Social Studies Education (SOCED-GE)

Explores theory and practice of effective teaching in middle and secondary school settings with specific attention paid to the socio-behavioral needs of early adolescent and adolescent students. Through observation, practice, and evaluation of models, students will consider various strategies to: organize a course; conceptualize a unit; prepare lesson plans; implement effective and varied, including technology-based teaching practices; devise and evaluate assessments; and reach students of varying levels, abilities, and intelligence in an interactive, dynamic, team-oriented environment. Offers integrated instruction on how to teach literacy skills to middle and secondary level students.

Surveys key developments in American Civilization since the Civil War. Explores the rise of the U.S. to world power, the impact of industrialization, mass immigration and urbanization on American society, the evolution of the political system, reform and radical dissent, and the role that race, class, and gender played in post-1865 U.S. history. Combines historical with geographical analysis of the U.S., introducing cultural and physical geography as tools for studying and teaching the American past.

Explores world history through demographic and technological change, urbanization, nomadic invasions, cross-cultural interactions, empires, and major religious and philosophical world views. Provides broad framework though which to approach teaching and learning of world history: Seeing global patterns and processes over time and space while connecting local developments to global ones; comparing within and among societies; analyzing multiple perspectives of peoples and major debates among historians; exploring persistent relevance of world history to contemporary developments.

A practical examination of teaching problems and practices as they relate to actual classroom teaching of social studies in secondary school. Class sessions are based on student teaching experiences.

Project-based research course that integrates educational research with social studies classroom practice. Aims to broaden students understanding of what constituters appropriate data for scholarly inquiry. Focusing on particular research methods and drawing from the rich offerings of New York City's various collections, students explore strategies for locating, analyzing, and incorporating a broad array of sources into their doing, writing, and teaching of history and social studies. Also includes exploration of economics in the contemporary world and historically. Offers models and approaches for conducting research in and on social studies classrooms.

An introduction to the history, theory and practice of social studies education. Using approaches drawn from history, the humanities, cultural studies, and political science, it aims to guide students through a study of the social studies curriculum; pedagogical theories and goals; educational methods and practices, including technology-based skills; and assessment philosophies and strategies. In doing so, the course seeks to provide students with the resources, tools, and support necessary for them to develop effective educational practices of their own.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

One semester supervised student teaching in a social studies education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a social studies education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.