Evangelina Bustamante Jones, Ph.D.
Telephone:	594-1836 office (please state date & time of call on voice mail)
Fax:	(619) 594-1183
Office Hours:	Mondays and Tuesdays 2:30-3:30 pm in BAM 227; Wednesdays and Thursdays by appointment
E-mail:	ejones@mail.sdsu.edu
Course Time:	Wednesdays, 9:00-11:40 am, Central Elementary; 1:00-3:40 pm, South Bay Elementary

Go to:
	Required Text
	Recommended Text
	Other Material
	Course Description
	Teacher Performance Expectations (TPEs) and Course Objectives
	Course Requirements and Assigned Values
	Points and Grade Equivalents
	Attendance Policy
	Description of Product Types
	Standards of Quailty
	Professionalism
	Sessions, Topics, and ASSIGNMENTS DUE (Subject to Change)

Required Text:

Banks, J. A., & Banks, C. A. M. Banks. (1999). Teaching Strategies for the Social Studies: Decision-Making and Citizen Action, Fifth Edition. Addison-Wesley. Lee, E., Menkart, D. & Okazawa-Rey, M. (Eds.). (2002). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development, 2nd Edition. Teaching for Change. These texts were ordered through Aztec Shops.

Recommended Text:

Lewis, B. A. (1995). The Kids' Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference. Free Spirit. This text were ordered through Aztec Shops.

Other Material:

Content Standards and Curriculum Frameworks for the Social Studies found at: http://www.cde.ca.gov/be/st/ This text were ordered through Aztec Shops.

Course Description:

To begin, a quote from the Introduction to the History-Social Studies Framework for California Public Schools Kindergarten Through Grade Twelve: As educators in the field of history-social science, we want our students to perceive the complexity of social, economic, and political problems. We want them to have the ability to differentiate between what is important and what is unimportant. We want them to know their rights and responsibilities as American citizens. We want them to understand the meaning of the Constitution as a social contract that defines our democratic government and guarantees our individual rights. We want them to respect the right of others to differ with them. We want them to take an active role as citizens and to know how to work for change in a democratic society. We want them to understand the value, the importance, and the fragility of democratic institutions. We want them to realize that only a small fraction of the world's population (now or in the past) has been fortunate enough to live under a democratic form of government, and we want them to understand the conditions that encourage democracy to prosper. We want them to develop a keen sense of ethics and citizenship. And we want them to care deeply about the quality of life in their community, their nation, and their world. (p. 18, 2001) Our class, then, will work toward fulfilling these compelling goals for our students, no matter their age or grade. To this end, we will explore standard and community-based materials that can enhance our teaching of history-social studies. We will practice designing lessons and learning events. We will learn strategies to develop content literacy in history-social studies, how to use the child's world as a source of material and ideas that will engage our students in the study of history-social studies.

Teacher Performance Expectations (TPEs) and Course Objectives:

You will be able to: (TPEs 1, 2, 4, 5) Identify and use reading, writing, listening, and discussion strategies for metacognition, content acquisition, and language development that enhance cognitive academic learning in the social studies; (TPEs 1, 4, 5, 6, 7, 8, 9, 10, 13) Learn how to design lesson plans for the Pre-Reading, Reading, and Post-Reading phases of instruction that utilize small and whole-group contexts; (TPEs 1, 4, 5, 6, 7, 8, 9, 13) Understand and utilize strategies for content vocabulary development; (TPEs 1, 4, 5, 6, 7, 8, 13) Analyze reading materials for readability, second language needs, and academic development; (TPEs 1, 4, 5, 6, 7, 8, 9, 13) Utilize community-based and trade materials and texts to enhance content literacy; (TPEs 1, 3, 5, 6, 7, 8, 13) Learn about alternate assessment strategies and tools; (TPEs 1, 3, 5, 6, 7, 8, 13) Learn how to connect and use the California ELD Standards and assessment information from the California English Language Development Test (CELDT) to planning, teaching, and ongoing assessment of content student learning.

Course Requirements and Assigned Values:
In-Class Discussions, Exercises, Reflections (4 pts per class session) Assigned reflective essays & other products based on texts Student Interview Group Presentation of Banks Chapter	60 points 60 points 100 points 80 points
Mini Literacy Lessons (4 total, 25 points each) prior knowledge vocabulary comprehension writing	100 points
TOTAL 400 points

Points and Grade Equivalents:
400-376 (100-94%) = A	319-300 (79-75%) = B-
375-360 (93-90%) = A-	299-280 (74-70%) = C+
359-340 (89-85%) = B+	279-260 (69-65%) = C
339-320 (84-80%) = B	259-240 (64-60%) = C-
As graduate students, you are expected to produce high quality work that does not fall lower than a "C"; conversely, the grade of "A" is not simple or easy to earn. Should the quality of a product not be up to the professor's standards, the student may be asked to resubmit the work so that it reflects an understanding and adherence to the criteria included in the grading rubric. Students are expected to have completed the readings assigned in advance of each class meeting. There will be at least two ways to demonstrate engagement with the text: Double Entry Journals (DEJs) in class, and quizzes. With respect to the DEJs, students may be asked to write responses before and/or after reading an assignment in order to promote your engagement with the reading, and to prepare yourself for class discussion. DEJs should be at least 125-150 words in length. The professor reserves the right to decline late papers and products. Late work will result in deduction of, at least 10% of possible points if it is one week late; work turned in later than one week will not be accepted. Activities and products done in class can not be made up. Grading rubrics will be distributed with assignment descriptions.

Attendance Policy:

Because each class session incorporates in-class products, overviews of content in texts, and other important material, no more than three absences will be allowed over the semester. The professor reserves the right to drop students from the course should attendance be a problem.

Description of Product Types:

In-Class Products--these will be based on in class-demonstrations by the instructor, actual examples, or additional handouts, and will be constructed and presented in class in small groups (graphic organizers, teaching games, specific reading strategies such as SQ3R, Cloze tests); if assigned, Text Chapter Responses are one page in length each. Reflective Essays, Student Interview, Products based on readingsó Reflective Essays will be assigned at various points in the semester. For instance, after attending the Latino Summit (Oct. 2), CABE Para-Professional or Parent Workshops, or other community events, students will synthesize their thoughts and ideas generated by the input from the conference, workshop, etc. Essays can also be assigned when compelling events or class developments warrant such a product. The Student Interview follows a format to be presented in class; this interview will focus on student interests and needs (academic) and be used to design mini-lessons. You will interview three students in any one grade (from grade 3 to 6). One will be a high achiever, one will be an average achiever, and one will be a struggling student. You will have opportunities to observe upper grade classrooms from which to choose your students. Products based on readings could include vocabulary aids like semantic webs or semantic feature analyses, learning aids like paraphrases of an important passage in the textbook, or exercises based on something in a chapter from one of your texts. Group Presentation of Banks Chaptersóyou will work in small groups to present the information in Chapters 9-14, which cover the various social science disciplines. Your group will be responsible for producing a one or two-page summary of the chapter which will be distributed to each class member for future reference. As well, your group will devise a hands-on activity that illustrates at least two or three concepts or skills significant to your chapter's discipline. Mini-Lesson Plansóthese will focus on prior knowledge, vocabulary, comprehension, and writing strategies. They will also include the development of specific scaffolding tools that are based on examples in the two course texts;

Standards of Quality:

All work will be typed, double-spaced and edited for usage and mechanical errors before being turned in as complete. Points will be removed for substandard presentation. Please see me if you do not have access to typewriter or word processor.

Professionalism:

It is expected that members of the class will exhibit the characteristics of a professional already in the field, rather than the characteristics of the "student" (as typically understood). Readings and course products are expected at the announced deadlines unless other arrangements as a class or as individuals have been worked out. Promptness is expected. Picture (and treat) the professor as you would the principal at the school where you are working. Certain readings from required texts or handouts will be assigned throughout the semester. We will not be able to cover the entire texts this semester; however, as professionals, you are expected to examine the texts as resources, know their content, and use them for your unique situations.

Sessions, Topics, and ASSIGNMENTS DUE (Subject to Change)

CLASS MEETING	ASSIGNMENT/READING DUE ON THIS DATE	CLASS SESSION TOPICS & ACTIVITIES	CLASS SESSION TOPICS & ACTIVITIES
#1-1/26		Intro to course Hands-on: Children's Literature as a Resource for Social Studies	Using Children's Literature in Content Area Instruction (TPEs 1, 4, 5, 6, 7, 8, 9, 13
#2/02-02	Banks, Ch. 1, The Social Studies, Nature and Goals Look up History-Social Science Content Standards & Curriculum Framework on web	Overview, Content Standards/Curriculum Framework Jigsaw, Content Standards/Curriculum Framework Small group discussion, Banks chapter	TPEs 1, 2, 4, 5
#3/02-09	Banks, Ch. 3, Teaching Social Science Inquiry & Its Products	In-class journal Overview, Interviewing Students As a Guide to Lesson Planning Hands-on with Tapping & Developing Prior Knowledge Comprehension and Reading Strategies An Introduction to the Kohl Experiential Model for Developing Intrinsic Motivation	Strategies for Pre-Reading in Content Area How to Develop Motivation Through Experiential Approaches TPEs 1, 2, 3, 4, 5, 6, 7, 8, 8, 10, 11
#4/02-16	Banks, Chs. 9, 10, 11, 12, 13, 14	Presentations of six social science disciplines Review, Interview of Students format	Informal and Formal Assessment Tools Making Content Accessible TPEs 1, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
#5/02-23	Lee, Introduction Scan Lee, School Staff, Family & Community Development, Overview Mini-lesson, prior knowledge	Jigsaw and Presentations with Overview	TPEs 1, 2, 3, 6, 7, 8, 9, 11
#6/03-02	Banks, Ch 2, Unit and Curriculum Planning Lee, Readings pp. 87-115 (choose one article, write a reflection, share in class)	Mid-Term Assessment: OPEN BOOKS/NOTES PLEASE BRING ALL TEXTS AND NOTES WITH YOU Hands-on with Vocabulary Learning in Content Areas; Long-Term Acquisition & Development of Vocabulary	Strategies for Pre-Reading in Your Content Area Collaborative Planning How to Use Student Data & Resources for Planning TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13
#7/03-09	Banks, Ch 4, Teaching Higher-Level Thinking with Questions Lee, Reading Between the Lines, pp. 118-14 (choose one article, write a reflection, share in class) Mini-lesson, vocabulary	Overview, Comprehension Strategies ó Choosing Before-, During-, and Post-Reading Strategies	Preparing Students for New Concepts & Vocabulary Getting Comfortable with New Strategies TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
#8/03-16	Banks, Ch. 5, Teaching Social Studies Skills Lee, Activism & Pre-School; Redefining the Norm: Early Childhood Anti-Bias Strategies; Photo Picture Cards	Differentiating Instruction: Adapting the Text or Making it Accessible	Making Content Accessible TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
#9/03-23	Banks, Ch. 6, Teaching Reading in the Social Studies Lee, Students' Stories in Action Comics; Portrait Poems; Mountains of Prejudice Mini-Lesson, comprehension	Mountains of Prejudice Role Play Hands-on with Supports and Study Skills ó Anticipation Guides; 3-Level Guides;	Helping Students Become Self-Regulated Learners TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
	SPRING BREAK, No Class
#10/04-06	Banks, Ch. 7, Teaching Social Issues and Human Rights Lee, The Business of Drugs	The Business of Drugs Role Play Writing and Learning in Content Areas; Writing to Learn --Journals, Logs, Quick Writes; Research Projects	The Role of Writing in Content Literacy TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
#11/04-13	Banks, scan Ch. 8, Selecting and Using Instructional Materials and Resources Lee, select either Math or Science & Geography articles, from pp. 303-330	Jigsaw activity with Math, Science & Geography articles Hands-On with Writing Strategies	TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
#12/04-20	Banks, Ch. 15, Valuing, Decision-Making, & Citizen Action Mini-Lesson, writing to learn	Hands-On: Comprehension Strategies, Talking to Learn	Helping Students Through Text Helping Students Become Strategic Readers TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
#13/04-27	Banks, Ch 16, Assessment Strategies	Hands-On Assessment Strategies	Informal and Formal Assessment Tools TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
#14/05-04	Assemble Student Interview notes & data	No Class Session
#15/05-11	Student Interview Due, no exceptions	Reflect on Implications for Instruction	The Importance of a Sense of Accomplishment Interviews as an Informal Assessment

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Last updated: 02/08/05