ELED 379: Social Studies Content for Elementary Teachers
Wed/Fri 1:20 - 2:20
Prerequisite: EDU 212
Instructor: Kurt Johnson
Office: SEB 116
Office Hours: T/TH 8-10 & 1-4 or by appointment
Formal Course Description
An introduction to Social Studies topics associated with a K-6 curriculum. The course covers basic overviews of US History, key World History time periods, economic terms, government themes, particularly the US Constitution, geography and behavioral sciences. (Prerequisite: EDU 212.)
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, reading, peer-based instruction, and examinations to equip the prospective elementary teacher with knowledge and skills to pass the Social Studies Subtest (5004) of the Praxis II Elementary Education Exam (5001).
“The Elementary Education: Multiple Subjects: Social Studies subtest is designed to assess whether an examinee has the broad knowledge and competencies necessary to the licensed as a beginning teacher a the elementary school level. The 55 selected-response questions are based on the materials typically covered in a bachelor’s degree program in elementary education. “
-The Praxis Study Companion (https://www.ets.org/s/praxis/pdf/5001.pdf)
This course reviews necessary content knowledge including but not limited to: 1) United States history, government and Citizenship; 2) geography, anthropology, and sociology; and 3) world history and economics. Practice exams are given to help students prepare.
Learning Outcomes Alignment
Upon successful completion of this course the student will be able to:
Know European exploration and colonization in United States history and growth and expansion of the United States
Know about the American Revolution and the founding of the nation in United States history
Know the major events and developments in United States history from founding to present (e.g., westward expansion, industrialization, Great Depression)
Know about twentieth-century developments and transformations in the United States (e.g., assembly line, space age)
Understand connections between causes and effects of events
Understand the nature, purpose, and forms (e.g., federal, state, local) of government
Know key documents and speeches in the history of the United States (e.g., United States Constitution, Declaration of Independence, Gettysburg Address)
Know the rights and responsibilities of citizenship in a democracy
Know world and regional geography (e.g., spatial terms, places, regions)
Understand the interaction of physical and human systems (e.g., how humans change the environment, how the environment changes humans, importance of natural and human resources)
Know the uses of geography (e.g., apply geography to interpret past, to interpret present, to plan for future)
Know how people of different cultural backgrounds interact with their environment, family, neighborhoods, and communities
Know the major contributions of classical civilizations (e.g., Egypt, Greece, Rome)
Understand twentieth-century developments and transformations in world history
Understand the role of cross-cultural comparisons in world history instruction
Know key terms and basic concepts of economics (e.g., supply and demand, scarcity and choice, money and resources)
Understand how economics affects population, resources, and technology
Understand the government’s role in economics and the impact of economics on government
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 focuses on content knowledge. Consequently, a majority of your grade will come from exams. All exams will be patterned after the Praxis Elementary Education Social Studies Subtest (5004). Additionally, you will be in charge of class instruction for one class period (with or without a partner). You will be expected to prepare and become a ‘content expert’ on the topic you teach. Details are provided on Canvas.
% of grade
Comprehensive (exams 1-4)
Comprehensive (exams 1-7)
One class period. Study guide provided.
(subject to change)
Praxis and HCPS III Social Student Content
Final: Wednesday, June 7 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/
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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
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ELED 379: Social Studies Content for Elementary Teachers