A.  The number one objective of the course is to stress that effective teaching requires both a deep and broad knowledge of the social studies subject areas and familiarity with various teaching methods.  The two must come together.

 B.  Other objectives include:
  1.  To aid the prospective social studies teacher in developing a philosophy supporting the purpose of social studies instruction.
  2.  To acquaint the prospective teacher with procedures for diagnosing reading and learning problems.
  3.  To instruct the student that whatever social studies subject being taught, all social studies fields have a place in the unit plan.  History must not ignore geography, etc.
  4.  To acquaint students with the National Council for the Social Studies ten themes and the PASS objectives.
  5.  To instruct students to appropriate ways to integrate the NCSS and PASS standards into their lesson plans.
  6.  Students will update their portfolios.

II.  Course Outline:

 A.  Why teach Social Studies?
 1.  Definition of Social Studies.
 2.  The cognitive domain (knowledge).
 3.  The affective domain (attitudes and values).
 4.  Skills of the Social Studies.
 5.  Some objectives for teaching Social Studies.
 6.  Objectives, structure, and characteristics of students.

 B.  Topics studies (all related to Social Studies).
 1.  Knowing the student.
 2.  Place of Social studies in the curriculum.
 3.  Planning the course, unit and lesson plans.
 4.  Teaching Citizenship.
 5.  Teaching Current Events.
 6.  Use of Group Projects.
 7.  Field Trips.
 8.  Using community resources.
 9.  Time lines and chronology.
 10.  Understanding and using maps.
 11.  Using charts and graphs.
 12.  Using workbooks.
 13.  Supervised or open test book study.
 14.  Controversial Issues.
 15.  The under achiever and over achiever.
 16.  Equipment for Social Studies classroom.
 17.  Evaluation of Social Studies text books.
 18.  Testing in the Social Studies.
 19.  Professional growth of Social Studies teacher.
 20.  Diagnosing reading problems.

III.  Activities
 A.  Each student must prepare a unit plan on some aspect of citizenship education, or a significant content area in one of the social studies disciplines.  Example:  America and World War II.  Students will present a thirty minute presentation to the rest of the class on one aspect of the unit plan.  Students are encouraged to use techniques other than lecture, but advised to use the best technique for the content discussed.  The presentation will be typed and students will provide a written evaluation of their own presentation.  Class discussion after the presentation in both the preparation of the unit plan and in the oral presentation students will identify the NCSS and PASS standards covered.  When possible the presentations will be taped.

 B.  Each student must prepare a daily lesson plan on a social studies concept, and present a thirty minute presentation.  The above procedure is followed.  Below is a sample list of the representative concepts discussed.  The class will discuss the possible problems in teaching "controversial" concepts.

 C.  Sample concepts
 1.  democracy
 2.  communism
 3.  racism
 4.  checks and balances
 5.  feminism
 6.  humanism
 7.  revolution
 
 D.  Lectures on select topics under "II."

IV.  Assigned Readings

 Each student will read twenty pages of articles each week and prepare a six sentence synopsis on each article read.  Journals are chosen that emphasize content areas and methodology.  The class will be divided into teams and each team will choose an article to present to the whole class.   Below is a list of the journals.

 The History Teacher
 Teaching History
 Journals of Economic Education
 Journal of Geography
 Social Education
 The Social Studies
 Teaching Political Science
 Teaching Sociology
 The Kappan
 Learning

Students may choose appropriate articles from other journals with the permission of the professor.

All students will read:  John Earth, "Teacher:  The making of a Good One," Harper's Magazine, November, 1985, 58-65.  and Bill McCloud, "What We Should Tell Ours Children about Vietnam."  American Heritage, May/June, 1988, 55-77.

V.  Evaluation

 A.  Grades given on activities and reading assignments.
 B.  Grade on a final exam based on the text and instructor's lectures.
 C.  Subjective grading on the student's attitudes in regard to the teaching profession.  Do they take pride in becoming a teacher?  Do they exhibit an appreciation of the importance of the content area of their subject as well as methodology?  Are they committed primarily to classroom teaching rather than involvement in extracurricular activities such as coaching?

VI.  Bibliographies.
 
History, American
 1.  Suggested General Works:
 Thomas Bailly, Probing America's Past V. I and II.
 Richard Hoftstadter, The American Political Tradition
 Carl Degler, Out of Our Past.
 National Center for History in the Schools, National Standards: United States History.

1607-1877

 2.  Colonial Period:  Daniel J. Boorstin, The Americans, The Colonial Experience.

 3.  The American Revolution:  John C. Miller. Origins of the American Revolution.

 4.  The Constitution:  Forrest McDonald, We The People, The Economic Origins
      of the Constitution.

 5.  The Federalst Era, 1789-1801:  John C. Miller, The Federalist Era.

 6.  The Jeffersonian Era:  Marshall Smelser, The Democratic Republic, 1801-1815.

 7.  The War of 1812:  Patrick C.T. White.  A Nation on Trial.

 8.  Era of Good Feelings:  George Dangerfield.  The Awakening of American
      Nationalism.
 
9.  The Monroe Doctrine:  Dexter Perkins, A History of the Monroe Doctrine.

 10.  Andrew Jackson:  John Ward, Andrew Jackson.

 11.  Manifest Destiny, Old and New:  Albert K. Weinberg, Manifest Destiny.

 12.  Slavery:  Kenneth Stampp, The Peculiar Institution.

 13.  Causes of the Civil War:  Alan Nevins, Ordeal of the Union, V. 2.

 14.  Lincoln and the Civil War:  Benjamin Thomas, Abraham Lincoln.

 15.  Reconstruction:  Kenneth Stampp, The Era of Reconstruction, 1865-1877.

1877-Present

 1.  Transition Era 1877-1900:  Eric Goldman, Rendezvous with Destiny.
 
 2.  Theodore Roosevelt:  George E. Mowry, The Era of Theodore Roosevelt.

 3.  Woodrow Wilson:  Arthur S. Link.  Woodrow Wilson and the Progressive Era.

 4.  U.S. Latin American Relations:  1900-Present:  Cole Blaiser, The Hovering
      Giant.

 5.  World War I:  James L. Stokesbury, A Short History of World War I.

 6.  The 1920's:  W.E. Leuchentenberg, The Perils of Prosperity, 1914-1932.

 7.  Franklin D. Roosevelt and the New Deal:  James McGregor Burns.  Roosevelt:
     The Lion and the Fox.

 8.  The Coming of World War II:  James L. Stokesbury, A Short History of World
      War II.

 9.  The 1950's:  E.F. Goldman.  The Crucial Decade-And After.
 
 10.  The 1960's J.F. Heath, The Unraveling of America.

 11.  Containment and the Cold War:  Waiter La Feber, America, Russia, and the
       Cold War.

 12.  Korea:  Peter Lowe, Origins of the Korean War.

 13.  Vietnam:  Loren Baritz, Backfire.
 
 

History, World

 Suggested readings included in: Robin W. Winks, et al., A History of Civilization, including the text itself.
 National center for History in the Schools, National Standards:  World History.

Sociology

Suggested Readings in Beth A. Hess, et al., Sociology

Economics

Philip Saunders.  et al., A Framework for Teaching the Basic Concepts.
June V. Gilliard, et al., Economics What and When (Scope and Sequence Guidelines), and suggested readings included in above.

Political Science

Suggested readings in James McGregor Burns. et al., Government By The People.  Center for Civic Education, National Standards for Civic and Government.

Geography

 Suggested readings in Donald Steila, et al., Earth and Man:  A Systematic
 Geography.  Harm J. Dry and Peter O'Muller, Geography Regions and Concepts.
 Geography Education Standards Project, Geography for Life:  National Geographic
 Standards.

Social Studies Teaching

The suggested bibliographies in the text.  Path Louis E. - Reynolds, Maynard C.,  Knowledge Base for the Beginning Teachers.  State Department of Public Instruction, Priority Academic Student Skills.  National Council for the Social Studies, Curriculum Standards for the Social Studies.  Geography Education Standards Project, National Geography Standards.  Center for Civic Education, National Standards for Civics and Government.  National Center for History in the Schools, National Standards for United States History, and National Standards for World History.  Oklahoma Minimum Criteria for Effective Teaching and Administrative Performance, Oklahoma State Department of Education, Sandy Garret, State Superintendent of Public Instruction.