CLASS SYLLABUS--FALL 2014
Welcome to SEED 415, the most wonderful, the most exciting, and
the most interesting methods course mentioned in this particular
paragraph! The broad goal of this course is to help you to become
the best social sciences teacher you can be. Unfortunately, our
numbers are way down this semester, and I’ll have to convert the class
into an independent study for you—less than ideal.
Portions of this course have been redesigned in order to better
prepare our prospective social science teachers to make full use of
technology in the classroom. Your suggestions on this aspect of
the course will be particularly appreciated.
This course syllabus and all other class materials are available
on-line. My home page is www3.northern.edu/marmorsa. Click on
"current courses," and go to the SEED 415 link. Some online
portions of the course require you to log in to Desire to Learn, a
somewhat buggy program. Please send me an e-mail right away if you
I have prepared a brief textbook, Teaching Social Studies for
Fun and Profit (TSSFFAP), for use in the methods class. In
addition to chapters on teaching philosophy and technique, the text
contains many creative teaching ideas from students in previous methods
In order to make sure that students are keeping up with the
reading, I have incorporated on-line quizzes for each chapter of
TSSFFAP. These quizzes are often very short and they are intended
to be easy. But please do each of the quizzes on time! The quizzes are
delivered via D2L, and you *should* get immediate feedback on each
quiz. Please let me know if you run in to any problems.
Please login to the class blog
(http://2012seed415.blogspot.com/) each week and respond to the
prompt. Please read the comments of any earlier posters and
respond to their thoughts as well.
Your grade for this course will be based primarily on your
weekly quizzes, your blog entries, your final exam, your lesson plan,
and the game/activity you prepare and present to the class. In
addition, we will take into account attendance and participation in
figuring your final grade.
Note that a primary goal of this class is to figure out a way to make
social sciences seem interesting and important to junior/senior high
students. The more you contribute toward this goal, the higher your
grade will be.
IMPORTANT NSU POLICIES THAT MAY AFFECT YOU. PLEASE READ!!!
1. REGISTRATION CONFIRMATION
All students are required to complete Registration Confirmation
and pay their tuition and fee charges no later than the third day of
the semester. To do this, log in to WebAdvisor, click on "Fall
2011 Registration Confirmation", and follow the steps indicated.
Financial aid refunds will not be processed until the Registration
Confirmation has been completed. Failure to pay your bill and
complete the Registration Confirmation by August 31, 2010 will result
in the cancellation of your enrollment. Contact the Finance Office in
the Krikac Administration Building, email
firstname.lastname@example.org, or call 626-2566 with any questions
2. NSU DISABILITY POLICY:
Northern State University recognizes its responsibility for
creating an institutional climate in which students with disabilities
can thrive. If you have any type of disability for which you
require accommodations, please contact Karen Gerety at the NSU Office
of Disability Services (626-2371, Student Center 217) as soon as
possible to discuss your particular needs.
3. BOARD OF REGENTS ACADEMIC FREEDOM POLICY:
Under Board of Regents and University policy student academic
performance may be evaluated solely on an academic basis, not on
opinions or conduct in matters unrelated to academic standards.
Students should be free to take reasoned exception to the data or views
offered in any course of study and to reserve judgment about matters of
opinion, but they are responsible for learning the content of any
course of study for which they are enrolled. Students who believe that
an academic evaluation reflects prejudiced or capricious consideration
of student opinions or conduct unrelated to academic standards should
contact the academic dean administratively in charge of the class to
initiate a review of the evaluation.
CLASSES AND ASSIGNMENTS
TEACH SOCIAL STUDIES?
meets in MJ
101 with Art Marmorstein for introductions and an overview of course.
will move to the downstairs to the NSU Computer Center for an
the online portion of the class. During
class, you will create a personal social science blog, a blog you
maintain throughout the semester and that (I hope) you will continue
the class is complete.
TO STUDENTS--THE IDEAL SS TEACHER
Chapter 2 of Teaching Social Studies for Fun
and Profit (Who We Are/Who We Teach: Building Effective Classroom
Relationships) and do "on-line" quiz
reflections to the class blog.
IN THE CLASSROOM I
of Teaching Social Studies for Fun and
Favorite Subject) and do Desire2Learn quiz online. Respond to the
prompt on the
in the computer center. We’ll talk about blogs, rss feeds, wikis,
other tools that might prove useful in the social science classroom.
IN THE CLASSROOM II
meets at the NSU computer center. Class will include a discussion of
resources available for the social sciences and an exploration of sites
particularly suited to social studies. In
class assignment: Assignment: Register for MERLOT (www.merlot.org) and review one
Continue to work on your personal social science blog.
reflections to the class blog.
September 23--THEATER GAMES
TSSFFAP Chapter 6 (Classrooms Full of Stars: Theater Games in the
Sciences) and do on-line quiz. Please
also add your reflections to the prompt on the class blog.
1--PLANNING AND ORGANIZING*
TSSFFAP Chapter 3 (Once Around the Race Course:
Developing Effective Social Sciences Curriculum) and do on-line
quiz. The look at the South Dakota State
Social Studies Standards and the National Council of Social Studies
standards in any one social studies area of your choice.
you find the material here helpful in clarifying what/how you should
teach? In what ways do the materials
here go along with the suggestions for good curriculum planning
TSSFFAP? What problems do you see with
these standards? Add your reflections to
the class blog.
TSSFFAP Chapter 4 (Shtick and Tricks, the Easy Road to Teaching
Creating an Effective Classroom Environment) and do on-line quiz.
add your reflections to the class blog.
15--GAMES AND ACTIVITIES*
TSSFFAP Chapter 5 (Gluing Students to Their Seats and Other Fun Social
Games and Activities) and do on-line quiz. Also, look through the games
“Gluing Students to Their Seats” blog socialstudiesgames.blogspot.com.
a learning game/activity and play the game with any group of students
choose. It would be great if you could
have a game for my IDL 190 students.
That class meets at 2:00 p.m. on Monday and Wednesday. Please make your game suitable for posting on
the “Gluing Students to Their Seats” blog.
Add your comments to the learning games prompt on the regular
TSSFFAP Chapter 7 (Herodotus Had it Right: From Lecturer to Story
do online quiz. Attend any lecture at
NSU and analyze it in terms of the TSSFFAP “good lecture” suggestions. To what extent did the lecture reflect the
TSSFFAP “Keys to a Good Lecture” standards?
What kind of things did the teacher do to make sure that
attention, enjoyed the lecture, and learned something from it? What did you think went particularly
well? What would you have done
differently? Post your comments on the
29--LEADING GOOD DISCUSSIONS
class: Read TSSFFAP Chapter 8 (How to Get from Chicago to New York
Going through San Francisco: Leading Good Discussions) and do the
any discussion at NSU and analyze it in terms of the TSSFFAP “good
suggestions. To what extent did the
lecture reflect the TSSFFAP “Keys to a Good Lecture” standards? What kind of things did the teacher do to
make sure that students paid attention, enjoyed the discussion, and
something from it? What did you think
went particularly well? What would you
have done differently? Post your
comments on the class blog.
2—ASSESSMENT DAY—NO CLASS
9—VETERAN’S DAY: NO CLASS
16—DAYS TO REMEMBER:
CONSTITUTION DAY/HISTORY DAY
through the material on the Constitution Day and National History Day
(www.constitutionday.com, www.nationalhistoryday.org) and think about
events like Constitution Day and National History Day might enrich the
curriculum and stimulate increased student interest in history and
government. Add your reflections to the
25—HAPPY THANKSGIVING (no
and after class: Drive Safely. Read TSSFFAP Chapter 11 (A Madness in
Methods: New Trends in Education) and do on-line quiz.
2—PUTTING IT ALL TOGETHER: EFFECTIVE
a social science/history topic suitable for a high school lecture, and
a “rough draft” lesson plan for that lecture.
Make sure your plan indicates the general purpose of your
logical structure of your lecture, and some ideas for keeping students’
engaged. Include also any ideas you
might have for visual aids, an introductory “hook,” or any of the other
elements TSSFFAP says are important to a good lecture. Submit your
as an e-mail attachment (email@example.com)
9—IN CLASS ESSAY EXAM
meets back in MJ 101 for the in-class portion of the final. See the syllabus for study questions.
16-- ONLINE FINAL EXAM
is the “regularly scheduled” date for Tuesday evening finals. Please be
your online final is completed by this date.
WRITTEN FINAL INSTRUCTIONS AND STUDY
For the essay portion of the final exam, I
will choose four of the prompts below and ask you for essay responses
to three (3) those prompts. In evaluating your exams, I will be looking
primarily for evidence that you are familiar with *both* with the
material presented in TSSFFAP and with the material presented in class
by me and the Aberdeen Central teachers. I am looking also for evidence
you are likely to be able to apply that material when you are actually
in the classroom.
1. What are the keys to a good lecture? What kind of
things can a teacher do to make sure that students pay attention to the
lecture, enjoy the lecture, and learn something from it? Include
in your answer reference to the lecture you gave at Central High.
Note both what you did right, and what you would do differently next
2. What are the keys to an effective discussion? What kind
of things can a teacher do to make sure students participate in
discussion, enjoy discussion, and learn something from it?
Include in your answer reference to the discussion you led at Central
High. Note both what you did right, and what you would do
differently next time.
3. What are some of the things a teacher can/must do to create
and maintain an effective learning environment in the classroom?
What can be done to make students want to do their best work?
What can be done to avoid/correct discipline problems?
4. What methods/activities other than lecture and discussion
would you use in the classroom? Note the advantages/disadvantages
of each method you mention.
5. Suppose a prospective employer asks you why you want to be a
social studies teacher and why you think social studies is
important. How would you respond?
6. What are some of the most important "new trends" in
education? In what ways might some of these "new trends" improve
classroom education? In what ways are these new trends dangerous?
GRADING STANDARDS FOR PRESENTATIONS/ASSIGNMENTS:
In this class, you are preparing yourself, not just as an
instructor, but as a model for students. One thing you will see
very quickly is that students do model your behavior.
The problem here is that this amplifies mistakes. Your errors,
whether errors about historical facts or errors in spelling and
grammar, will be absorbed by at least some of your students.
As a result, it is important to strive for perfection. Your work
should be thorough, interesting, correct, and complete. Written
work and should be as polished as possible. Actual teaching
sessions will be evaluated according to the following
90-100: Exceptionally good
teaching. Teacher not only does a good job with all the
essentials of a good lesson (clear objectives, well organized material,
etc.) but adds to this extra enthusiasm and energy. Students are
not only attentive but enjoying the lesson.
80-89: Above average
teaching. Material well organized and clearly presented.
Student interest level remains high throughout presentation.
Lesson has clear objectives, and those objectives are achieve
70-79: Meets basic
requirements. Covers the appropriate material, but does not show
any special creativity or effort.
60-69: Presentation falls
short of basic requirements in some way. Possible problems
include low student interest and involvement, unclear objectives, and
lack of solid content.
Below 60: Presentation needs much improvement, fails to meet
several of the above standards.