies disciplines and concepts.
Integrate the use of social studies concepts within other subjects and disciplines.
Use specific criteria for evaluating racism, sexism, and cultural bias in social studies textbooks and related trade books.
Assess and select resources related to specific state or national social studies standards.
Adapt learning experiences, instructional materials, and plans to learner readiness and as appropriate for diversity considerations.
Integrate higher level and critical thinking skills in social studies lessons.
Understand basic principles of democracy embedded in the United States Constitution and how those principles apply to the elementary school population
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:
Program Learning Outcomes
Upon completing a major in Education, students can demonstrate an understanding of these outcomes:
Institutional Learning Outcomes (Brigham Young University-Hawaii)
A Brigham Young University–Hawaii education prepares students for a lifetime of service by helping them develop:
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.
% of grade
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.
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
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.
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)
Introduction - Think like a Historian
Standards: HCPS III
2. A Standards Overview, K-5
Joseph F. Smith Library: Children’s Collection
History: Primary and Secondary Source
Children’s Literature & Social Studies
12. Using Primary Sources
Holidays in the classroom
8. Celebrations of Light
Kuhio Day Holiday - No Classes
History: Teaching w/Pictures
3. Historical Change
History: Teaching w/Documents
History: Teaching w/Video
9. Explorers in North America
History: Teaching w/Music
Cultural Bias in Children’s Literature
14. Understanding Stereotypes
Field Trips and Place Based Education
4. China Through Mapping
10. California Missions
5. Leaders, Community, and ...
11. State Government and the Role...
13. Making a Difference …
7. Caring for the Community
6. Making Bread Together
The Constitution of the United States
Memorial Day Holiday - No Classes
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)
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.
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.).
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.
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
B = Above Average Achievement
Very Good performance
C = Acceptable Achievement
D = Unacceptable Achievement
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
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:
Phone: (808) 675-3518 or (808) 675-3999
Email address: firstname.lastname@example.org
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