unit portfolio assignment educ 636

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EDUC 636 Teaching Social Studies in the Elementary School

• Course Description

An analysis of trends and practices of teaching social studies in the elementary school. An emphasis will be made on how to transfer theory into practice through preparation of activities and materials appropriate for the elementary classroom and critical reflection on those very materials and approaches. Students will plan instruction considering student-based diversity, instructional demands of the field and the best integration of other tools and disciplines. Teaching candidates will be required to prepare these instructional elements focused on the Virginia Standards of Learning.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Cognitive skills evolved from the need to place a heavier emphasis on content being developed in the General Studies while the technique for communicating those skills to elementary grade children has been designated as the role of the School of Education. In the area of social sciences, the focus must be upon the development of cognate skills as opposed to the mere retention of facts. Current teachers must stay abreast of the latest approaches to instructional practice in elementary social studies, to include general philosophical approaches and specific tools and techniques.

Course Assignment

Textbook readings and lecture presentations/notes (mlo: a, b, d).

No details available.

Course Requirements Checklist

After reading the Course Syllabus and  Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (6)

There will be 6 Discussions in this course. The original post (thread) to the Discussion question posed must be 400–500 words. This parameter helps to promote writing that is both thorough and yet concise enough to permit other candidates to read all the posts. Appropriate references must be made in current APA format. The candidate is allowed to use first person voice in his/her posts. There are to be at least 2 replies to other candidates’ original threads. Each interaction reply must be between 200–250 words. (CLO: A, B, C, D).

Technology Portfolio

For this assignment, the candidate will identify forms and applications of technology for use in an elementary school social studies classroom and will describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation. A portfolio of 10 technologies that could be used in an elementary school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use is to be developed. (CLO: A, C, D., E)

Literature Review

Literature Review: Topic Submission

The candidate will select a topic in the general area of social studies instruction in elementary grade education to research and analyze literature on the topic’s latest trends and issues. 

Literature Review: Presentation

The candidate will examine accompanying literature related to their selected topic to identify its latest trends and issues. Results will be put into a PowerPoint presentation of 10–20 slides to identify these trends in elementary social studies education associated with a set of identified articles in the literature. (CLO: A, B, C, D, E).

Lesson Plan

Each candidate is expected to complete a standard lesson plan as part of this course. The standard lesson plan format provided must be used and all materials must be included in the final submission. (CLO: A, D, E, F)

Civics Education Module

The candidate will complete VDOE’s Civics Education Module. The civics module serve as online training that is required for candidates seeking the elementary endorsement or the middle and/or secondary social science endorsement.  Upon completion of the module, the candidate will be granted a certificate of completion.

Unit Portfolio

Each candidate will produce a unit of instruction. The elements are provided within the course. The plan will be given as a PowerPoint presentation with a maximum of 20 slides. The intent of this project is to help the candidate see the big picture for instructional design with regard to a specific topic. (CLO, A, C, D, E, F)

Strategies Portfolio

Each candidate will select 15 chapters from the Obenchain textbook and write a strategy similar to what the text teaches. (CLO: A, B, C, D, E, F)

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Unit Portfolio

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Description

Overall Assignment Description

You are to produce a unit of instruction. This unit will contain elements as listed below, but must be presented in Microsoft PowerPoint or an equivalent. There is to be a maximum of 20 slides. The intent is for you, the candidate, to see the big picture for instructional design with regard to a specific topic. This assignment is to be completed by 11:59 p.m. (ET) on Sunday of Module/Week 7.

The Unit Portfolio

The following elements must be present in the Unit Portfolio:

• Title page with your name, course and section number, date of submission, and title of unit.
• The subject of the overall unit
• Grade/topic
• State and national standards addressed by the unit
• A listing of the general goals
• The specific character principles (and where these principles will be focused on)
• A review of the specific learning objectives covered by the entire unit
• A listing of the key critical concepts being addressed in the unit
• The unit map showing the main unit theme and the lessons related to the central theme and to each other.
• The unit schedule: A description of the Unit Duration (not actual dates but rather a schedule of days)
• The course map: The context of that unit (a course map of all units for that grade/ subject combination and a demonstration of where that unit is) as related to the overall course.
• An overview of the learning activities to be included in the unit (including the lessons that have been detailed).
• A list of all resources and materials to be used (and which lessons these resources will be used for).
• A description of the classroom diversity and differentiation (can be identical to the lesson plans) and how these are being considered. This must include both cultural and learning diversification.
• The diagnostic assessment tool employed at the beginning of the unit.
• The formative assessments interspersed appropriately among the lessons.
• A description of the diagnostic, formative and summative assessments.
• A description of how this unit considers curricular connections.

Terms and Expectations Explained

The following elements are some guiding notes to help clarify the above sections:

• Subject : The subject of this unit will be chosen by the candidate.
• Key Critical Concepts: The concepts should arise and permeate throughout the unit (like democracy, freedom, and environmental influence). These should be explored through the unit and instruction.
• Launching Activity : This should be an attention-grabbing activity. The best of these are those that help to see the real-life relevancy of the lesson/ unit.
• Assessments : The unit should have a diagnostic assessment (for the beginning of the unit), formative assessments (formal or informal) and a summative assessment. These do not have to be classical paper-pencil but can be. Be creative AND appropriate.
• Course Map and Unit Map : The maps both demonstrate context (where the unit lies in a course and where the lessons lie in the unit). This forces collaborators to know where you are going and what is necessary before exploring particular topics.
• Unit Schedule : This schedule should give day counts, not a specific schedule (i.e. not attached to dates). It is best to show this in a table with topics of instruction, unique activities, and assessments.
• Resource Expectations : You should use a mixture of resources, including: technology where appropriate and possible, texts and hands-on activities.
• Lessons : The lessons should be connected by the unit and should build towards the accomplishment of the actual unit.

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Explanation & Answer

Attached. NAME COURSE DATE  This unit allows grade 6 students to get an understanding of the main world religions  Christianity, Islam, Buddhism, Hinduism, and Judaism  Key aspects: key religious ideas, key people, culture, areas where practiced  The aim is to create a more tolerant class environment  Texas Education Agency Standard 113.18.b.19 (A) Relationship among religious ideas, philosophical ideas, and cultures (B) Explain the relationship among religious ideas, philosophical ideas, and culture (c) Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, The Annual Hajj, Diwali, and Various Contemporary Societies  NCSS National Standards for Social Studies Teachers  The ten themes 1 CULTURE 2 TIME, CONTINUITY, AND CHANGE 3 PEOPLE, PLACES, AND ENVIRONMENTS 4 INDIVIDUAL DEVELOPMENT AND IDENTITY 5 INDIVIDUALS, GROUPS, AND INSTITUTIONS 6 POWER, AUTHORITY, AND GOVERNANCE 7 PRODUCTION, DISTRIBUTION AND CONSUMPTION 8 SCIENCE, TECHNOLOGY, AND SOCIETY 9 GLOBAL CONNE...

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Unit Portfolion Assignment

Unit portfolio assignment instructions.

You are to produce a unit of instruction. This unit will contain elements as listed below, but must be presented in Microsoft PowerPoint or an equivalent. There is to be a maximum of 20 slides. The intent is for you, the candidate, to see the big picture for instructional design with regard to a specific topic.

Instructions

The following elements must be present in the Unit Portfolio:

· Title page with your name, course and section number, date of submission, and title of unit.

· Subsequent slides include the following:

· Section 1

· The subject of the overall unit

· Grade/topic

· State and national standards addressed by the unit

· A listing of the general goals

· Section 2

· The specific character principles (and where these principles will be focused on)

· Section 3

· A review of the specific learning objectives covered by the entire unit

· A listing of the key critical concepts being addressed in the unit

· Section 4

· The unit map showing the main unit theme and the lessons related to the central theme and to each other.

· The unit schedule: A description of the Unit Duration (not actual dates but rather a schedule of days)

· The course map: The context of that unit (a course map of all units for that grade/ subject combination and a demonstration of where that unit is) as related to the overall course.

· Section 5

· An overview of the learning activities to be included in the unit (including the lessons that have been detailed).

· A list of all resources and materials to be used (and which lessons these resources will be used for).

· Section 6

· A description of the classroom diversity and differentiation (can be identical to the lesson plans) and how these are being considered. This must include both cultural and learning diversification.

· Section 7

· The diagnostic assessment tool employed at the beginning of the unit.

· The formative assessments interspersed appropriately among the lessons.

· Section 8

· A description of the diagnostic, formative and summative assessments.

· Section 9

· A description of how this unit considers curricular connections.

Terms and Expectations Explained

The following elements are some guiding notes to help clarify the above sections:

· Subject : The subject of this unit will be chosen by the candidate.

· Key Critical Concepts: The concepts should arise and permeate throughout the unit (like democracy, freedom, and environmental influence). These should be explored through the unit and instruction.

· Launching Activity : This should be an attention-grabbing activity. The best of these are those that help to see the real-life relevancy of the lesson/ unit.

· Assessments : The unit should have a diagnostic assessment (for the beginning of the unit), formative assessments (formal or informal) and a summative assessment. These do not have to be classical paper-pencil but can be. Be creative AND appropriate.

· Course Map and Unit Map : The maps both demonstrate context (where the unit lies in a course and where the lessons lie in the unit). This forces collaborators to know where you are going and what is necessary before exploring particular topics.

· Unit Schedule : This schedule should give day counts, not a specific schedule (i.e. not attached to dates). It is best to show this in a table with topics of instruction, unique activities, and assessments.

· Resource Expectations : You should use a mixture of resources, including: technology where appropriate and possible, texts and hands-on activities.

· Lessons : The lessons should be connected by the unit and should build towards the accomplishment of the actual unit.

Submit this assignment in Canvas and LiveText.

LiveText Submission Exception : Candidates pursuing the following programs: M.Ed. in Higher Education, Ed.S. in Higher Education Administration, and the Ph.D. in Higher Education Administration, are not required to submit this assignment in LiveText, but must submit this assignment in Canvas.

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• Homework Answers

This course focuses on the act of integrating instructional technologies and teaching and learning theory using a lesson plan format. Students design a series of lessons or learning experiences which cover multiple, populations, situations, modalities and learning frameworks.

Standards covered in this course explicitly address:

InTASC Standards 1-8 inclusive;

ISTE Standards (Educator) Learner 1c; Digital Citizen 3a, 3b, 3c; Designer 5a, 5b, 5c.

ISTE Standards (Students) Learner 1c; Global Citizen 2c; Knowledge Constructor 3b, 3c; Computational Thinker 5b; Creative Communicator 6b, 6c, 6d.

Successful students in this course will:

1. Integrate instructional technology with sound teaching and learning practice to create meaningful learning experiences for students

2. Use a range of instructional technologies designed to meet a broad spectrum of needs

3. Evaluate the work of others, and collaborate with a view to improving the overall effectiveness of all colleagues’ work

4. Expand their knowledge and skill sets through academic study and practical application