Course Title: Inquiry Centered Social Studies Instruction
Course Prefix and Number: EDTD 6231
Hours: 3sh
Prerequisites: Admission to M. Ed. Program, successful completion of Advanced Studies in Educational Psychology and Technological Innovations and Utilizations in Education

Course Description: Inquiry Centered Social Science Instruction (3-0-3)
In this course students will examine three models of inquiry centered social science instruction: historical investigations, simulation problem solving with decision tree strategies, and hypothesis testing. All three models emphasize the development of conceptual understanding and the integral use of complex thinking skills in learning subject matter. Students will examine adaptations of these models to learners of varied ages and developmental characteristics.

Specific Course Objectives:
1. Students will demonstrate their understanding of the three inquiry models of instruction by designing a thematic unit that incorporates lessons reflecting each model.

2. Students will demonstrate their ability to apply principles of adaption by designing the thematic unit lessons with specific age/grade level youngsters in mind, incorporating varied learning activities and guides for diverse learning strategies.

3. Students will demonstrate their ability to critically analyze recommended practice by critiquing exemplars (each others and published samples) of the three inquiry models.
 

Structure of Course Requirements:
1. Internet Bulletin Board asynchronized and stranded discussion about assigned readings. The bulletin board allows for ongoing dialogue and provides opportunity to extend classroom discussion. Each participant will be required to post topics and respond to those posted by others. 20% of Grade

2. Each student will develop introductory or launch activities designed to inspire and motivate children to develop rationales for conducting their own historical investigations. 20% of grade

3. Use desktop publishing to present an opportunity for children to read and analyze an event.
Include political cartoons, editorials containing portions of primary source data, and other articles related to the main event. 20% of grade

4. Develop a thematic unit using issues of personal relevance and social concern to enable children to jointly construct meaning about historical trends and themes. Units must contain the following elements: (a) a theme to link the curriculum and make it authentic; (b) a written list of the unit's objectives; (c) student negotiated essential questions that frame the choices of the learning experiences; (d) outcomes that link the unit's content, questions, and activities; (e) activities that address national standards and involve deconstruction of primary sources, documents, and literature; (f) opportunities for students to use technology; and (g) varied assessment techniques with qualitative rubrics for learner and teacher use. This unit will be presented to the class using presentation software. Copies of units will be prepared for all class members. 40% of grade

GRADE SCALE AND CRITERIA:
Assignments will be graded on a four point scale. All assignments will be evaluated on the following criteria: accuracy, completeness, clarity, depth of analysis and insight, coherence, well reasoned or argued; clarity of expression, consistent correct usage of standard English, consistently accurate use of APA style.

4=outstanding performance on all dimensions of task and all criteria
3= performance on main dimensions of task is accurate, coherent, complete; clarity, depth of analysis and insight, reasoning, are satisfactory; consistently correct usage of standard English, consistent and accurate use of APA style.
2.5=effort to address main dimensions of task is evident; however, performance on main dimensions of task is not completely accurate or coherent; performance lacks clarity, depth of analysis, reasoning is difficult to comprehend; moderately inconsistent in correct usage of standard English, inconsistent and inaccurate use of APA style.
1=main dimensions of task are not all addressed; performance is inaccurate, incoherent, lacks clarity, analysis is not at all evident, faulty reasoning; consistently incorrect usage of standard English, consistently inaccurate use of APA style.
3.7-4.0=A; 3.0-3.69=B; 2.5-2.99=C; 2.0-2.49=D; 0-1.99=F
 

Topical Outline:
1. Students Constructing History for Their Own Reasons:
    Readings: Kobrin
2. Standards:
    Readings: Geography, History, and Social Studies Standards
3. Models of Inquiry with emphasis on concepts, generalizations, dispositions, and issues
    Readings: Evans and Saxe; Martorella; Levstik and Barton
4. Materials criteria for selection and use:
    Readings: Lindquist; Krey
5.Technology:
    Readings: selected text chapters
6. Assessment:
    Readings: Martorella; Evans and Saxe

Webites:
Turner Learning
K-12 Teachers
Social Studies
NCSS
The American Experience
Library of Congress
The Valley of the Shadow
Schrock Guide
Georgia Quality Core Curriculum Links:
Instruction
Georgia Spotlight
SACS Standards
Developing Standards
Parks as Classrooms
Developing Social Studies Standards
Practical Tools
Course Bibliography
Allen, Michael G., & Stevens, Robert L. (1998). Middle Grades Social Studies. Allyn and Bacon: Boston.

Center for Civic Education. (1994). National standards Fore Civic and Government. Calabasas, California: Author.

Ellis, Arthur K. (1998). Teaching and Learning: Elementary Social Studies. (6th ed.). Allyn and Bacon: Boston.

Evans, Ronald W., & Saxe, David Warren (Eds.). (1996). Handbook on Teaching Social Studies: NCSS Bulletin 93. National Council for the Social Studies: Washington D.C.

Geography Education Standards Project. (1994). Geography for life: National geography standards. Washington, D.C.: National Geographic Society. GFL

Giannangelo, Duane M., Sergeant, David J., & Wooler, Rosestelle B. (1989). The whatever factor: Geographic literacy of teachers. Journal of Social Studies Research, 13(2), 34-39. Journal of Social Studies Research

Larkin, A. Guy, & Hawkins, Michael L. (1990). Trivial and noninformative content in primary-grade social studies text: A second look. Journal of Social Studies Research, 14(1), 25-32.

Levstik, Linda S., & Barton, Keith C. (1997). Doing History: Investigating With Children in Elementary and Middle Schools. Lawrence Erlbaum Associates: New Jersey.

Martorella, Peter H. (1998). Social Studies for Elementary School Children. Merrill: New Jersey.

Martorella, Peter H. (1996). Teaching Social Studies in Middle and Secondary Schools. Englewood Cliffs, N.J.: Prentice-Hall, Inc.

McKinney, Warren C., McKinney, Kay C., Ford, Mary Jane, Gilmore, Allison C., & Larkin, A. Guy. (1990). Preservice elementary education majors' knowledge of American government. Journal of Social Studies Research, 14(2), 39-50.

McKinney, Warren C., McKinney, Kay C., Ford, Mary Jane, Gilmore, Allison C., & Larkin, A. Guy. (1990). Preservice elementary education majors' knowledge of American history. Journal of Social Studies Research, 14(2), 1-12.

McKinney, Warren C., McKinney, Kay C., Ford, Mary Jane, Gilmore, Allison C., & Larkin, A. Guy. (1990). Preservice elementary education majors' knowledge of economics. Journal of Social Studies Research, 14(2), 26-38.

McKinney, Warren C., McKinney, Kay C., Ford, Mary Jane, Gilmore, Allison C., & Larkin, A. Guy. (1990). What do preservice elementary education majors know about world geography? Journal of Social Studies Research, 14(2), 13-25.

National Center for History in the Schools. (1996). National standards for history. Los Angeles: Author. NSH

National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, D.C.: Author. EESS

Parker, W., Jarolimek, J. (1997). Social studies in elementary education (10th edition). Upper Saddle River, New Jersey: Prentice-Hall, Inc. PJ

Seefeldt, Carol. (1997). Social Studies for the Preschool-Primary Child. Merrill: New Jersey.

Social Education. Simpson, Michael (ed.) National Council for the Social Studies: Washington D.C.

Social Science Education Consortium, Inc. (1996). Teaching the Social Sciences and History in Secondary Schools: A Methods Book. Belmont, Ca.: Wadsworth Publishing Co.

Steffey, Stephanie, & Hood, Wendy J. (1994). If This Is Social Studies, Why Isn't It Boring? Stenhouse Publishers: York, Maine.

Teaching Tolerance. Dees, Morris (ed.) Southern Poverty Law Center: Montgomery, Alabama

Theory and Research in Social Education. Michigan State University Press

Multicultural References
Beaty, Janice J. (1997). Building Bridges With Multicultural Picture Books: For Children 3-5. Merrill, New Jersey.

De Gaetano, Yvonne, Williams, Leslie R., & Volk, Dinah. (1998). Kaleidoscope: A Multicultural Approach for the Primary School Classroom. Merrill: New Jersey.

Grant, Carl A., & Sleeter, Christine, E. (1998). Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender, and Disability. Merrill: New Jersey.

Hernández, Hilda. (1997). Teaching in Multilingual Classrooms: A Teacher's Guide to Context, Process, and Content. Merrill: New Jersey.

Thayer-Bacon, Barbara J., & Bacon, Charles S. (1998). Philosophy Applied to Education: Nurturing a Democratic Community in the Classroom. Merrill: New Jersey.