HISTORY/SOCIAL SCIENCE GOALS:
Candidates will learn to :

1. understand and plan for teaching the broad spectrum of essential themes, concepts and skills of the social studies equitably and effectively to a diverse population (6.A.2 & 13.B)
2. use the scope and sequence of the California State Department of Education's document: Draft 2: History/Social Science Framework (which now incorporates the California social science standards), as well as appropriate district standards to advise the choice of lessons and units that they will develop and teach (Standard 2.C & 2D)
3. learn to select and use strategies, techniques and materials that are free of bias and that foster learning among diverse students; parallels will be drawn between effective social studies strategies and techniques that students are learning in their CLAD coursework. Emphasis will be placed on the importance of teaching students to value and respect diversity in the classroom and in the world at large. (13.C & 13 D)
4. model and to teach their students social skills that foster mutual respect and enhance students' skills for functioning in the classroom and also within the democracy that is their birthright, recognizing the vital role that is played by the learning of social studies skills, concepts and knowledge (18A)

1. use the basic elements of a direct instruction lesson plan, and to employ a wide variety of other models of teaching that span the breadth of Gardner's seven intelligences so that diverse learners will be engaged in learning(13.C)
2. learn to add active teaching strategies to every lesson that they use or create, in order to increase engagement of students of all diversities, including language, culture, preferred learning styles and developmental levels, (13 B & 13C)
3. distinguish between lessons that teach simple skills and processes and those that encourage depth and breadth of thinking and planning, and to help students learn to evaluate information, think analytically, and reach sound conclusions. (17A)
4. distinguish between lessons that need detailed planning (any new lesson, any complex strategy or activity) and those that do not (routines, assignments) (2.D)
5. understand that the traditional format of lecture-discussion-worksheet will engage merely a portion of their students, and that for engagement of all students in learning the knowledge, concepts, skills and values of the social studies curriculum, lessons must go beyond that traditional structure to include active teaching strategies (6.B)
6. recognize that in each lesson the teacher is the element that makes the difference between increased student learning and a bell curve, and therefor all lessons written for this class must include active teaching and clear and matching objectives, strategies and assessment, (12. A)

1. create lesson plans of their own and analyze plans from ready-made sources such as textbooks, internet and their fellow candidates, and to evaluate those lesson plans for:

1. matching objective, teaching strategy and assessment (12.A)
2. noting depth of the student thinking and understanding encouraged by the lesson design (16.C)
3. noting the breadth of strategies used to engage students of diversity of intellect, developmental levels, language, culture, and learning styles and modalities. (13.C)

1. set and communicate clear achievement criteria, both to students (SET) and parents, including, when appropriate, sharing the California Standards that students will be asked to master in a lesson or unit(16.A & 18.A).
2. learn to use appropriate ways to ascertain and build upon students' prior attainments before planning lessons ((13.A & 16.B)
3. determine how to help students take responsibility for and demonstrate learning of the skills, ideas, values or topics. This demonstration might then be included in the candidates' professional portfolios to show what students have learned as a result of the candidate's teaching (16.C).
4. use multiple forms of assessment for their own varied purposes, and to become aware of the issues concerning standardized testing in the social sciences. Candidates will critically examine the uses and limitations of many assessments, and develop the professional skills to be intelligently active in this important arena of teaching (16.D).
5. employ many teaching and assessment strategies such as Inquiry, Prediction/Proof, metacognition, an reflection to monitor their students' growth in the critical thinking and problem solving skills needed in a democracy(17.A&B).
6. use the results of their assessments before, during and after lessons to adjust their own teaching practices.

1. engage all students in acquiring the knowledge, concepts, skills and values of social studies through creating units of study that emphasize meaning, personal involvement and thinking/learning styles (6.A.2 & 6.B).
2. understand the powerful benefits of thematic instruction in fostering positive student attitudes and interest in social studies (18.A) and will plan to make thematic planning a permanent part of their teaching plans,
3. locate, assess, and select student literature and other social studies resources that address a thematic topic and satisfy a wide range of student reading and interest levels ((2.D)
4. build thematic units on a clear set of cognitive and affective goals (12.B) that tie into the California History/Social Science Framework and other state and district guidelines (2.D).
5. design at least three types of thematic units in order to appeal to and challenge the diverse interests of their students (13.B)

 
1) units based on the theme of a work of social-studies-related children's literature,

2) units that are created by improving and integrating ready-to-use plans such as the social studies textbook or pre-made commercial units from internet or published materials

3) cross-curricular, thematic units based on the conjunction of a social studies topic related to the California Standards, a work of children's literature, and a theme chosen appeal to the interest of children

6. base their units on inclusion of teaching strategies and models that align with all seven of Howard Gardner's Multiple Intelligences to actively engage all types of learners (13.C)

1. learn to design lesson where students with different levels of language acquisition can work at levels where they can succeed
2. focus on the creation of meaningful units of study where classrooms are organized around many principles of language development
3. create immersion lessons with hands-on manipulatives, pictures, or experiences in a language-rich environment, supported by student involvement in plan-do-review for accountability and self-direction
4. design classroom organization so that all students can have many opportunities to talk, to process information, to ask questions, and to set personal learning goals (13e)

1. learn how to use a wide array of teaching strategies that involve students in learning with SDAIE and other CLAD teaching strategies
2. extend their lesson plans in all subjects by learning adaptations that would help CLAD students engage and comprehend
3. use Direct Instruction, a model of lesson planning that includes clear modeling followed by guided practice so that every student is shown how to succeed in learning the process of a task in reading, writing, speaking, research, math or other content area
4. carefully design a two-week, meaning-centered unit using CLAD strategies and multiple intelligences to fully engage every learner, with deliberate vocabulary and concept development and extending over a period of several weeks.  (13(f))

1. teaching and assessment methods and strategies that are based on the belief that every child can succeed, and that every parent can be a part of the school picture
2. use assessment to inform them of their effectiveness and to help them to keep improving their teaching strategies with Second Language Learners
3. use multiple avenues of assessment for content knowledge in the core curriculum, so that English Language Learners can be assessed in authentic situations, with methods that can highlight their strengths and accomplishments (13(g))

1. include multiple cultural voices in historical lessons and units, especially where there has been cultural conflict with the dominant United States culture
2. be culturally aware in planning lessons so that all of their students' home cultures are affirmed and none is treated as inferior
3. to celebrate the differences in each other's language, history and culture at a deeper-than-surface level
4. become aware that cultural bias in lesson planning can 'disable' some students through the delivery of lessons in ways that are not compatible with those cultural outlooks
5. recognize possible areas of differential learning styles between cultures, and they learn how to create lessons using multiple strategies in a wide range of modalities and learning styles.(13(h))

TECHNOLOGY GOALS:
Candidates will learn to:

1. explore various elements to be found on the Internet, including information, lessons, units, and simulations.
2. evaluate sources of Internet lessons and examine them for bias and authenticity, as well as consider their usefulness to a classroom teacher.
3. evaluate the quality of lessons found on Internet (especially learning to distinguish real lesson plans from lists of lesson ideas).
4. use computer and internet resources to assist lesson planning and to enhance student learning.
5. learn to seek out sites that will support a particular area of study, especially those related to their solo units.
6. understand copyrights and proper citations, and avoid plagiarism for themselves and their students.
7. appreciate the limitations of various computers in terms of Internet access (video, audio, etc.).
8. understand the importance of privacy and safety issues when students and teachers use the Internet.
9. share Internet finds with other class members by e-mailing their best finds to the instructor for evaluation and dissemination.
10. use e-mail regularly to communicate with the instructor, to share best sites with classmates, and to submit assignments and lesson plan drafts for feedback.

• FALL SEMESTER:

*Approximately 1/3 of the grade is based on  weekly homework assignments
*Approximately 1/3  of the grade is based on the practice of teaching models and strategies and
   lesson and unit development during class
*Approximately 1/3 of the grade is based on attendance and punctuality

• Approximately 50% of the grade is based on individual development of a cross-curricular, theme-based unit of study structured on a three-way combination of a social studies topic, a related work of children's literature, and social studies standards requirements for your grade level.
• Approximately 25% of the grade is based on practice of teaching models and strategies during class.
• Approximately 25% of the grade is based on attendance and punctuality

• You earn full credit if the basic guidelines have been followed.
• Missing assignments, or those that clearly miss the intent of the guidelines, will receive no credit.
• Partially complete assignments will receive partial credit.
• Late assignments earn full credit until the last day of class each semester, then they lose10% each week unless otherwise negotiated BEFOREHAND with the instructor.
• You will not receive a grade of Incomplete unless you contact the instructor and negotiate the work that needs to be done and the date that it needs to be completed.  If you do not contact the instructor and complete negotiations before the date that grades are due, you will receive the grade that you have earned up until that day.

If you know you will be absent and contact me BEFORE CLASS, I will assign work to make up for the absence. Better yet, you may be able to attend one of the other sections. All meet at the same date, time and place and may be exchanged when necessary.

The special needs of students will be gladly accommodated. Please contact Disabled Student Services (DSS--826-4678) for information about support services provided by the university, and contact the instructor personally for any support that I can add to that.

NOTE: Students are responsible for information about academic dishonesty and plagiarism as stated in the HSU Catalog.

SEE ATTACHED "PROPOSED ACTIVITIES AND ASSIGNMENTS FOR EED 728" for daily topics, assignments, and points.

1. California Department of Education. History/Social Science Framework for California Public Schools, K-12 , any edition. You do not necessarily need to purchase this, but you must have access to it. It is available on the internet through a link on the instructor's website, www.humboldt.edu/~lfr1, and you will be required to print out the portion of the framework and standards that covers the grade levels at your placements.
2. California Department of Education.  Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades Four Through Twelve.  This will be available in the HSU bookstore or by calling (916) 445-1260.  The cost is approximate $13.00.
3. access to the history/social science textbooks at the two grade levels in your field-placement school
4. packet of instruction materials by Laura Rose, Instructor, available at The HSU Book store at a cost of approximately $10.00.
5. Access to the list of recommended children's literature linked to the California Social Studies Standards. You will find a link for it on my website, or directly at http://score.rims.k12.ca.us/litsearch.html
6. regular access to the support materials to be found on the instructor's website at www.humboldt.edu/~lfr1
7. Not now, but by the start of the spring semester, it is recommended that you plan to purchase the piece of children's literature that you and your mentor teacher decide that you will use in your spring solo. During the class you will be shown a great variety children's literature books that might support your fall and spring unit themes. Some are available at the HSU library, and some will be available for check-out from the instructor. You will also find these literature books at your school sites or at public libraries.

1. Blueprints for a Collaborative Classroom. Development Studies Center. Oakland, 1997

2. Articles and information on line at the instructor's website: www.humboldt.edu/~lfr1

3. As much social-studies-related children's literature as you can find time to enjoy.
 
 

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