Syllabus

Click on the word below for more information: Texts Course Description

//"I wish to suggest that the curriculum debates about what we teach the young // //are, in addition to being debates about what knowledge is of most worth, debates about who we perceive ourselves to be and how we will represent that identity, including what remains as “left over” as “difference.” // //William F. Pinar //

Instructor: Phone: Email: Office: Office Hours:

VW date:
 * Class Times and Location **:

__Required __: Kindergarten to Grade 8 Social Studies Manitoba Curriculum Framework of Outcomes (2003). Course Readings Package.
 * Texts **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">:

//<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Suggested Readings // <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Boyden, Jospeh. //Extraordinary// //Canadians: Louis Riel and Gabriel Dumont// <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Campbell, Maria//. Half-Breed//. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Gallwey, Tim. //The Inner Game of Work.// <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Holdstock, Pauline. //Into the Heart of the Country// <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Weibe, Rudy//. Extraordinary Canadians: Chief Big Bear//

<span style="color: black; font-family: Calibri,sans-serif;">This course will introduce students to Manitoba’s social studies curriculum, lesson and unit design, and appropriate assessment of student achievement in social studies. In the Social Studies Methods course, the student will learn appropriate techniques for lesson and unit design and student assessment. The student will learn to develop and implement culturally appropriate materials. The course will enable the student to observe and to assist the co-operating teacher in a classroom.
 * <span style="font-family: Calibri,sans-serif;"> Course Description **


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Learning Outcomes **

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">In Social Studies Methods students will learn that the Manitoba curriculum empahsizes active democratic citizenship, skills, knowledge, and values. Students will learn <span style="color: black; font-family: Calibri,sans-serif; font-size: 11pt;">to teach the Manitoba Social Studies Curriculum which identifies its goals as helping students to acquire the skills, knowledge, and values necessary to better understand the world in which they live, to empower students to take action toward participation in democracy and to recognize and challenge social injustice. <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> In this course students will come to value the unique advantages of a teacher based in Kenanow who proudly infuses their classroom’s culture with Aboriginal values, justice traditions and governance practices.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">The learning outcomes for this course are divided into knowledge, skills and values to correspond with the Social Studies Methods Curriculum. Some outcomes are further designated with an A to follow the coding the Manitoba Social Studies curriculum of distinctive learning outcomes. “Distinctive learning outcomes are intended to enhance the development of language, identity, culture, and community of aboriginal students. ” (Manitoba Education Citizenship and Youth, p. 19)


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Learning Outcome: **
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">• **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Skills - Design a unit of social studies instruction based on the Manitoba Social Studies curriculum and infused with learning processes and approaches rooted in Kenanow and animated by Aboriginal values and governance structures. This unit must also include the lessons/approaches you will use to establish active democratic citizenship in your classroom including rule-making procedures, leadership and guidance philosophy, and processes for the treatment of rule-breakers, conflict resolution and crisis. Finally, the unit must specifically be addressed to the learners and learning needs of aboriginal and Northern students and must be place-based.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">A• Knowledge-demonstrate fluency with the Conceptual Map of the Framework with its Foundations Skills, General Learning and Specific Learning Outcomes (sub-divided into skills, knowledge and values) and Essential Elements and be able to situate it in Kenanow approaches and Aboriginal values (see attached diagram).

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">A• Values - Identify and forge a strong allegiance/affiliation to Kenanow and believe yourself to be Metis is regards to your teacher identity.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">• Values- Appreciate the changes over time in Canadian society and classrooms with corresponding movements to eradicate racism, Euro-centrism, sexism, classism, social injustice, filtering down to schools, teachers and students etc.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Course Topics **

<span style="color: black; font-family: Calibri,sans-serif;">Topical Outline <span style="color: black; font-family: Calibri,sans-serif;"> a) Orientation to the Manitoba social studies curriculum (goals, philosophy)

<span style="color: black; font-family: Calibri,sans-serif;"> b) Examination of Kindergarten to Grade 8 Framework of Outcomes and Key Concepts: Grades 5 to 8

<span style="color: black; font-family: Calibri,sans-serif;"> c) Examination of the foundation for implementation documents by grade

<span style="color: black; font-family: Calibri,sans-serif;"> d) Development of lessons and units for social studies

<span style="color: black; font-family: Calibri,sans-serif;"> e) Identify and utilize materials and a variety of activities for instructional <span style="font-family: Calibri,sans-serif;">planning and implementation as consistent with a culture-based and place-based approach

<span style="color: black; font-family: Calibri,sans-serif;">f) Consideration of equity issues related to race, ethnicity, social class and gender

<span style="color: black; font-family: Calibri,sans-serif;"> g) Development of instructional techniques utilizing a variety of methods and <span style="font-family: Calibri,sans-serif;">strategies

<span style="color: black; font-family: Calibri,sans-serif;"> h) Development of abilities to adapt instruction in conjunction with the learning

<span style="color: black; font-family: Calibri,sans-serif;"> needs of students

<span style="color: black; font-family: Calibri,sans-serif;"> i) Incorporation of Aboriginal perspectives in the curriculum- Integrating

<span style="color: black; font-family: Calibri,sans-serif;"> Aboriginal Perspectives into Curricula

<span style="color: black; font-family: Calibri,sans-serif;"> j) Appropriate assessment practices and reporting of student achievement


 * <span style="font-family: Calibri,sans-serif;">Course Requirements and Assessments **


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Learning Ceremony Reflections **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">- a written synthesis of readings in conjunction with the ongoing group discussion designed to express your insights, beliefs, and values with regards to teaching social studies and living social studies in your classroom. Leadership/co-leadership of two discussion forums in D2L will be required.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Social Studies Unit Plan **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> and a plan to animate **Active Democratic Citizenship** processes based on Kenanow/Aboriginal values and perhaps Appreciative Inquiry.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Exit Interview **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">to assess your identification with Aboriginal perspectives in your teaching plans and teacher identity you will share a **portfolio/pouch** of reflections, artifacts, creative products with me in the interview which evidences and showcases your ability to teach Social Studies, particularly in your beliefs regarding the social organization and governance of your classroom, from a Kenanow perspective. The portfolio will feature a sense of your identity as an educator who draws on Kenanow in decision making regarding your teaching practice.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Synthesize weekly readings in a short 2-3 page reflection which provides both a synopsis of the reading and synthesis of the reading with the comments in discussion forums in D2L and in class and in association with ongoing readings. Share your reflections every week. Stimulate discussion, debate, and reflections on teaching. Connect your weekly reflection to the way in which you wish to conduct your teaching practice, help your students to internalize democratic citizenship attitudes and see your teacher identity. 8 reflections plus 2 discussion forum moderator in D2L.
 * //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Reflections //**//<span style="font-family: Calibri,sans-serif; font-size: 11pt;">( //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">30%)

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">15%-Students will write a unit plan in social studies based on the K-* Manitoba curriculum in a grade level in which you’d like to teach eventually, or in which you have already done or will do a practicum. Specific lesson plans to foster knowledge, skills, and values outcomes within your unit will be developed.
 * //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Social Studies Unit Plan (35%) //**

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">**10%** Assessment practices with regard to formative assessment, record keeping, student engagement with assessment processes that are transparent, and your ongoing self-assessment and feed-back mechanisms for staying the course. <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Your unit assessment plan must be shown to link directly to achievement of knowledge learning outcomes and to document evidence of skills development and the progressive rooting and internalization of the values you seek to inculcate in your students.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">10% **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Active Democratic Citizenship from an Aboriginal Perspective. Included in your unit plan will be a synthesis which pulls together your way of applying Aboriginal values and world view to classroom governance, the development of an Aboriginal classroom culture, and the use of Kenanow processes in lessons including ritual, ceremony, cohorts, observation, practice and story-telling and, of course looking forward and looking back.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">10% **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> of your mark will be based on observations<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> of Social Studies lessons. You need to initiate contact with two teachers in the community and to observe each teach a social studies lesson. Write up your observations of the teacher with regard to a rubric that will be provided or your own running record or a teacher evaluation template from the school division. Share your observations online in D2L.


 * //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">15% Exit Interview: //**<span style="font-family: Calibri,sans-serif; font-size: 11pt;">At the interview your will present your portfolio/pouch, and evidence toward all the learning outcomes in the course and particularly the values learning outcomes.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Grading and Letter-Numerical Grade Equivalency **
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Letter Grade || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">A+ Exemplary || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">A || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">B+ || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">B || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">C+ || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">C || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">D |||| <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; text-align: center;">F ||   ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Percentage range || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">100-98 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">97-90 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">89-86 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">85-80 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">79-70 || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">69-60 |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">59-50 |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">49 and under ||

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">All final grades are tentative until approved by Dean and sent out by the registrar of University College of the North.