Web viewWINONA STATE UNIVERSITY. REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS. Course or Program__RED312: Global Studies in Elementary Classrooms. This checklist enables

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED312: Global Studies in Elementary ClassroomsThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Maggie Hoody __________________________________ ____3/3/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __January 10, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_RED 312______________ _Global Studies in the Elementary School_____________ _______4_____Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms;

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

The Global Studies semester block focuses on teacher candidates developing awareness of one’s personal world view and the curiosity to examine other worldviews.

Essential Questions situated within the course include:

How does Content Knowledge – Global Studies – impact student learning? How does Citizenship impact student learning? How does Instruction impact student learning – planning and strategies?

Guiding questions include:

What is culture? What is citizenship? What is justice? What forms a worldview?

2. Course outline of the major topics and subtopics (minimum of two-level outline).

I Theories of Learning A Grounding

1 Hilda Taba – Inductive thinking and concept attainment2 Nel Noddings – Global Citizenship: Promises and Problems

II Discourse A Discourse of a Global Citizen: critical thinker, strong sense of moral purpose, sense

of outrage about injustice, tolerance, transformative, value diversity, reconnection, action-oriented, compassion & empathy

B Discourse of a Social Justice Educator: student-centered, collaborative, experiential, critical, multicultural, rigorous, activism

C Discourse of a Young Citizen of the World: becoming informed, thinking it through, taking action

1 Knowledge, skills, and perspectivesIII Content Knowledge

A Defining the Discipline1 What is Social Studies for Social Justice?2 What is Global Education/Studies?3 What is Civic Responsibility/Service-learning/Social Action?

B Academic Standards1 Minnesota Academic Standards in History and Social Studies -

http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf (US History, World History, Geography, Economics, Civics) Special Note: Revised standards for Social Studies are scheduled for May 2011 – This link will be updated at that time.

2 National Council for Social Studies – National Standards for Social Studies Teachers - http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

C Studying the “Social Studies” through a Global Lens1 Using Themes: Global Issues, Problems, and Challenges; Culture and World

Areas; and the United States and the World: Global Connections2 Using Questions: What’s my story? How did I get here? How is my story

like or unlike other stories? What are we going to do? What do I want? What are my chances?

3 Using Issues: poverty, child & youth issues, race relations, gender equity, homophobia & heterosexism, bullying, environment, violence, ethnic discrimination, race discrimination …

4 Using Topics: global awareness, human values, global systems, global history, peace education, cities of the world, indigenous people, global literacies.

5 Using Big Ideas: social justice & equity, diversity, globalization & interdependence, sustainable development, peace & conflict

6 Using Attitudes and Emotional Intelligence: culture; character; cultural heritage; caring community; peace education; social action; just community; ethical inquiry.

D Social Studies for Social Justice1 Social Justice Education

a The Nature of Social Justiceb Care and Fairness in the elementary classroomc Characteristics of Social Justice Educationd Connecting Social Justice to Global Studies – preparing children to

be stewards of their world2 Creating a Socially Just Classroom Community

a Teaching a Social Curriculumb Designing Classroom Spaces to Maximize Social Studies Learningc Circle meetings – Morning Meetingd Widening the community to include parents, guardians, family,

community members, others3 Reinventing the Social Studies curriculum

a Adapting the Standards for social justice goals. Teaching the broad themes through a social justice lens.

b Teaching history by studying the “people’s” history.4 Themes and Skills

a Themes relevant in the elementary curriculum: human rights, democracy, conservation

b Skills for Reading the World: basic literacy skills, critical thinking, evaluating sources – critical literacy

c Skills for Activism: gathering information and data, organizing information, conveying information, and skills specific to the activism context (campaigns, petitions, fund-raising, organizing a drive, etc.)

5 The Classroom and the Communitya Community Connections: guest speakers, field tripsb Activism: writing letters, indirect service, cross-cultural exchange,

school-based activism, direct service, community rallies and marches

E Planning & Organizing1 Daily Planning2 Mapping the Curriculum3 Integrating the Curriculum4 Planning around children’s questions5 Unit Planning6 Planning Civic Engagement7 Planning Global Connections

F Service Learning1 Defining service learning in the elementary classroom2 K-12 Service Learning Standards for Quality Practice -

http://www.nylc.org/objects/publications/StandardsDoc.pdf a Meaningful Serviceb Link to curriculumc Reflectiond Diversitye Youth voicef Partnershipsg Progress Monitoringh Duration and intensity

3 The Process of Service Learninga Investigationb Preparation and Planningc Actiond Reflectione Demonstration

4 A Blueprint for Service Learninga Step One: Points of Entry – Curricular Connectionsb Step Two: Review the K-12 Service Learning Standardsc Step Three: Map Out Your Plansd Step Four: Clarify Partnershipse Step Five: Review Plans and Gather Resourcesf Step Six: Begin the Process of Service Learning in Actiong Step Seven: Assess the Service Learning Experience

5 Going Global with Service Learning: Connecting a Local Issue with a Global Context. Taking Local Action and connecting it to a related global issue.

IV Assessment A Authentic ReflectionB State & Standardized TestingC Formal and Informal Tools to assess:

1 Vocabulary knowledge in the content2 Comprehension in content area reading

V Learning Environment A Responsive, InclusiveB Questioning and collaborativeC All children have a voiceD Global: teaching materials accurately portray the world’s diversity (books, music,

art, maps, family area, manipulatives)E Creating a Socially Just Classroom Community

1 Teaching a Social Curriculum2 Designing Classroom Spaces to Maximize Social Studies Learning3 Circle meetings – Morning Meeting4 Widening the community to include parents, guardians, family, community

members, othersVI Instructional Strategies

A Inductive Thinking – Concept Formation or Concept DevelopmentB ControversiesC Internet as a research toolD Cyber-classroom connectionsE Global teaching toolsF Thematic, inter-disciplinaryG Inquiry – independent and collaborativeH Museums, realia, field tripsI Participatory strategiesJ Service LearningK Children’s Literature – Dialogue PoemsL Questions – developing a critical, questioning perspective to the “social studies”M Role-Play and SimulationsN Primary SourcesO Visual and Performing Arts – Student Voice and Self-expression

VII Ethics A The Ethics of perspectiveB Issues related to being a Transformative Teacher

VIIIChildren’s & Adolescent Literature A Connecting content area reading to children’s instructional and independent

levelsB FictionC Non-fictionD Globally representative – accurateE Locating and analyzingF See several Children’s Book Lists at the end of the syllabusG An extensive PDF resource that accompanies The Complete Guide to Service Learning

text resources that has annotations not included in the book, organized by theme. Some titles appeared in the previous edition of The Complete Guide to Service Learning, and some titles are new listings. (Note: These lists include Recommendations from the

Field.) The AIDS Education and Awareness Bookshelf: Additional Titles The Animal Protection and Care Bookshelf: Additional Titles The Elders Bookshelf: Additional Titles The Environment Bookshelf: Additional Titles The Gardening Bookshelf: Additional Titles The Healthy Lives, Healthy Choices Bookshelf: Additional Titles The Hunger, Homelessness, and Poverty Bookshelf: Additional Titles The Immigrants Bookshelf: Additional Titles The Literacy Bookshelf: Additional Titles The Safe and Strong Communities Bookshelf: Additional Titles The Social Change Bookshelf: Additional Titles The Special Needs and Disabilities Bookshelf: Additional Titles

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching Standards in the following course requirements:Applied Clinical Practice

Candidates will be expected to complete a minimum of 5 hours of Clinical Practice associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Clinical Practice is planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned Clinical Practice applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Clinical Practice placement or hours in order to complete an applied experience.For this course, candidates will complete the following Clinical Practice Application:

Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.

Critical Consumer of Research:Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies Integrated Curriculum project.

Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494.

Lintner, T. (December 2009). Using Children’s Literature to Promote Critical Geographic Awareness in Elementary Classrooms. The Social Studies, 101(1), 17-21.

Self-Analysis:Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

Candidate self-analysis for this course will revolve around the guidepost questions found on page ix in their text: Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom. Candidates will be asked to look at self and reflect around the following paragraphs and questions from the Forward:

Teaching for social justice is more possibility than accomplishment, but it always involves themes of democracy, activism, self-awareness, imagination, opening public space, and participating in history. Social justice is surely about a fairer, more just distribution of social wealth and power, but it also aims at recognition, and at disruption of social structures that devalue and disrespect. Teachers working for social justice insist that all can grow to understand the world, and that each of us can connect our conduct to our consciousness.

There is a long tradition of teaching whose purpose is to combat silence, to defeat erasure and invisibility, to resist harm and redress grievances, to promote a more balance, fair, and equitable order. Several questions can act as guideposts for this kind of teaching:

What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope?

How can I enter a dialogue in which I will learn from students about the problems and obstacles they face?

What experience do students already have that can point the way toward solutions?

What narrative is missing from the “official story” that will make the problems my students encounter more understandable?

What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable?

How can public space – in my classroom, in the larger community – for discussion, problem-posing and problem-solving, and fuller and wider participation be expanded?

Strategy Showcase:a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in clinical practices and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

Showcase # 1: Given the rich assortment of Global Studies strategies presented in this course, candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:

Inductive Thinking – Concept Formation or Concept Development Controversies Internet as a research tool Cyber-classroom connections Global teaching tools Thematic, inter-disciplinary Inquiry – independent and collaborative Museums, realia, field trips Participatory strategies Service Learning Children’s Literature – Dialogue Poems Questions – developing a critical, questioning perspective to the “social studies” Role-Play and Simulations Primary Sources Visual and Performing Arts – Student Voice and Self-expression

Showcase # 2: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:

Informational Text Anticipation Guide/Revised Extended/Reaction Guide

Directed Reading/Thinking Activity (DR/TA) Graphic Organizer Group Summarizing Historical Character Map What I Know; Want to Learn; Learned (K-W-L) Pairs Read Predict-Locate-Add-Note (PLAN) Problematic Situation Proposition/Support Outline Sensory Imagery Structured Note Taking Survey, Question, Read, Recite, Review (SQ3R) Think-Aloud

Vocabulary Development Concept Definition Mapping Five-Step Method Frayer Model Semantic Feature Analysis Semantic Mapping Student VOC Strategy Verbal and Visual Word Association Word Sorts Zooming in and Zooming Out

Narrative Text History Frame Venn Diagram

Reflection Strategies (Questioning; Writing; Discussing) Learning Log Question-Answer Relationship (QAR) Questioning the Author (QtA) Role/Audience/Format/Topic (RAFT) Creative Debate Discussion Web Scored Discussion

Resources: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading

in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning.

Reading Quest in the Social Studies: http://www.readingquest.org/strat/

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, clinical practice placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.

Capstone Experience:

At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required. For this course, candidates will engage in the following capstone experience:

Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.

6. Assignment DescriptionsReflection Paper. Your final reflection paper will address the following questions: What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope? How can I enter a dialogue in which I will learn from students about the problems and obstacles they face? What experience do students already have that can point the way toward solutions? What narrative is missing from the “official story” that will make the problems my students encounter more understandable? What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable? How can public space – in my classroom, in the larger community – for discussion, problem-posing and problem-solving, and fuller and wider participation be expanded?Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Candidates will be expected to demonstrate and document this experience in an on-going format.

Global Studies Strategy Jigsaw. You will be jigsawing strategies as a cohort and micro-teaching to demonstrate your selected strategy from one of the following:

Inductive Thinking – Concept Formation or Concept Development Controversies Internet as a research tool Cyber-classroom connections Global teaching tools Museums, realia, field trips Participatory strategies Questions – developing a critical, questioning perspective to the “social studies” Role-Play and Simulations Primary Sources Visual and Performing Arts – Student Voice and Self-expression

Content Area Literacy Strategy Jigsaw. You will be jigsawing strategies as a cohort and micro-teaching to demonstrate your selected strategy from one of the following:

Informational Text Anticipation Guide/Revised Extended/Reaction Guide Directed Reading/Thinking Activity (DR/TA) Graphic Organizer Group Summarizing Historical Character Map What I Know; Want to Learn; Learned (K-W-L) Pairs Read Predict-Locate-Add-Note (PLAN) Problematic Situation Proposition/Support Outline

Sensory Imagery Structured Note Taking Survey, Question, Read, Recite, Review (SQ3R) Think-Aloud




Micro-teaching using Children’s Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom.

o Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494.

o Lintner, T. (December 2009). Using Children’s Literature to Promote Critical Geographic Awareness in Elementary Classrooms. The Social Studies, 101(1), 17-21.

Unit Plans/Content Map from a Social Justice Perspective. Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.

Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.

Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation, Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.

An Assignment Description and Evaluation Format will be distributed for each assignment.

5. Course materials (textbook(s), articles, etc.).

Primary Texts:

Wade, R.C. (2007) Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom. New York, NY: Teachers College Press ISBN: 978-0-8077-4762-9

Kaye, C.B. (2010) The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. Minneapolis, MN: Free Spirit Publishing, Inc. ISBN: 978-1-57542-345-6

Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning.

Supporting Materials:

Gay, G. & Kirkland, K. (Summer 2003). Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education. Theory Into Practice, 42(3), 181-187.

Lewis, B.A. (2009). The Kid’s Guide to Service Projects: Over 500 Service Ideas for Young People Who want to Make a Difference. Minneapolis, MN: Free Spirit Publishing, Inc. ISBN: 978-1-57542-338-8

Lindquist, T. (2001). Setting Up for Success. Chapter 2 excerpt from: Seeing the Whole Through Social Studies: Second Edition. Portsmouth, NH: Heinemann. Downloaded 1/12/11 from: http://www.heinemann.com/shared/onlineresources/E00448/chapter2.pdf

Lintner, T. (2010). Using Children’s Literature to Promote Critical Geographic Awareness in Elementary Classrooms. The Social Studies, 101, 17-21.

Lucas, A.G. (March/April 2009). Teaching about Human Rights in the Elementary Classroom Using the Book A Life Like mine: How Children Live around the World. The Social Studies, pages 79-84

O’Mahony, C. & Siegel, S. (November/December 2008). Designing Classroom Spaces to Maximize Social Studies Learning. Social Studies and the Young Learner, 21(2), 20-24.


Wetig, S. (Fall 2006). Social Studies Methods Students Engaged in Service-Learning: Reciprocity is the Key. Educational Considerations, 34(1), 31-33.

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.

Websites – all links active 1/17/11:America’s Promise Alliance: www.americaspromise.orgEarthEcho International: www.earthecho.orgKIDS Consortium: www.kidsconsortium.orgLearn and Serve America: www.learnandserve.orgNational Center for Learning and Citizenship: www.ecs.org/nclcNational Service-Learning Clearinghouse: www.servicelearning.orgNational Service-Learning Partnership: www.service-learningpartnership.orgNational Youth Leadership Council: www.nylc.orgRMC Research Corporation: www.rmcdenver.comRoots & Shoots, a Program of the Jane Goodall Institute: www.rootsandshoots.org The Service-Learning Provider’s Network: www.slprovidersnetwork.orgWhat Kids Can Do: www.whatkidscando.orgYouth HandsOn Network: www.childrenforchildren.orgYouth Service America: www.ysa.org The American Forum for Global Education: http://www.globaled.org/

Social Studies OrganizationsNational/State OrganizationsNational Council for the Social Studieshttp://www.ncss.org Anthropology

American Anthropological Associationhttp://www.aaanet.org/index.htm ArchaeologyArchaeological Institute of Americahttp://www.archaeological.org American Government and CivicsLearning Law and Democracy Foundationhttp://www.civicallyspeaking.org/ EconomicsNational Council on Economic Educationhttp://www.ncee.net/ GeographyAssociation of American Geographershttp://www.aag.org National Council for Geographic Educationhttp://www.ncge.org National Geographic Societyhttp://www.nationalgeographic.com Minnesota Alliance for Geographic Educationhttp://www.macalester.edu/geography/mage/ HistoryAmerican Historical Associationhttp://www.historians.org Organization of American Historianshttp://www.oah.org/ Minnesota Historical Societyhttp://www.mnhs.org PsychologyAmerican Psychological Associationhttp://www.apa.org SociologyAmerican Sociological Associationhttp://www.asanet.org/

ELEMENTARY RESOURCES FOR GLOBALIZING CURRICULUMAccessed on 1/17/11 from: http://www.unc.edu/world/Elem_Resources_10.pdf World View 2010: http://www.unc.edu/world/

General:www.unc.edu/world World View’s web site provides program information and resources for educators.www.mywonderfulworld.org National Geographic’s web site includes links to teacher resources, games, music exploration,geography quizzes, and downloadable maps.http://asiasociety.org/education-learning The Asia Society presents excellent general resources for global education (not limited to Asia).Resources for teachers include lesson plans, background essays, and maps. Resources for students explore themes and regions through articles and multimedia.www.un.org/Pubs/CyberSchoolBus United Nations Cyberschoolbus includes interactive maps and lesson plans.www.learnnc.org This site provides NC K-12 teachers with resources for lesson plans, classroom materials, and teaching strategies.www.nationalgeographic.com/xpeditions National Geographic shares lesson plans, activities, and maps based on the national geography standards.

www.newseum.org/todaysfrontpages/ Check and compare the front pages of newspapers in 49 different countries.www.readtofeed.org These educational resources created by Heifer International explore hunger, poverty, and other global issues.International Connections:http://asiasociety.org/education-learning This site includes publications and networking for international connections. World View 2010www.ed.gov/teachers/how/tech/international/index.html This Teacher’s Guide to International Collaboration on the Internet was prepared by the Department of Education’s International Education Initiative.www.peacecorps.gov/wws Peace Corps’ World Wise Schools Web Site connects classrooms to volunteers serving abroad.Lesson Plans:www.nationalgeographic.com/xpeditions/activities/matrix.html National Geographic shares classroom activities highlighting human systems, environment and society, geography, the world in spatial terms, and more.www.amnh.org/nationalcenter/it_takes_all_kinds/e/e.html The “You’ve Got the Whole World in Your Shopping Bag” web page illustrates the connections between common purchases and the world.www.globaled.org/myself/intro.html Myself and Others lessons provide interactive lessons to teach people and systems. www.wfu.edu/%7Emccoy/mgames.pdf Leah McCoy’s collection of math activities incorporates diverse cultures.Collaboration Tools:www.voicethread.com Collaborative, multimedia slide show that allows students to contribute in 4 ways - using voice, text, audio file, or video.www.elluminate.com Provider of live Web conferencing and eLearning solutionswww.skype.com Synchronous audio/visual conversations with other Skype users via the internet.www.youtube.com Watch and share original videos worldwide.Also see: www.teachertube.com

Books:K-2ndSmith, Jr., Charles B. I am America. Scholastic, 2003. Poetry and photographs bring home the lesson that America is made up of many cultures, reflected in our looks, our music, and our traditions.Stojic, Manya. Hello, World! Greetings in 42 Languages Around the Globe. Scholastic, 2002. How we say hello in many different languages, paired with beautiful paintings of contemporary children from around the world.Scillian, Devin. P is for Passport: A World Alphabet. Sleeping Bear Press, 2003. Uses the alphabet to teach geography and cultural differences.3-5thBraman, Arlette N. Kids Around the World Play! Jossey-Bass, 2002. Games from many countries including Mexico, Kenya, Egypt, China, Russia, and India.Lord, Betty Bao. In the Year of the Boar and Jackie Robinson. Harper Trophy, 2003 World View 2010 A story of a Chinese girl in Brooklyn in 1947 facing the challenge of gaining acceptance in a new country while keeping the traditions of her family. Online resources for teaching In the Year of the Boar and Jackie Robinson: www.teachervision.fen.com/multiculturalism/asian-americans/18566.html

Marsden, Carolyn. The Gold-Threaded Dress. Candlewick Press, 2002. A Thai-American girl is teased because of her culture by classmates whose parents come from Mexico, Somalia, China, and Finland. Information about the author (the girl in the cover photo is her daughter) www.carolynmarsden.com/ Mortenson, Greg and David Oliver Relin. Three Cups of Tea: One Man’s Journey to Change the World…One Child at a Time - Young Reader’s Edition. Penguin, 2009. The story of an American man working to build schools in Afghanistan and Pakistan.Mortenson, Greg and Susan L. Roth. Listen to the Wind: The Story of Dr. Greg and Three Cups of Tea. Penguin, 2009. This book tells the story of an American man working to improve education in Afghanistan andPakistan. It is told in the voice of the children of the town of Korphe.Smith, David. If the World Were a Village. Kids Can Press, 2002. An illustrated book version based on the well-known metaphor “If the World Were a Village,” making the world’s population and make-up more understandable.Other Books for Young Audiences:Aardema, Verna. Anansi Finds a Fool: An Ashanti Tale. Dial Books for Young Readers, 1992 A folktale of West Africa, one of many Anansi favoritesBeeler, Selby, and G. Brian Karas, illus. Throw Your Tooth on the Roof: Tooth Traditions from Around the World (Paperback) Houghton-Mifflin, 1998. Tooth-losing traditions from many countriesBliss, Corine Demas, and Kathryn Brown, illus. The Littlest Matryoshka Hyperion, 1999. A story of the traditional Russian nesting dolls (each named, so you have the opportunity to hear and recognize particular Russian names as part of the story)Kindersley, Barnabas and Anabel. Children Just Like Me. DK Publishing, 1995. A collection of child profiles (with photos) from around the world, great details for similarities and differences in daily lifeBooks in Series:Another Country Calling: The Adventures of Simon and Barklee – ExplorerMedia. A series of adventure stories featuring two characters that travel the world; excellent accompanying activities and vocabulary enhancements. (ages 7 and up)Save the Planet: Claire Llewellyn, Creative Publishers: 2006 (grade 1 and up) Fight Pollution, Let’s Recycle, Protect Natural Habitats, Save Energy, Stop Water WasteEnvironmental Disasters: Jane Walker, Creative Publishers: 2005 (grade 4 and up) Atmosphere in Danger, Oil Spills, The Ozone Hole, Vanishing Habitats and SpeciesLet’s Investigate: Various, Creative Publishers: 2004 (grade 3 and up) Australia, Costa Rica, India, Ireland, Israel, Japan, Mexico, RussiaStart-up Religion: Various, Cherrytree Publishing: 2005 (grade 1 and up) Belonging, Celebrating Harvest, Gifts at Christmas, The Jewish Faith, Visiting a Church, Visiting a Gurdwara, Visiting a Mandir, Visiting a Mosque, Visiting a SynagogueLetters From Around the World: Various, Cherrytree Publishing: 2004-2005 (grade 3 and up) Australia, Brazil, Canada, China, Costa Rica, Egypt, France, Germany, Greece, India, Indonesia, Italy, Kenya, Mexico, Pakistan, South AfricaOne World: Guin & Rayner, Smart Apple Media: 2006 (grade 3 and up) Going to School, In the City, In the Country, On the Move, What We Wear, Where We LiveOur Lives, Our World – Children around the World: Susie Brooks, Chrysalis Education: 2006 (grade 3 and up) Bangladesh, Denmark, Ireland, Japan, Mexico, SpainBeliefs and Cultures: Various, Sea-to-Sea Publications: 2005 (grade 3 and up) Buddhist, Christian, Hindu, Jewish, Muslim, SikhCraft Topics: Various, Sea-to-Sea Publications: 2005 (grade 3 and up) Aztecs, Castles, Dinosaurs, The Egyptians, The Greeks, Knights, Pirates, The Romans, The Vikings, Writing and PrintingAncient Wonders of the World: Various, Creative Education: 2006 (grade 4 and up) Egyptian Pyramids, Great Wall of China, Machu Picchu, Statues on Easter Island, Stonehenge, Taj Mahal

Clues to the Past: Various, Sea-to-Sea Publications: 2006 (grade 4 and up) Everyday Life in Ancient Egypt, Everyday Life in Ancient Greece, Everyday Life in Roman Times, Everyday Life in Viking TimesCountry Topics: Various, Sea-to-Sea Publications: 2006 (grade 4 and up) France, Germany, Great Britain, India, Italy, Japan, Mexico, SpainRich and Poor In: Various, Smart Apple Media: 2006 (grade 4 and up) Ancient Egypt, Ancient Greece, Ancient Rome, MesopotamiaCountry Files: Various, Smart Apple Media: 2003-2005 (grade 4 and up) Australia, Bangladesh, Brazil, The Caribbean, China, France, Great Britain, India, Ireland, Italy, Japan, Kenya, Nigeria, Pakistan, South Africa, SpainFocus on Europe: Various, Stargazer Books: 2005 (grade 4 and up) Belgium, Luxembourg and The Netherlands, Britain and the British, France and the French, Germany and the Germans, Italy and the Italians, Spain and the SpanishGlobal Citizenship: Various, Smart Apple Media: 2004 (grade 4 and up) Being Active Citizens, Improving the Quality of Life, Living Sustainably, Making Global Connections, Protecting Global Environments, Respecting Cultural Differences, Understanding Human Rights, Valuing World HeritageReligion in Focus: Various, Smart Apple Media: 2005 (grade 4 and up) Buddhism, Christianity, Hinduism, Islam, Judaism, SikhismPrecious Earth: Jen Green, Chrysalis Education: 2003-2004 (grade 4 and up) Changing Climate, Energy Crisis, Feeding the People, The Polluted Planet, Rainforests at Risk, Saving Oceans and Wetlands, Waste and Recycling, Wildlife in DangerAround the World Series: Betsy Franco, Evan-Moor Educational Publishers:1993-1995 (age 6 and up) Titles include Russia, India, China, Japan, Brazil

Promoting Critical Geographic Awareness in the Elementary: Children’s Literature

Ancona, G. 1990. Riverkeeper. New York: Macmillan.Asch, F. 1994. The Earth and I. Orlando, FL: Harcourt Brace.Atson, D. H. 2003. Looney little: An environmental tale. Cambridge, MA: Candlewick Press.Bunting, E. 1993. Someday a tree. New York: Clarion Books.Carr, T. 1991. Spill! The story of the Exxon Valdez. New York: F. Watts.Cherry, L. 1990. The great kapok tree: A tale of the Amazon rain forest. San Diego: Harcourt Brace Jovanovich.Cherry, L. 1992. A river ran wild. San Diego: Harcourt Brace Jovanovich.Child, L. 2001. What planet are you from, Clarice Bean? London: Orchard Books.Coerr, E. 1993. Sadako. New York: Putnam.Cone, M. 1991. Come back, Salmon. San Francisco: Sierra Club Books for Children.David, L., and C. Gordon. 2007. The down-to-earth guide to global warming. New York: Orchard Books.Earthworks Group. 1990. 50 simple things kids can do to save the Earth. Kansas City: Andrews McMeel.Fleming, D. 1996. Where once there was a wood. New York: Henry Holt.Fletcher, H. J., and S. Groves. 1992. How on Earth do we recycle paper? Brookfield, CT: Millbrook.Foreman, M. 1991. One world. NewYork: Arcade.Friend, R. C., and J. L. Cohen. 2007. A clean sky: The global warming story. Marina Del Rey, CA: Cascade Press.Green, J. 2002. Why should I protect nature? London: Hodder Wayland.Gibbons, G. 1992. Recycle: A handbook for kids. New York: Little, Brown and Company.Jeffers, S. 1991. Brother Eagle, Brother Sky. New York: Penguin.Lampton, C. 1994. Earthquake. Brookfield, CT: Millbrook.Martin, B., and M. Sampson. 2006. I love our Earth. Watertown, MA: Charlesbridge.Mayer, M. 2008. It’s Earth Day! New York: Harper Festival.McCay,W. 1990. Animals in danger: A pop-up book. New York: Aladdin.

Mecozzi, M. 2002. Nature’s scales: Weighing environmental issues. Barrington, IL: Rigby.Okimoto, J. D. 2007. Winston of Churchill: One bear’s battle against global warming. Seattle: Sasquatch Books.Pearce, F. 1991. The big green book. New York: Grosset.Pritchett, J. 2000. How has it changed? Barrington, IL: Rigby.Roca, N. 2007. The three R’s: Reuse, reduce, recycle. NewYork: Barron’s.Rockwell, A. 1998. Our Earth. New York: Voyager Books.Rockwell, A. 2006. Why are the ice caps melting? The dangers of global warming. New York: HarpersCollins.Showers, P. 1994. Where does the garbage go? New York: HarperCollins Children’s Books.Tara, S. L. 2007. Snowy white world to save. Dallas: Brown Books.Thornhill, J. 2007. This is my planet: The kid’s guide to global warming. Toronto: Maple Tree Press.Vogel, C. G., and K. A. Goldner. 1990. The great Yellowstone fire: Sierra Club books for children. San Francisco, CA: Sierra Club Books.Wallace, N. E. 2003. Recycle everyday! Tarrytown, NY: Marshall Cavendish.

B. Rationale

1. Statement of the major focus and objectives of the course.

The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice and the Minnesota Standards for Teachers of Elementary Education. This course builds on prior knowledge concept development of fundamental concepts and serves as the primary source for learning opportunities and assessment of competence for the following list of standards:

8710.2000 Standards of Effective Practice

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.4A. understand Minnesota’s graduation standards and how to implement them;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Component 3b on the assignment guide is a Curriculum Connections Map where candidates use the MN graduation standards to plan their integrated curriculum.

4B. understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action . Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Components 3 d, e, j, and o on the assignment guide all require candidates to plan for and deliver a curriculum addressing various kinds of learning.

4C. understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

Reading: chapters 3-6 in “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom”Experience/Assessment: Given the rich assortment of Global Studies strategies presented in this course, candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies included are listed in the syllabus. Featured strategies include: global teaching tools, cyber-classroom connections, service learning, critical literacy perspective.

4D. nurture the development of student critical thinking, independent problem

Reading: chapters 3-6 in “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom”

solving, and performance capabilities;Reading/Experience/Assessment: Micro-teaching using Children’s Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom.



Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:

6J. know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;

Reading: chapters 3-6 in “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom” Each of these chapters forms a foundation for using children’s voice.Reading/Experience/Assessment: Micro-teaching using Children’s Literature and a Critical Literacy Perspective. Using the 2 articles below as a foundation, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Candidates are expected to take this micro-teaching experience into their Global Studies Integrated Curriculum project in a clinical setting. See Component 3f on the assignment guide.Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494.Lintner, T. (December 2009). Using Children’s Literature to Promote Critical Geographic Awareness in Elementary Classrooms. The Social Studies, 101(1), 17-21.

6K. use a variety of media and educational technology to enrich learning opportunities.

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Components 3 f & g on the assignment guide require candidates to plan for and deliver media and technology resources.

Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:

7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.

7B. plan instruction using contextual considerations that bridge curriculum and student experiences;


7C. plan instructional programs that accommodate individual student learning styles and performance modes;


7D. create short-range and long-range plans that are linked to student needs and

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will

performance; collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members.

7E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;


7F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and


7G. evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.


7H. plan for the management of technology resources within the context of learning activities and develop strategies to manage student learning in a technology-integrated environment.

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note components 3 f & g on the assignment guide.

Subpart 9. Standard 8, assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual,social, and physical development of the student. The teacher must:

8A. be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note components 3 b, e, f, & o on the assignment guide. Each component ties to the grad standards and also includes an assessment element.

Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:

10J. identify and use community resources to foster student learning;

Readings: “chapter 7: “Social Justice for Social Studies: Teaching Strategies for the Elementary Classroom”; “The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action”


8710.3200 Teachers of Elementary Education

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:

A. A teacher of children in kindergarten through grade 6 must: (1) understand and apply the research base for and the best practices of kindergarten, and elementary level education;

Readings: The course text, “Social Studies for Social Justice” is based on the findings from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Throughout this assignment, candidates are asked to apply best practices for Content Area Literacy, Assessment, Strategy Instruction, Technology, and Curriculum Connections Mapping leading to an integrated unit.

(5) understand how to integrate curriculum across subject areas in developmentally appropriate ways;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3b on the assignment guide asks candidates to create a Curriculum Connections Map where they will use the MN grad standards to integrate the curriculum.

B. A teacher of children in kindergarten through grade 6 must demonstrate the knowledge of fundamental concepts of communication arts and literature and the connections between them. The teacher must: (6) develop children's ability to use written, spoken, and visual language to communicate effectively with a variety of audiences and for different purposes;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3m in this assignment focuses on Public Awareness and Planned Presentations. Candidates will work with students in their clinical site to develop these communication formats.

(7) know children's and young adolescents' literature representing a variety of genre; and

Readings/Experience/Assessment: For the Critical Consumer of Research assignment, Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies Integrated Curriculum project.



(8) know how to use books and other printed sources to develop children's personal growth and lifelong learning.

Readings/Experience/Assessment: For the Critical Consumer of Research assignment, Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies Integrated Curriculum project.

Soares, L.B. & Wood, K. (March 2010). A Critical Literacy Perspective for Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-

494.


C. A teacher of young children in the primary grades must have knowledge of the foundations of reading processes, development, and instruction, including;(7) content-area literacy, including: Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in

social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning.Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Informational Text

Anticipation Guide/Revised Extended/Reaction Guide Directed Reading/Thinking Activity (DR/TA) Graphic Organizer Group Summarizing Historical Character Map What I Know; Want to Learn; Learned (K-W-L) Pairs Read Predict-Locate-Add-Note (PLAN) Problematic Situation Proposition/Support Outline Sensory Imagery Structured Note Taking Survey, Question, Read, Recite, Review (SQ3R) Think-Aloud




(a) knowledge of reading comprehension processes necessary to comprehend different types of informational materials and content-area texts; and

Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the comprehensions processes needed to comprehend informational/content area texts.Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Vocabulary Development

Concept Definition Mapping Five-Step Method Frayer Model Semantic Feature Analysis Semantic Mapping Student VOC Strategy Verbal and Visual Word Association Word Sorts Zooming in and Zooming Out

Informational Text Anticipation Guide/Revised Extended/Reaction Guide Directed Reading/Thinking Activity (DR/TA) Graphic Organizer Group Summarizing Historical Character Map What I Know; Want to Learn; Learned (K-W-L) Pairs Read Predict-Locate-Add-Note (PLAN) Problematic Situation Proposition/Support Outline Sensory Imagery Structured Note Taking Survey, Question, Read, Recite, Review (SQ3R) Think-Aloud



(b) the structures and features of expository (information) texts and effective reading strategies to address different text structures and purposes for reading;

Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum plans. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Vocabulary Development


Informational Text Anticipation Guide/Revised Extended/Reaction Guide Directed Reading/Thinking Activity (DR/TA) Graphic Organizer Group Summarizing Historical Character Map What I Know; Want to Learn; Learned (K-W-L) Pairs Read Predict-Locate-Add-Note (PLAN)

Problematic Situation Proposition/Support Outline Sensory Imagery Structured Note Taking Survey, Question, Read, Recite, Review (SQ3R) Think-Aloud



D. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including: (1) appropriate, motivating instruction, both explicit and implicit:(d) applying a variety of reading comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts.

Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Vocabulary Development




Reflection Strategies (Questioning; Writing; Discussing) Learning Log Question-Answer Relationship (QAR) Questioning the Author (QtA) Role/Audience/Format/Topic (RAFT) Creative Debate

Discussion Web Scored Discussion

(2) selection, design, and use and appropriate and engaging instructional strategies, activities, and materials, including:(b) teaching vocabulary using a range of instructional activities to extend students’ understanding of words; and

Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project.. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Vocabulary Development


(c) both explicit and implicit, in the teaching of comprehension skills and strategies including opportunities for guided and independent work.

Readings: Doty, J. K., Cameron, G. N., & Barton, M. L. (2003). Teaching reading in social studies: A supplement to the Second Edition of Teaching Reading in the Content Areas Teacher's Manual. Aurora, CO: Mid-continent Research for Education and Learning. Note: Sections 1-4 in this book address the structures and features of expository informational/content area texts.Experience/Assessment: In this course, candidates will develop and apply their understanding about content area literacy tied to the Social Studies. Candidates will both jigsaw and present strategies within the college classroom setting, but they will then be expected to incorporate at least 2 of the strategies as a minimum into their Global Studies Integrated Curriculum project. Candidates will discuss the appropriate application of each strategy. Strategies include the following:Vocabulary Development




Reflection Strategies (Questioning; Writing; Discussing) Learning Log Question-Answer Relationship (QAR)

Questioning the Author (QtA) Role/Audience/Format/Topic (RAFT) Creative Debate Discussion Web Scored Discussion

(3) selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; the ability to facilitate and develop students; responses to literature and their critical reading abilities through high level, interactive discussions about texts;

Readings/Experiences/Assessment: Candidates will make connections between the research-base and their own practice in the areas of: critical literacy, children’s literature, social studies pedagogy, and building reflective understandings. Candidates will read the 2 articles below to ground their understandings and build shared understandings as a cohort. Then, candidates will create and micro-teach a social studies lesson using children’s literature and other printed sources. Candidates will be expected to demonstrate how they will bring a critical literacy perspective to the elementary social studies classroom. Then, candidates will take this critical literacy perspective into their Global Studies Integrated Curriculum project.



(4) selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop students’ facility in comprehending and using academic language;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: Step 3m in this assignment focuses on Public Awareness and Planned Presentations. Candidates will work with students in their clinical site to develop these communication formats.

I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:(1) tools of inquiry and problem solving;

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: In part 3j Candidates are asked to make global connections as part of this assignment.

(2) concepts of:(f) how people create and change structures of power and authority and of governance;

Experience/Assessment: Candidates will explore this topic through course readings, the texts, class conversations, and by tapping into prior knowledge. Culminating in a Reflection Paper found on the syllabus. Your final reflection paper will address the following questions: What are the issues that marginalized or disadvantaged people speak of with excitement, anger, fear, or hope? How can I enter a dialogue in which I will learn from students about the problems and obstacles they face? What experience do students already have that can point the way toward solutions? What narrative is missing from the “official story” that will make the problems my students encounter more understandable? What current or proposed policies serve the privileged or the powerful, and how are they made to appear normal and inevitable? How can public space – in my classroom, in the larger community – for discussion, problem-posing and problem-solving, and fuller and wider participation be expanded?

(g) how people organize for the production, distribution, and consumption of goods and services and how those choices impact the environment;

Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective. Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.

(h) the relationships among Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective.

science, technology, and society; Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.

(i) global connections and independence; and

Experience/Assessment: Unit Plans/Content Map from a Social Justice Perspective. Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.Readings: The course text, “Social Studies for Social Justice” is based on the findings from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.

Experience/Assessment: Global Studies Integrated Curriculum Project focusing on Service Learning/Social Action. Teacher Candidates will collaboratively plan this project following a Service Learning Blueprint found in the course text by Cathryn Berger Kaye (2010). This project will be co-developed and delivered with a designated clinical site and other identified community members. Note: In part 3j Candidates are asked to make global connections as part of this assignment.

(j) the ideals, principles, and practices that promote productive community involvement;

Readings: The course text, “Social Studies for Social Justice” is based on the findings from a 3-year research study conducted by the author and included 40 teacher participants across the country; “The Complete Guide to Service Learning” is also based on the research and is considered a best practice strategy.


(4) the environment as an integrating concept through understanding of how to use the sciences, social sciences, mathematics, arts, and communications in the exploration of environmental issues and topics.

Readings/Experiences/Assessment: Unit Plans/Content Map from a Social Justice Perspective. Read Chapter 4: Reinventing the Social Studies Curriculum and Chapter 5: Social Justice Themes and Skills in your text, “Social Studies for Social Justice: Teaching Strategies for the Elementary Classroom.” Part A of this assignment is an essay that describes your background knowledge related to the fundamental concepts identified by the Social Studies Standards for Elementary Teachers. Part A of the assignment will be completed alone. Part B of this assignment will be completed in small groups. In small groups you will choose a grade level and review the MN Academic Standards in History and Social Studies. You will also review a Social Studies textbook for the grade level you have chosen. Then, you will develop a year-long curriculum map from a social justice perspective using the software Inspiration.Readings/Experiences/Assessment: Candidates will demonstrate this benchmark by reading the article below, developing a working understanding of Critical Geographic Awareness, and then micro-teach a lesson using children’s literature and other printed sources.


2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody______________________________ _529-6118 ______ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED312: Global Studies in Elementary Classrooms __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program__ RED312: Global Studies in Elementary Classrooms

Department Recommendation

_________________________________ ___3/3/11 ___ [email protected] __ Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

mailto:[email protected]

Web viewWINONA STATE UNIVERSITY. REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS. Course or Program__RED312: Global Studies in Elementary Classrooms. This checklist enables

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