COURSE TITLE:
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
60 60 60 |
INSTRUCTOR:
Noor Makboul
noormakboul90@gmail.com
COURSE DESCRIPTION:
Are you ready to take your social studies lesson to the next level? Revitalize and recreate social studies for today’s students. Bring social studies alive by integrating culture, history, economics, civics, and geography while discussing current events and high interest topics. Find out what you can do with maps, cultural exploration, and STEM through the social studies lens. Our text, Unpack Your Impact: How Two Primary Teachers Ditched Problematic Lessons and Built a Culture-Centered Curriculum, discusses different ways to expose children to impactful and interesting ideas and concepts while still covering the standards. The authors will get you thinking about your own social studies lessons and what you can do to get your students involved in the learning. Get ready to take a second look at your social studies lessons! You will be surprised and delighted by the results from even the youngest learners!
Target Audience: This course is appropriate for educators who teach social studies in grades K-5.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
Download study guide here:
https://drive.google.com/file/d/1H0hKybyR1gMzWOAsT6ngLbMGALwUD90i/view
MATERIALS FEE
400/500 Level ONLY: One Month Membership to Tabb and O’Brien Social Studies Club $15 https://www.tabbandobrien.com/ Sign up when ready to complete this assignment and cancel when completed (if you choose to cancel)
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduction
Read the introduction of the text.
Read the following article: What is Social Studies? LINK
In 400+ words introduce yourself (name, position/grade) and what led you to register for this class.
Questions to answer in your response:
Assignment #2: Recognizing and Celebrating Culture in the Classroom
Read chapter 1 of the text.
In 400+ words, respond to the follwing prompts:
Include the questions presented on page 6 (Chapter 1) of the study guide
You can write on the study guide page and scan or you can type out your response.
Assignment #3: Problematic History Lessons
Read chapter 2 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #4: Sociology: Exposing to More
Read chapter 3 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #5: Economics, Geography, and Civics in the Primary Classroom
Read chapter 4 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #6: Rethinking Thematic Units
Read chapter 5 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #7: Social Studies and STEM
Read chapter 6 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #8: Global Perspective Through Picture Books
Read chapter 7 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #9: Final Thoughts, Tips, and Strategies
Read chapter 8 of the text.
In 400+ words, respond to the follwing prompts:
You can write on the study guide page and scan or you can type out your response.
Assignment #10: Conclusion
Create a flyer, brainmap, brochure, or other creative idea to show what you have learned from the text.
Your project must include:
1.) 5-7 examples altogether of the main topics presented in the text:
2.) 5-6 images that represent social studies. For each image, write 2-3 sentences about why you chose that image, what it means in terms of teaching social studies.
3.) Any other information you want to remember. Think of this project like a cheat sheet for when planning future social studies lessons. What are the key ideas and concepts you want to remember?
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #11: Holidays In the Classroom
Read the following articles:
In 500+ words, respond to the articles:
Questions to consider in your response:
Assignment #12: Debates
Part 1:
Complete the debates in the study guide for chapters 1-8 (pages 7, 9, 11, 13, 15, 17, 19, 21)
You can write on the study guide page and scan or you can type out your response in a seperate document.
For each debate, include 3 or more ideas for each side of the debate.
Part 2:
Choose 4 debates that you are passionate about. Write out your opinion on each debate in 100+ words each.
Assignment #13: Tabb and O’Brien Social Studies Club
Sign up for membership to Tabb and O’Brien Social Studies Club $15 LINK
Be sure to sign up when ready to complete this assignment and cancel when completed (if you choose to cancel).
Part 1: Explore the following topics on the website:
Part 2:
In 400+ words, write about what you discovered while exploring the website.
Assignment #14: Teach A NOT SO AVERAGE Unit (500 Level ONLY)
Sign up for membership to Tabb and O’Brien Social Studies Club $15 LINK
Be sure to sign up when ready to complete this assignment and cancel when completed (if you choose to cancel).
Part 1:
Choose a Not So Average unit to teach to your students.
Before teaching the unit, take a look at the content and in 200+ words, respond to the following questions:
Part 2:
Teach the unit to your students!
Part 3:
After teaching the unit, in 300+ words respond to the following questions:
Assignment #15: Choices (500 Level ONLY)
CHOOSE 2 of the options listed below to complete this assignment.
Option A) Enhance or Create Your Own Unit
Part 1:
Enhance:
OR
Create:
Part 2:
After enhancing or creating 3-5 lessons, in 200+ words, write about what you learned during this process.
OR
Option B) Professional Development
You have been tasked with creating a professional development session around teaching social studies at your school for your colleagues.
Create a powerpoint/google slides presentation (or other representation with instructor approval) presenting the topics from the book to your colleagues.
Your presentation should include:
- Learning objectives/purpose for staff
- Clear examples to demonstrate the following topics: (8+ slides)
Reminder: text is important on slides but should not take up the entire slide otherwise participants will lose focus. Use videos or images with text to keep the message clear and concise.
OR
Option C) TEACH MORE!
Sign up for membership to Tabb and O’Brien Social Studies Club $15 LINK
Be sure to sign up when ready to complete this assignment and cancel when completed (if you choose to cancel).
Part 1:
Choose 2 lessons from the following categories:
Before teaching the lessons, take a look at the content and in 200+ words, respond to the following questions:
Part 2:
Teach the lessons to your students!
Part 3:
After teaching the lessons, in 300+ words respond to the following questions:
OR
Option D) Letter
In 500+ words, write what you would say to your administrator/colleague/a parent if they asked you about how you teach social studies.
Be sure to include:
-The standards you teach
-How you will approach topics
-What you have learned from this course
-Ideas you would like to implement from this course
-A simple outline of a unit you will teach and the changes you will make to the unit
OR
Option E) Exploring Children’s Literature
Read the article “Mirrors, Windows, and Sliding Glass Doors” LINK
Reread pages 126-129 in the text.
Complete the following assignment for TWO books:
Follow the steps on page 128-129 for a FICTION book of your choice that includes diverse characters, new culture or part of the world, or an unknown tradition. Use template provided HERE
OR
Option F) Another assignment of your own design with the instructor’s prior approval.
C. INTEGRATION PAPER
Assignment #16: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Noor Makboul, MAT, received a Masters Degree in the Art of Teaching from Lewis and Clark College in 2014. She has also earned her ESOL endorsement and will receive her reading endorsement in 2023. She currently teaches second grade in Cornelius, Oregon. She is passionate about teaching and enjoys finding new ways to engage and challenge her students. Outside of the classroom, she loves to read, do art projects, and spend time with her family.
BIBLIOGRAPHY
REVITALIZE AND RECREATE ELEMENTARY SOCIAL STUDIES FOR K-5
Cowhey, Mary, Black Ants and Buddhists, Routledge, 1st edition, 2006, 256 pages, ISBN-13 : 978-1571104182.
Wonderful addition to the primary teacher’s social studies reading list. Cowhey discusses in great detail lessons and conversations with her first graders around social justice issues. She models how she extends the conversations to real life applications with six year olds!
Learning for Justice
https://www.learningforjustice.org/
Learning for Justice advocates for racial justice. They have articles to read and so many amazing resources for educators including lesson plans.
National Council For The Social Studies
https://www.socialstudies.org/
The National Council for the Social Studies has so many fabulous resources for educators as well as additional professional development.
O’Brien, Naomi. https://readlikearockstarteaching.com/category/social-studies/ and on Instragram: @readlikearockstarteaching
One of the authors of our text. O’Brien has great blog entries on her website and posts on Instagram that cover social studies and more!
Rethinking Schools
https://rethinkingschools.org/
Another amazing website that advocates for social justice. They have lots of articles to read.
Tabb, Lanesha. https://laneshatabb.com/blog/ and on Instagram: @lanesha_tabb
One of the authors of our text. Tabb has great blog entries on her website and posts on Instagram that cover social studies and more!
"Unearthing Genius & Joy with Gholdy Muhammad" YouTube, uploaded by Schomburg Center, 8 October 2020, https://www.youtube.com/watch?v=asItQUf_pl8
Muhammad discusses her book Unearthing Genius & Joy. She shares ways to bring joy to difficult topics. She gives great examples in the video.
Writers of UoPeople. “Why Is Social Studies Important? 8 Reasons To Study” 15 Aug. 2024, https://www.uopeople.edu/blog/why-is-social-studies-important/
Great article about why social studies is important and should not be forgotten. The article also explores what makes a good social studies lesson.