I. Course Title: Methods for Social Studies Instruction Grades 6-12
II. Course Number: EDUC 459
III. Credit Hours: 3 credits
IV. Prerequisites: Admission into the Teacher Education Program for licensure in middle
school or secondary Social Studies teaching.
Corequisites: EDUC 449
V. Course Description:
This course is designed to help teacher candidates become inquiring, analytical, and
reflective middle/secondary social studies educators. It provides a foundation for
instructional design and teaching methods at the middle school and high school levels.
The course will highlight an interactive, inquiry-based approach to teaching social
studies content to adolescents that is based on current theory and research in social
studies education. Participation in this course will help candidates design and successfully
implement developmentally appropriate social studies instruction and prepare them
to be skillful teachers of the social studies content in middle/high school settings.
VI. Detailed Description of Content of the Course:
Methods for Social Studies Instruction Grades 6-12 supports the following shared principles:
(1) social studies prepares the nation’s young people for college, careers, and civic
life; (2) inquiry is at the heart of social studies; (3) social studies involves interdisciplinary
applications; (4) social studies is composed of deep and enduring understandings,
concepts, and skills from the disciplines; and (5) social studies emphasizes skills
and practices for democratic decision-making. Through these guiding principles and
an understanding of the Virginia Standards of Learning, students learn how to develop
lesson and unit plans, create an engaging equitable learning environment, develop
assessments, and reflect on their products and processes. The content of this course
provides a foundation for instructional design and teaching methods at the middle
school and high school levels, highlighted by an interactive, inquiry-based approach
to teaching social studies content to adolescents that is based on current theory
and research. Participation in this course will help candidates be skillful teachers
of the social studies content in middle/high school settings. Specifically, candidates
will
- Learn how the knowledge, skills, and processes of history and social science disciplines
apply to design, instruction, and assessment.
- Develop learning plans that leverage social studies knowledge and literacies, technology,
and theory and research to support the civic competence of learners.
- Design and implement effective instructional and assessment practices.
- Use knowledge of diverse learners to plan and implement relevant and responsive pedagogy,
create collaborative and interdisciplinary learning environment, and prepare diverse
learners to be informed advocates for an inclusive and equitable society.
- Reflect and expand upon social studies knowledge, inquiry skills, and civic dispositions
to advance social justice and promote human rights through informed action in schools
and/or communities.
VI. Detailed Description of Conduct of Course:
The course format includes but is not limited to large and small group discussion,
individual and group presentations, journal article and textbook reading, demonstration
lessons, simulations, and practical applications. Because the course is taught as
a co-requisite with EDUC 449, students will also develop, implement, and evaluate
a multi-day, sequential instructional plan specifically for their early field experience
placement.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing middle/secondary (grades 6-12) social studies educators. Candidates
successfully completing this course will be able to demonstrate developing knowledge,
skills, and dispositions of the following:
Goal 1: Demonstrate how the knowledge, skills, and processes of history and social science
disciplines as defined by the Virginia History and Social Science Standards of Learning
apply to design, instruction, and assessment.
Teacher candidates will be able to…
- Describe and demonstrate different types of instruction (explicit, direct instruction,
teacher-centered, student-centered, constructivist, problem-based, inquiry), including
the benefits and challenges associated with each as related to developing knowledge,
skills, and sustained intellectual curiosity in social studies learning.
- Describe and demonstrate fundamental components of disciplinary inquiry within social
studies disciplines including questioning, gathering and evaluating sources, developing
claims and using evidence, communicating conclusions, and taking informed action.
- Explain how the National Council for the Social Studies (NCSS) College, Career, and
Civic Life (C3) Framework, Virginia History and Social Sciences Standards of Learning,
and theory and research in the field impact lesson design and instruction, student
engagement, student academic progress, civic competence, and effective preparation
for assessments.
Goal 2: Develop learning plans that leverage social studies knowledge and literacies, technology,
and theory and research to support the civic competence of learners.
Teacher candidates will be able to…
- Develop learning plans using the content and processes of history and social sciences
instruction by incorporating theory and research in the field, Virginia History and
Social Science Standards of Learning, and the NCSS C3 Framework.
- Develop cohesive and accessible unit plans containing big ideas, compelling questions,
measurable goals and objectives, inquiry and project-based lesson plans, authentic
assessments, and accommodations and modifications for diverse learning needs.
- Incorporate appropriate media and contemporary technologies, online instructional
strategies, and digital literacy skills into social science instructional plans.
- Incorporate literacy in the History and Social Science content area through an understanding
of vocabulary development, comprehension skills, research skills, and the integration
of writing and communication as instructional and assessment tools.
Goal 3: Design and implement effective instructional and assessment practices.
Teacher candidates will be able to…
- Use the backward design process of instructional planning to organize key social science
content, skills, and practices into meaningful units of instruction based on historical
thinking skills that actively engage students using a variety of instructional techniques
including the presentation of ideas in writing.
- Design and implement instruction reflecting learner achievement of the goals of the
Virginia History and Social Science Standards of Learning, including measurable objectives,
appropriate teaching activities and assessments.
- Describe the relationship among assessment, instruction, and monitoring student progress
to include student performance measures in grading practices.
Goal 4: Use knowledge of diverse learners to plan and implement relevant and responsive
pedagogy, create collaborative and interdisciplinary learning environment, and prepare
diverse learners to be informed advocates for an inclusive and equitable society.
Teacher candidates will be able to…
- Evaluate and incorporate instructional materials, technologies, online instructional
strategies, manipulatives, and activities for the purpose of engaging all learners
across ability and achievement levels and enhancing student performance.
- Design instruction and modify learning experiences to meet the individual needs of
diverse learners, including students with disabilities, gifted students, students
with limited proficiency in English, and children with diverse cultural needs.
- Implement instructional practices that are sensitive to culturally and linguistically
diverse learners including students with limited proficiency in English, gifted and
talented students, and students with disabilities.
- Use a variety of methods including Universal Design for Learning, differentiated instruction,
flexible grouping, and other techniques tailored to promote student academic progress.
- Describe how to develop an inclusive classroom climate using collaboration and communication
skills that positively impact student motivation, academic performance, and social
and emotional learning.
Goal 5: Reflect and expand upon social studies knowledge, inquiry skills, and civic dispositions
to advance social justice and promote human rights through informed action in schools
and/or communities.
Teacher candidates will be able to…
- Describe how adolescent development, school culture, and community intersect with
the social science instructional methods occurring in field placement sites.
- Identify ways to engage in communication between schools and families as a way to
increase family engagement in student learning at home and in school.
- Examine instructional practices and student data to reflect upon ways to improve instruction,
increase access to learning, and support student engagement in the school and community.
- Describe how to use theory and research to continually improve social studies knowledge,
inquiry skills, and civic dispositions to adapt practice and meet the needs of each
learner.
VIII. Assessment Measures:
A variety of assessments may include, but are not limited to:
- Lesson plans that reflect an inquiry focus, as well as considerations for diverse
learners
- An implementation-ready sequence of instructional plans aligned to appropriate curriculum
standards to be used in the candidate’s field placement (as appropriate).
- Journal entries, lesson observations, reading annotations, and/or other informal writings
- Project-based assignments
- Presentations or micro-teaching exercises
- Quizzes, tests, or formal writing assignments
Review and Approval
August 2020
March 01, 2021