ED412/450  STRATEGIES FOR TEACHING SOCIAL STUDIES IN THE HIGH
             SCHOOL/MIDDLE SCHOOL--FALL 1996          [ed412syl]

T 4:00 p.m.-6:40 p.m.,  Harrington 38 

INSTRUCTORS:
Dr. Luci Fortunato De Lisle       Mr. Gary Lincoln
Assistant Professor               Chairperson
History Department                Social Studies Department
Tillinghast 219                   Carver High School
Bridgewater State College         (508) 866-4556
(508) 697-1388 ext. 2412          Office hours: by appointment
e-mail LFORTUNATO@BRIDGEW.EDU
Office hours: MWF 11-noon         

                      Dr. Susan Szachowicz
                      Chairperson
                      Social Studies Department
                      Azure Building
                      Brockton High School
                      (508) 580-7465
                      Office hours: by appointment


COURSE REQUIREMENTS:

1. ATTENDANCE.  Class attendance is mandatory.  The nature of the
course--centered on participation, micro-teachings and
discussions--necessitates full attendance.  More than one absence
will result in an automatic grade reduction.  Any classes missed
will require make-up work at the discretion of the instructors. 
More than two absences may jeopardize passing the course.  

2.  PRE-PRACTICUM EXPERIENCE/REPORTS.  Each student in ED 412/450
will spend a minimum of twenty (20) hours combined at Brockton
High School and Carver High School.  Six hours will be spent
observing, FOURTEEN teaching.  Specifically, six hours will be
spent observing; three hours will be spent in each system.  The
fourteen hours to be spent teaching will be divided between the
two school systems with a minimum of four hours in each.

For all students a pre-practicum report must be submitted upon
completion of the 20 hours.  This report will include:
   (a) a summary evaluation of the total experience,
   (b) a letter from the mentor teacher on school stationary
      [THE ORIGINAL OF THIS LETTER SHOULD BE SUBMITTED BY THE
       STUDENT DIRECTLY TO THE BSC SCHOOL OF EDUCATION FOR HIS/
       HER PERMANENT FILE.  A PHOTOCOPY SHOULD BE SUBMITTED AS
       PART OF THIS PRACTICUM REPORT.]
   (c) observation reports on forms provided, 
   (d) copies of lesson plans and self-evaluations of each lesson
       taught.
Both Mr. Lincoln and Dr. Szachowicz will read and evaluate your
pre-practicum experiences; NO REPORTS WILL BE ACCEPTED AFTER
NOVEMBER 26 so plan your time well.  Fulfillment of these hours
is a pre-requisite for student teaching.

3.  ARTICLE SUMMARIES.  One-two page summaries of articles
provided from professional journals and books are required as
designated by weekly dates later in the syllabus.  These summary
assessments must include:
   (a) a brief and concise summary of the article
   (b) your critical reaction/response to the
       strategy/issue/approach suggested
[PLAN TO HAND IN THESE ARTICLE SUMMARIES ON A WEEKLY BASIS TO 
MR. LINCOLN].

4.  LIBRARY RESERVE AND TEXTBOOK READING RESPONSE WEEKLY JOURNAL.
You are asked to respond in reflective entries of approximately
two pages to the library reserve readings in Mahood and in your
required text.  Feel free to respond to the questions posed for
reflection or to any of the exercises and methods presented--or
to pose questions of your own that may be brought up for class
discussion.  Whenever possible you should consider how the
theories or strategies offered might translate into an actual
class you might teach. In addition, you should also feel free to
comment on or respond to any issue raised in class discussion. 
[PLAN TO HAND IN THESE READING/RESPONSE REFLECTIVE PIECES TO 
DR. FORTUNATO DE LISLE ON A WEEKLY BASIS].

5.  UNIT.  Each student will construct a teaching unit on an
approved topic.  The unit will be developed as a long-term
assignment over a number of weeks in the course as indicated
below on this syllabus.  The lesson plans within the unit and the
unit itself should aim at meeting guidelines suggested in the
emerging Massachusetts History/Social Studies Curriculum
Framework and/or the National Standards for American and World
History and/or those for Geography.  You are urged to incorporate
new technologies, interdisciplinary, and multicultural approaches
where appropriate in your unit along with a range of instuctional
strategies.  [ALL UNIT SUBMISSIONS SHOULD BE MADE TO DR.
FORTUNATO DE LISLE ON DECEMBER 3.]

6.  MICROTEACHING.  TWO microteaching lessons will be scheduled
for each student during the semester. Each microteaching lesson
will count 50% toward a microteaching grade. Evaluations by
instructors and peer review will be made for each of the
microteachings indicated in the syllabus below.  The purpose of
the microteaching is to afford student exploration of the
different subject areas often taught or integrated into Social
Studies.  They offer oppportunities for practice and improvement
in teaching styles and can contribute to confidence-building in
the classroom.  They should offer opportunities to learn how to
communicate sensitively with language appropriate to high
school/middle school students.  FORMAL, WORD-PROCESSED LESSON
PLANS FOR MICROTEACHING are required; you should make enough
copies for every person in the class plus the instructors.  You
will be directed as well to the emerging Massachusetts frameworks
and national standards for themes and topics for lesson
development. [LESSON PLANS AND ALL HANDOUTS SUBMITTED TO MR.
LINCOLN AND DR. FORTUNATO DE LISLE]

7.  PORTFOLIO.  On DECEMBER 10 you should submit a portfolio of
your best, representative work from the semester; your unit will
automatically be considered a part of your portfolio even though
it may have been submitted the prior week--you need not make a
copy.  Your portfolio should include a 1-2 page statement of the
rationale for your choices and your selections should demonstrate
your professional growth and development over the semester. 
[PLEASE SUBMIT YOUR PORTFOLIO TO DR. FORTUNATO DE LISLE.

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GRADING RUBRIC FOR THIS COURSE
2/9ths PRE-PRACTICUM EXPERIENCE REPORT                 \
2/9ths UNIT                                            > =66%
2/9ths WEEKLY JOURNAL ARTICLES/HISTORY ALIVE!& MAHOOD  /
-----------------------------------------------------
1/9th  MICRO-TEACHING 
1/9th  PORTFOLIO
1/9th  PARTICIPATION

*****************************************************************

IMPORTANT DUE DATE REMINDER
PRE-PRACTICUM--NOVEMBER 26
UNIT-----------DECEMBER 2
PORTFOLIO------DECEMBER 10

*****************************************************************

REQUIRED TEXT: 
Teachers' Curriculum Institute.  History Alive!: Engaging all
     Learners in the Diverse Classroom.  Menlo Park:  Addison
     Wesley Publishing Co, 1994.

REQUIRED LIBRARY RESERVE:
Mahood, Wayne, et al.  Teaching Social Studies in the Middle and  
     Senior High Schools: Decisions! Decisions!  New York:
     Macmillan, 1991.

ADDITIONAL PRINT MATERIALS
Massachusetts Social Studies Curriculum Framework [draft copy]
National History Standards, U.S. History.
National History Standards, World History.
Geography for Life: National Geography Standards.
Journal articles from Social Education  and from ASCD
publications provided on a weekly basis.
Occasional photocopies and handouts of miscellaneous materials.



                  ***   SYLLABUS   ***
DUE DATES    TOPIC                     . . . ASSIGNMENT

T 9/10  The Middle and High School Social Studies Teacher
LGS     1. Syllabus review/course requirements/PREREQUISITE FORMS
        2. Education in Transition: Educational Reform Overview
         --National Standards and state trends
         --Massachusetts Common Core of Learning
         --History/Social Studies Curriculum Framework
         --Time and Learning
        3. Deadlines for student teaching & certification update

T 9/17  1.  Powerful learning experiences & Qualities of a
            model educator--nature vs. nurture
        2.  Teaching and Learning Styles: discussion of
            journal reflections on Mahood . . . Mahood chapters
            2, 3, & 4        
        3.  How to write a lesson plan--a constructivist approach

T 9/24  Teaching History
        1.  MICROTEACHING GROUP A
        2.  Structuring a unit--and using the Dimensions of
            Learning Model
        3.  Pre-practicum update
        4.  Discussion as time permits . . . History Alive! 
            part 1, Mahood chapter 5, pp. 133-156, journal
            article

T 10/1  Skills for the Social Studies
       1.  MICROTEACHING GROUP B
       2.  Beyond the traditional approaches: Questioning,
           Listening and Speaking in the Social Studies class
           . . . History Alive! chapter 1, Mahood chapter 7,     
           journal article 

T 10/8  Skills for the Social Studies II [the sequel]
       1.  MICROTEACHING GROUP C
       2.  Reading in the Social Studies Classroom
            --primary sources, textbooks, etc.
            . . . History Alive! chapter 2, Mahood chapter 8,
            journal article
       3.  UNIT Topic due [review scope/sequence/rationale]

T 10/15  Experiential Learning
LGS      1.  Writing and Thinking in the Social Studies Classroom
            . . . History Alive! chapter 6 
         2.  Experiential Learning: role play, simulation,
             debate, etc. . . . History Alive! chapter 3,
             Mahood, pp. 108-111 and journal article
         3. UNIT scope, sequence and rationale due
  
T 10/22  The Student-Centered classroom
         1.  Cooperative Learning, group work and problem-
             solving--possible guest speaker Bill Szachowicz
             . . . History Alive!  chapters 4 and 5 and
             journal article  
         2.  Strategies for teaching Geography . . .
             Geography for Life [national geography standards]

T 10/29 Equity Issues and Multicultural Education in the Social
LGS     Studies Classroom
        1.  Diversity, special student populations,  
            I.E.P.s, E. S. L., gifted students, etc.
        2.  Multicultural Education--students and the Social
            Studies curriculum . . . handouts and journal
            article
        3.  Role playing for understanding--"Albatross"
        4.  UNIT--goals and outline due  
             
T 11/5  Technology and the Arts in the Social Studies classroom 
        1. Visual and auditory sources in the classroom
           --overhead projectors, video tape/film, photography,
           art, music, laser disc technology, inter-active 
           slides, sources on microfilm and microfiche, CDROM
           resources and bibliographical databases, etc.
           . . . Mahood Chapter 6 pp. 169-173, handouts and
           journal articles     
        [2. keep working on your unit lesson plans!!!]
 
T 11/12 NO CLASS--VETERANS' DAY

T 11/19 CLASS WILL MEET IN THE PENTIUM LAB--MOAKLEY CENTER
        1. The on-line classroom: the computer, Internet, CDROM,
           and WWW--lessons in cyber space! . . . journal
           articles
        2. UNIT--lesson plans due 
         
T 11/26 Student Assessment and Evaluation 
        1. Authentic assessment
        2. Designing rubrics for assessing essays, projects
           and activities 
        3. Alternative forms of assessment: exhibitions and
           portfolios
        4. Homework and how to grade it
        5. Standardized testing--state and national
        6. AP [Advanced Placement] and DBQs, etc.
        7. Using a computer to assist assessment 
           . . . History Alive!  chapter 9,
           Mahood chapter 11 and journal article

T 12/3   The Real Classroom
        1. FINAL MICROTEACHING--GROUP A
        2. UNIT DUE
        3. Classroom organization and management and
           Block scheduling strategies

          
  
T 12/10  Family & Community & Your Classroom/Professional Growth  
        1. FINAL MICROTEACHING--GROUP B
        2. Parents, the community and your Social Studies class
        3. Professional growth--the teacher as life-long
           learner--recertification, graduate study and
           participation in professional organizations
           . . . History Alive! chapter 7, Mahood pp. 180-190  
        3. Current student teacher panel
           
T 12/17  Final preparations for your student teaching experience
         1. FINAL MICROTEACHING--GROUP C
         2. Student teacher/master practitioner panel
 
N.B.  THE FOCUS OF EACH OF THE LESSONS ON THIS SYLLABUS IS
DESIGNED TO MEET THE COMMON TEACHING STANDARDS FOR THE
PROVISIONALLY CERTIFIED CLASSROOM TEACHER AS DEFINED BY CURRENT
MASSACHUSETTS LAW AND CERTIFICATION REGULATIONS.  APPENDED YOU
WILL FIND A BRIEF STATEMENT OF THE SEVEN STANDARDS WHICH INFORM 
THIS COURSE.   

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MICROTEACHING GROUPS AND SCHEDULES

                     Mr. Lincoln           Dr. Fortunato De Lisle
FIRST MICROTEACHING
GROUP A                                                          
9/24
                                                                 
                
                                     
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GROUP B                                                          
10/1
                                                                 

                                                                 
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GROUP C                                                          
10/8
                                                                 

                                      
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FINAL MICROTEACHING
GROUP A                                                          
12/3 
                                                                 

                                                                 
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GROUP B                                                          
12/10
                                                                 

                                      
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GROUP C                                                          
12/17