Secondary Education: Tchg Soc Studies in Sec School

Students are introduced to the philosophy, aims, and methods of social studies teaching in secondary schools. Emphasis is placed on engaging all learners through active and equitable learning opportunities and developing critical perspectives in teaching. Fosters content knowledge, pedagogical knowledge, and pedagogical content knowledge across social studies disciplines. Credit not awarded for both EDSC 3250 and EDSC 5225. Prerequisites: EDSC 1110, EDSC 2070, EDSC 2090, EDSC 2150, EDSC 2160.

Secondary MAT and Undergrad students; Minimum Jr standing; Prereq for MATs: EDSC 5207,5209,5215,5216; Prereqs enforced by the system: EDSC 1110, 2070, 2090, 2150, 2160; Synchronous online and In-Person components; Specific dates TBA; Open to Degree and PACE students

This course introduces students to the philosophy, aims, and methods of teaching social studies in secondary schools. It features an emphasis on 1) engaging all learners through active and equitable learning opportunities and 2) developing critical perspectives in the teaching and learning of social studies. The course is designed to foster content knowledge, pedagogical knowledge, and pedagogical content knowledge across the various social studies disciplines. In alignment with the National Council for the Social Studies (NCSS), the course is primarily focused on using inquiry-based teaching to delve deeply into history, civics, economics, and geography, though other disciplines are also explored as necessary. Using the College, Career, and Civic Life (C3) Framework, students receive guidance and support in implementing instructional design following the Inquiry Design Model.

This course will be held primarily in person, with two anticipated remote meeting dates. It combines lecture and discussion formats. Students should expect to spend approximately 6-8 hours a week on coursework outside of class. There are no planned out-of-class expectations beyond those stated above.

All course assessments are aligned with the competencies listed above and are intended to move you closer to readiness for practicing the fine art of social studies teaching. These are largely process-oriented assessments (as opposed to only outcome-oriented), and they are guided by a proficiency-based learning approach. We will work on them in increments, checking in often so I can provide each of you multiple rounds of feedback. Philosophy of Social Studies Education Inquiry-based Social Studies Unit Plan Teaching (and Reflecting on) the Inquiry Lesson Analysis & Critique of Curriculum