New York University Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning Childhood Undergraduate Program
Fall 2011 – Syllabus
Multicultural Perspectives of Social Studying and Curriculum Design
CHDED-UE.1142 - Sections 001 & 002*
Mondays 4:55 - 7:25
194 Mercer Street
Sec. 001 – Room 209 Sec. 002 – Room 208
*Check syllabus for room as some days we meet all together
(Whole Group Meeting Locations TBA)
Overview of Courses in the Undergraduate Childhood Program
Your journey to becoming an elementary teacher intensifies in your Junior and Senior year. The methods courses you are now taking in your Childhood/ Childhood Special Education Program are all connected.
The coursework and assignments are designed to help you deepen your thinking about: yourself in your evolving role as a teacher; the students you will teach; and, the content to be taught to them. As you learn the pedagogy of teaching, you will engage in a variety of assignments and class activities. You will do individual as well as small group work and show evidence of mastery of that work through such measures as writing reflection papers, conducting case or child studies, participating in class discussions and presentations, posting Blackboard responses, developing lesson plans, adapting and designing curricula, taking final exams and/or creating brochures that explain concepts you have learned. Instructors make every effort to coordinate the assignments and their due dates.
In the junior year, a theme across your courses is the role of assessment in teaching and learning. In each of your fall courses – Math, Literacy, Integrated Arts in Childhood, Special Education and Integrated Seminar – you will explore that theme from varied perspectives.
In the senior year, themes across your courses are (a) an ongoing process of reflection on personal philosophy and commitment to equitable education as well as (b) the integration and adaptability of the content taught in the elementary school to meet the needs of diverse learners. In each of your fall courses – Integrating Seminar, Special Education, Integrated Curricula in Social Studies, Multicultural Education & Curriculum Design – you will explore those themes from varied perspectives.
An experience that bridges your Junior and Senior Year is the ongoing development of your professional teaching portfolio. By integrating educational theory and classroom practice, your coursework will enable you to develop critical skills and understandings necessary to becoming a teacher.
Purpose/Description of the Course
CHDED-UE 1142 will provide an introduction to the foundations of multicultural, culturally relevant education, with particular attention to its implications in the area of Social Studies. We will examine issues of historical and current inequities in our schools and society. The course explores dimensions of identity and diversity, as well as concepts of prejudice, discrimination and racism, while introducing the theory and skills necessary for successful culturally responsive teaching. It establishes the basis for planning integrative, social studies curricula that are inclusive of all voices and perspectives, and which prepare students to be agents-of-change in their own lives and education. Additionally it models broad varieties of instructional strategies aimed at eliciting participation of diverse learners. This course proposes that multicultural education is by definition and necessity teaching for social justice.
Goals Students will: · develop knowledge and understanding of the dimensions of identity, including race, ethnicity, religion, gender, sexual orientation, socio-economic class, and their impact on school achievement and experiences. · examine the roles of identity, power and privilege in their respective educational experiences in order to better understand their relationship to their future students. · develop familiarity with major contemporary scholars in the field of culturally relevant, multicultural education. · learn to understand and use the 5 elements of social justice education, · develop skill of cross-cultural understanding and respect through in-class activities and research within their field placements. · develop awareness of multiple voices in history, and ability to critique Social Studies materials. · engage in an ongoing process of reflection on personal philosophy and commitment to equitable education. · develop multicultural social studies units using backwards design, thematic teaching and social studies standards. · engage in the ongoing process of reflection on personal philosophy using technology to help shape our emerging identities as culturally relevant teachers and social justice advocates
Structure This course is divided into three overarching themes. Theme one of the course is “Understanding Ourselves, Understanding Multicultural Education.” During this time, we will engage in readings, activities and reflections that examine who we are, who our students are, developing an understanding of culture, examining how societal and institutional structures impact issues of equity in education, and define our role as educators in the struggle for a more just world. Theme two of the course is “Immersion in Critical Social Studies.” In this section we take the understandings developed in the beginning of the semester and apply them to the discipline of social studies. We consider some of what it takes to both teach and learn as social scientists. We will deepen our understanding of historical content and contemporary issues. We model several types of activities appropriate for social studies inquiry in elementary schools and learn to examine and critique traditional social studies methods. The final theme of the course is “Social Studies at the Center of the Curriculum” which introduces you to aspects of curriculum design through the social studies. To culminate our work this semester we will work in groups to develop social studies curriculum projects.
Materials · CoursePack is available at Advanced Copy Center on LaGuardia and 3rd Street. ($25) · Books are available at NYU Bookstore o Daniel-Tatum, B. Why are All the Black Kids Sitting Together in the Cafeteria? o Loewen, J. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. o Seefeldt, C. et al. Social Studies for the Preschool/Primary Child (8th Edition). Note: PDFs of the chapters from Seefeldt will be made available through the wiki o Tillage, L. Leon’s Story
· Note: During the semester, some readings and handouts will be provided as PDFs that will be available through the class wiki. Students will be notified when this should arise.
· Recommended Readings & Resources: o Au, W. Rethinking Multicultural Education. o Cowhey, M. Black Ants & Buddhists o Mack, T & Picower, B. Planning to Change the World: A Plan Book for Social Justice Educators, NYCoRE and Education for Liberation Network. o Rogovin, P. The Research Workshop: Bringing the World into Your Classroom o Schmidt, L.J. Social Studies that Sticks: How to Bring Content and Concepts to life. o Websites: * Edutopia: http://www.edutopia.org * Rethinking Schools: http://www.rethinkingschools.org
Field Requirement The course has two assignments specific to the field: the Child Connection (CC) assignment and the Professional Development (PD) assignment. More information about these assignments are below in the assignment section.
Course Requirements The requirements germane to successful completion of this course are discussed below.
· Attendance: Each session includes collaborative building of concepts and knowledge. It is crucial that you attend all sessions. In the event that an unavoidable absence occurs, you must inform your course instructor in advance. For any class missed, you must speak with three members of class and write a summary of what happened in your absence on the class wiki. You must also email any assignments to your instructor on their correct due date- not the day you return to class. o If you miss more than 2 classes for any reason, your grade will be lowered by no less than one grade level.
10
· Participation: The sensitive nature of topics we discuss requires an atmosphere of mutual respect and understanding needed to create trust. Students should be able and willing to answer questions, contribute positively to class discussions, listen openly to experiences and ideas of others. (see Class Norms) Successful participants make an honest effort to understand issues and viewpoints of others. Some assignments will be group projects and your accountability to the group is essential.
10
· Readings: Your informed participation will depend on thoughtful reading of all assigned articles. Demonstration of having read and understood the readings will be made evident through class discussion and wiki posts.
15
· Child Connection: This assignment provides an opportunity to reflect upon how you think about children in light of the themes of the course and to learn to build relationships built on authentic interest and respect. This assignment has 3 parts. Submissions dates are noted later in the syllabus. More instructions regarding the assignment will be reviewed during class in the weeks to come.
20
· Racial-Cultural Autobiography: As part of your journey, you will be asked to reflect on how you learned about people different than yourself, discuss how this impacts how you see the world today, and informs your vision of your role as an educator.
10
· Professional Development: Over the course of the semester, you must complete 5 hours of professional development at local conferences, events, panels, trainings, museums, community meetings etc. We will keep you posted via email about many local events. If you find out about an event that addresses issues covered in the course, please email your course instructor information for approval. You will keep track of your hours on a log. By the end of October you should have at least completed 2.5 hours of your requirement. You will use our class wiki to reflect on the events you attend.
10
· Final Curriculum Project: In groups you will design a multicultural social studies curricular project. More details about this will be shared later in the semester.
25
Total
100 pts
Grading Policy / Grading Rubrics Each assignment will be assessed using a rubric created by the two instructors. Rubrics will be posted in the weeks prior to the due date of different assignments.
Statement for Student with Special Needs Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street, www.nyu.edu/csd.
New York University Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning Childhood Undergraduate Program
Fall 2011 – Syllabus
Multicultural Perspectives of Social Studying and Curriculum Design
CHDED-UE.1142 - Sections 001 & 002*
Mondays 4:55 - 7:25
194 Mercer Street
Sec. 001 – Room 209 Sec. 002 – Room 208
*Check syllabus for room as some days we meet all together
(Whole Group Meeting Locations TBA)
Office hours by appointment
Office hours by appointment
Overview of Courses in the Undergraduate Childhood Program
Your journey to becoming an elementary teacher intensifies in your Junior and Senior year. The methods courses you are now taking in your Childhood/ Childhood Special Education Program are all connected.
The coursework and assignments are designed to help you deepen your thinking about: yourself in your evolving role as a teacher; the students you will teach; and, the content to be taught to them. As you learn the pedagogy of teaching, you will engage in a variety of assignments and class activities. You will do individual as well as small group work and show evidence of mastery of that work through such measures as writing reflection papers, conducting case or child studies, participating in class discussions and presentations, posting Blackboard responses, developing lesson plans, adapting and designing curricula, taking final exams and/or creating brochures that explain concepts you have learned. Instructors make every effort to coordinate the assignments and their due dates.
In the junior year, a theme across your courses is the role of assessment in teaching and learning. In each of your fall courses – Math, Literacy, Integrated Arts in Childhood, Special Education and Integrated Seminar – you will explore that theme from varied perspectives.
In the senior year, themes across your courses are (a) an ongoing process of reflection on personal philosophy and commitment to equitable education as well as (b) the integration and adaptability of the content taught in the elementary school to meet the needs of diverse learners. In each of your fall courses – Integrating Seminar, Special Education, Integrated Curricula in Social Studies, Multicultural Education & Curriculum Design – you will explore those themes from varied perspectives.
An experience that bridges your Junior and Senior Year is the ongoing development of your professional teaching portfolio. By integrating educational theory and classroom practice, your coursework will enable you to develop critical skills and understandings necessary to becoming a teacher.
Purpose/Description of the Course
CHDED-UE 1142 will provide an introduction to the foundations of multicultural, culturally relevant education, with particular attention to its implications in the area of Social Studies. We will examine issues of historical and current inequities in our schools and society. The course explores dimensions of identity and diversity, as well as concepts of prejudice, discrimination and racism, while introducing the theory and skills necessary for successful culturally responsive teaching. It establishes the basis for planning integrative, social studies curricula that are inclusive of all voices and perspectives, and which prepare students to be agents-of-change in their own lives and education. Additionally it models broad varieties of instructional strategies aimed at eliciting participation of diverse learners. This course proposes that multicultural education is by definition and necessity teaching for social justice.
Goals
Students will:
· develop knowledge and understanding of the dimensions of identity, including race, ethnicity, religion, gender, sexual orientation, socio-economic class, and their impact on school achievement and experiences.
· examine the roles of identity, power and privilege in their respective educational experiences in order to better understand their relationship to their future students.
· develop familiarity with major contemporary scholars in the field of culturally relevant, multicultural education.
· learn to understand and use the 5 elements of social justice education,
· develop skill of cross-cultural understanding and respect through in-class activities and research within their field placements.
· develop awareness of multiple voices in history, and ability to critique Social Studies materials.
· engage in an ongoing process of reflection on personal philosophy and commitment to equitable education.
· develop multicultural social studies units using backwards design, thematic teaching and social studies standards.
· engage in the ongoing process of reflection on personal philosophy using technology to help shape our emerging identities as culturally relevant teachers and social justice advocates
Structure
This course is divided into three overarching themes. Theme one of the course is “Understanding Ourselves, Understanding Multicultural Education.” During this time, we will engage in readings, activities and reflections that examine who we are, who our students are, developing an understanding of culture, examining how societal and institutional structures impact issues of equity in education, and define our role as educators in the struggle for a more just world. Theme two of the course is “Immersion in Critical Social Studies.” In this section we take the understandings developed in the beginning of the semester and apply them to the discipline of social studies. We consider some of what it takes to both teach and learn as social scientists. We will deepen our understanding of historical content and contemporary issues. We model several types of activities appropriate for social studies inquiry in elementary schools and learn to examine and critique traditional social studies methods. The final theme of the course is “Social Studies at the Center of the Curriculum” which introduces you to aspects of curriculum design through the social studies. To culminate our work this semester we will work in groups to develop social studies curriculum projects.
Materials
· CoursePack is available at Advanced Copy Center on LaGuardia and 3rd Street. ($25)
· Books are available at NYU Bookstore
o Daniel-Tatum, B. Why are All the Black Kids Sitting Together in the Cafeteria?
o Loewen, J. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.
o Seefeldt, C. et al. Social Studies for the Preschool/Primary Child (8th Edition).
Note: PDFs of the chapters from Seefeldt will be made available through the wiki
o Tillage, L. Leon’s Story
· Note: During the semester, some readings and handouts will be provided as PDFs that will be available through the class wiki. Students will be notified when this should arise.
· Recommended Readings & Resources:
o Au, W. Rethinking Multicultural Education.
o Cowhey, M. Black Ants & Buddhists
o Mack, T & Picower, B. Planning to Change the World: A Plan Book for Social Justice Educators, NYCoRE and Education for Liberation Network.
o Rogovin, P. The Research Workshop: Bringing the World into Your Classroom
o Schmidt, L.J. Social Studies that Sticks: How to Bring Content and Concepts to life.
o Websites:
* Edutopia: http://www.edutopia.org
* Rethinking Schools: http://www.rethinkingschools.org
Field Requirement
The course has two assignments specific to the field: the Child Connection (CC) assignment and the Professional Development (PD) assignment. More information about these assignments are below in the assignment section.
Course Requirements
The requirements germane to successful completion of this course are discussed below.
o If you miss more than 2 classes for any reason, your grade will be lowered by no less than one grade level.
Grading Policy / Grading Rubrics
Each assignment will be assessed using a rubric created by the two instructors. Rubrics will be posted in the weeks prior to the due date of different assignments.
Statement for Student with Special Needs
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard
of Hearing should register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street, www.nyu.edu/csd.