ELM 351 Methods and Strategies for Integrating Social Studies and the Arts

 ELM 351 Methods and Strategies for Integrating Social Studies and the Arts

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ELM 351 Full Course Discussions GCU

ELM 351 Topic 1 DQ 1

How does arts integration in the social studies classroom appeal to various learning styles and engagement for all students? Consider music, drama, and visual arts in your answer.

ELM 351 Topic 1 DQ 2

Students frequently enter the classroom wanting to discuss current events that may not be aligned to the standards-based curriculum. How can a teacher guide discussion and encourage critical thinking while still adhering to the required content?

ELM 351 Topic 2 DQ 1

Teachers have an array of media options available to them that bring historical events to life in their classroom and allow students to “experience” these events. Choose a historical event and one appropriate media resource, explaining how the resource brings the historical topic to life.

ELM 351 Topic 2 DQ 2

What considerations must be made to ensure students use technology in appropriate, safe, and effective ways? How can you promote responsible technology use among your students?

ELM 351 Topic 3 DQ 1

How would you handle a classroom discussion in which a student’s opinion of a social studies concept does not agree with your own?

ELM 351 Topic 3 DQ 2

How can using primary resources within social studies lessons engage students in learning and communicating about historical content? Provide specific examples of primary resources related to American History.

ELM 351 Topic 4 DQ 1

Technology is sometimes seen as an isolating concept. How can technology resources be used to encourage collaboration and increase students’ critical thinking skills in social studies instruction? Be specific.

ELM 351 Topic 4 DQ 2

How can technology bring the arts to life for students? Provide links to three resources that could be used to integrate the arts into a social studies classroom?

ELM 351 Topic 5 DQ 1

In what scenarios would small group activities not be the most productive instructional strategy for teaching social studies or the arts?

ELM 351 Topic 5 DQ 2

Identify and describe two recommended strategies to incorporate student experiences, cultures, and community resources into instruction in social studies and the arts. How do these strategies increase student engagement?

ELM 351 Topic 6 DQ 1

How can teachers incorporate student experiences, culture, and communities into social studies and arts instruction if your classroom demographic is not very diverse? Provide 2-3 examples.

ELM 351 Topic 6 DQ 2

How can the art of storytelling be incorporated into social studies and arts instruction? Discuss one example of a social studies standard that could be assessed through storytelling.

ELM 351 Topic 7 DQ 1

Describe your interpretation of authentic assessment and how to identify whether an assessment is authentic. How are authentic assessments developed to meet the needs of standards-based instruction? Cite 1-2 sources to support your position.

ELM 351 Topic 7 DQ 2

What are the challenges that come with assessing the arts? How can you encourage your students in their creative expression and still assess the learning objectives?

ELM 351 Topic 8 DQ 1

Identify a website dedicated to encouraging self-expression in elementary students. How could this be integrated into an opportunity for engaged learning in social studies and the arts? Include the website URL in your response.

ELM 351 Topic 8 DQ 2

How would you explain the benefits of project-based learning to families who may be more familiar with paper/pencil assessments? Respond as if you are answering a parent email.

ELM 351 Full Course Assignments GCU

ELM 351 Topic 1 Standards Based Learning Objectives

Teachers of social studies and the arts are challenged to develop standards-based curriculum that integrates current local and global issues into instruction. Doing so engages students in applying content knowledge to real-world problems. To develop a standards-based curriculum, educators must first research grade-level specific state academic standards for social studies in order to align learning objectives with required learning standards.

The Depth of Knowledge (DOK) levels are an extension of the Know, Understand, and Do guidelines and activate complexity in thinking, rather than just focusing on content.

There are four levels that allow students to engage with content in various ways:

• Recall and Reproduction
• Skills and Concepts/Basic Reasoning
• Strategic Thinking/Complex Reasoning
• Extended Thinking/Reasoning

Use the “Unwrapping  the Standards” template to complete this assignment.

Part 1: Video Evaluation

View a social studies activity video segment found in the Topic Materials. In 250-500 words, reflect on the following:

• Has the teacher modeled academic language and critical thinking skills while addressing social studies standards and current events?  Provide examples for why or why not.
• What questioning strategies does the teacher incorporate into social studies instruction to increase students’ critical thinking skills and depth of knowledge?

Part 2: Writing Learning Objectives

Using the standards from your state, select one social studies standard and one art standard. Write one measurable learning objective to the standards for each DOK level using “Students will be able to” language.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 2 Integrating Technology Resources

Utilizing resources and media to make meaningful connections to social studies content within lessons helps teachers to engage their students. Surveying and analyzing potential technology resources that integrate real-life application in the social studies classroom is vital for today’s fast-moving classroom. With a technology-based resource list, teachers are well equipped with tools to engage students and allow them to work both independently and collaboratively.

Review your state’s social studies academic standards specific to state history and geography.

Create a 10-15 slide digital presentation for an audience of your fellow educators  that showcases integrating media, resources, and technology into social studies curriculum specific to your state’s history and geography standards. Identify a minimum of five technology resources, one of which should integrate the arts into the content.

Your presentation should include:

• Link to your state’s history and geography standards.
• Description of each technology resource and how it works.
• A specific learning activity for each technology resource that demonstrates scaffolded instruction of the standards identified.
• Explanation of how the technology resource engages students and allows them to work independently and collaboratively.
• Real-world application of the standards that is promoted by the technology resource.
• Title page, presenter’s notes, and reference page.

Digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your findings with 2-3 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 3 Clinical Field Experience A: Questioning Strategies in the Social Studies Classroom

Building a learning environment in which students use respectful communication skills demonstrates the importance of creating safe, positive spaces inside and outside of the classroom. By modeling these questioning strategies, teachers provide examples of how to communicate in collaborative and social situations.

Prior to your field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing your requirements for all field experiences for this course, as well as what is being requested of your mentor. This document should include the scheduling required to complete all assignments.

Allocate at least 4 hours in the field to support this field experience.

Observe a minimum of two social studies lessons taught by a certified K-8 grade teacher. During your observation, take note of questioning strategies utilized by the teacher, and the communication those questions fostered.

After observing the social studies lessons, create four supplemental questions that are reflective of the content taught, identifying the alignment of each question to a DOK level. Share your questions with your mentor teacher seeking his or her feedback.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Compose a 250-500 word reflection summarizing the lessons you observed and your discussion with your mentor teacher. Include the supplemental questions you created and any revisions you would make based on the feedback you received from your mentor teacher.

Thinking about your future professional practice, explain how you will apply what you observed about using questioning strategies in social studies instruction to increase students’ critical thinking skills and depth of knowledge

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 351 Topic 3 American History Questions

Every day, teachers are challenged to engage their students in meaningful conversations that prompt critical thinking. The purpose of this assignment is to address the varying levels of knowledge and skill building that occur during these vital conversations.

Part 1: Standards-Based Questions

Select one K-8 grade level and identify two American history standards for your state. Complete the “American History Questions Chart” by developing a lesson outline that includes standards-based questions that promote

Part 2: Rationale

Write a 250-500 word rationale explaining how the questions you have developed model and teach respectful communication skills within standards-based social studies instruction. How do the questions increase students’ critical thinking and depth of knowledge? Why it is important to pre-plan critical thinking questions?

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 4 Clinical Field Experience B: Technology in Social Studies

Using technology-based resources within the social studies classroom supports real-world applications and helps to inspire teachers in their lesson planning and instructional practices. Continually exploring technology resources which can be utilized within the classroom demonstrates a teaching best practice.

Allocate at least 3 hours in the field to support this field experience.

Observe a minimum of one social studies lesson taught by a certified K-8 teacher. During the observation, take particular note of how technology was used and its effectiveness. If technology was not used where in the lesson was there an opportunity for technology to be used?

Following your observation, collaborate with your mentor teacher to discuss the integration of technology in the social studies classroom. Specifically discuss with your mentor teacher his or her practices related to ensuring the safe, legal, and ethical use of technology in the classroom.

In addition, arrange a time to implement a social studies lesson with a small group of students or the entire class. Discuss with your mentor teacher an appropriate standard to address in that lesson.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In 250-500 words, reflect on your observation and discussion by addressing the following:

• During the lesson you observed, what technology resources did your mentor teacher use? Did the technology resource contribute to instruction or engagement? Why or why not?
• At what DOK level was the technology used or could have been used?
• What specific additional technology could have been used within the lesson and how would you have used them?
• How does your mentor teacher ensure the safe, legal, and ethical use of technology and information accessed from the technological resources?
• Summarize and reflect upon your observations. Explain how you will use your findings in your future professional practice.

If no technology was used, identify a technology that could be used, answering the above questions.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 351 Topic 4 World History Lesson Plan

Designing social studies instruction that integrates the arts provides a unique opportunity to align content standards to more creative demonstrations of knowledge and skills. Designing robust, standards-based lesson plans that practice this integration helps teachers to become well-versed in their content area. In addition, lessons that integrate technology provide opportunities for teachers to introduce real-world applications into social studies instruction.

Select a grade level 1-8 world history standard and an arts standard. Using the “Class Profile” and the “COE Lesson Plan Template,” write a complete lesson plan that includes:

• Classroom and Student Factors/Grouping: Use the “Class Profile” to inform this section, and to differentiate for the needs of students throughout the lesson plan.
• National/State Learning Standards: Identify one world history standard and one arts standard for your selected grade level.
• Specific Learning Target(s)/Objectives: Create at least one specific learning objective that includes both standards.
• Academic Language: List relevant academic language and how it will be modeled.
• Resources, Materials, Equipment, and Technology: Incorporate  at least one media or technology resource that supports real-world applications and scaffolding of social studies standards-based instruction.
• Multiple Means of Representation: Explain how knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction.
• Multiple Means of Engagement: Include at least one learning activity that utilized a technology resource to develop critical thinking and problem-solving skills.
• Multiple Means of Expression: Formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.

In a 100-250 word reflection, explain how your selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 5 Clinical Field Experience C: Engaging Students in the Social Studies Classroom

Active student engagement is key in any classroom as such interaction allows students to immerse themselves in the academic content. Observing student engagement strategies and instructional questions in the social studies classroom helps to guide teachers to develop actively engaging lesson plans.

Allocate at least 4 hours in the field to complete this field experience.

With permission from your mentor teacher, implement the lesson you created in Topic 4 to a small group of students or the entire class. Following your implementation, review the experience with your mentor teacher and receive feedback. Discuss what went well and what could have been done differently.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize and reflect upon your experiences implementing a social studies lesson and the feedback received from your mentor teacher. Include the following:

• What did your mentor say went well with the lesson? What areas of development did you discuss with your mentor?
• What strategies  engaged the students and met the needs of students? What additional strategies could be put into place?
• What were the students’ responses to the integration of creative arts and technology during instruction?
• How you will apply your experience in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 351 Topic 5 Collaborative Learning Small Groups

Collaborative learning in the social studies classroom helps to encourage communication, teamwork, and provides the opportunity for students to learn from one another. Teachers who plan engaging collaborative activities for their students provide a variety of learning opportunities and choice centered, many times, on the same academic standards and content.

Complete the “Collaborative Learning Activity Template.”

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 6 Clinical Field Experience D: Social Studies Materials and Differentiation

Differentiation to meet the needs of students within a classroom is vital. Teachers who understand the needs of their students, and plan to meet students’ potential, are using best practices to provide appropriate educational experiences. Observing the use of engaging social studies materials and differentiation in the social studies classroom helps to guide teachers to develop their own actively engaging lesson plans.

Allocate at least 4 hours in the field to support this field experience.

Assist your mentor teacher with teaching at least one social studies lesson. Take note of the use of social studies text and other print and non-print resources, as well as how the mentor teacher differentiates the instruction. After the teaching experience, speak with your mentor teacher about how he or she differentiates instruction to address the learning needs of the students in a class.

In addition, collaborate with your mentor teacher to review the social studies textbook and other print materials and non-print resources that are used to teach social studies in your clinical field experience classroom. Analyze the text, materials, and resources to determine what opportunities or supports are provided for teachers to address cultural relevance and differentiated learning.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Write a 250-500 word reflection that summarizes the following:

• Differentiated instruction and instructional materials for individual students with particular learning differences or needs that were observed.
• Inclusion of students’ experiences, cultures, and community into social studies instruction and instructional resources.
• Analysis of how the text, materials and resources address cultural relevance and differentiated learning.
• How you will apply what you have learned to future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 351 Topic 6 Civics/Government Lesson Plan

Differentiating instruction is vital to the individual growth of students. Social studies instruction provides students with opportunities to display knowledge and skills in multiple ways, including through the arts. The purpose of this assignment is to analyze a group of diverse students and design a standards-based lesson plan that meets the needs of all students while incorporating student experiences, cultures, and communities into instruction.

Select an upper elementary (5-8) grade level and at least one social studies standard related to civics or government and one arts standard. Using the “COE Lesson Plan Template,” write a complete lesson plan that is aligned to the standard you chose .

Include the following in your lesson plan:

• Classroom and Student Factors/Grouping: Based on your Clinical Field Experience class, describe the class and student factors that affect instructional planning. Use this information to differentiate for the needs of students throughout the lesson plan.
• National/State Learning Standards: Identify one world history and one arts standard for your selected grade level.
• Specific Learning Target(s)/Objectives: Create at least one specific learning objective that is aligned to both standards.
• Academic Language: List relevant academic language and how it will be modeled.
• Resources, Materials, Equipment, and Technology: Describe resources required for the lesson, including media or technology that can be used for differentiation and that supports real-world application.
• Multiple Means of Representation: Explain how content will be presented to meet the needs of all students.
• Multiple Means of Engagement: Include at least one learning activity that enhances student learning within standards-based social studies instruction.
• Multiple Means of Expression: Describe formative and summative assessments that enhance student learning within standards-based social studies instruction.

In a 100-250 word reflection, explain how your differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 7 Benchmark – Social Studies and the Arts Unit Plan

Social studies instruction, when properly planned and implemented, can promote responsible citizenship in elementary students. In a culturally diverse democratic society, it is important for students to make informed decisions in order to be good citizens in our interdependent world.

For this assignment, you will use the “Unit Plan Template” to create a five-lesson unit designed for the students in your clinical field experience class. Identify a K-8 grade level, 1-2 social studies standards, and at least one arts standard as the focus of your unit plan. You may adapt any previous assignments in the creation of this unit plan.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

BS in Elementary Education

BS in Elementary Education and Special Education

BS in Elementary Education with an Emphasis in English as a Second Language

BS in Elementary Education with an Emphasis in STEM

BS in Elementary Education with an Emphasis in Teaching Reading

COE 1.4

Promote responsible student use of active technologies to collaborate in positive face?to?face and virtual local and global environments through applying effective interpersonal communication skills. [ACEI 1.0; CEC 5.2, 5.3, 5.4, ICSI.5.K3, ICSI.5.S7, ICSI.5.S19, IGC.5.S25; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE?T 4a, 4c; GCU Mission Critical 1, 4, 5]

COE 2.4

Use the major concepts and modes of inquiry from the social studies and other related areas to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; CEC 2.1, 3.1, ICSI.1.K5, ICSI.1.K6, ICSI.1.K15, ICSI.2.K7, ICSI.2.K8, ICSI.2.S1; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); GCU Mission Critical 2, 5]

COE 2.5

Use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. [ACEI 2.5; CEC 3.2, ICSI.5.S19; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); GCU Mission Critical 1, 2]

 

ELM 351 Topic 8 Unit Field Trip

Providing students with real-world experiences tied to the academic content they learn within the classroom is priceless. Teachers will be asked to seek out local opportunities to bridge content understanding, and planning such occasions is imperative.

Based on your completed benchmark assignment, plan a field trip (virtual or in-person) to provide students with a real-world experience related to the content learned (i.e., museums, plays, art galleries, etc.)

In 500-750 words, outline the following about your field trip:

• At least one social studies standard and one arts standard, and at least two standards-based objectives that will be met on the field trip
• Location of field trip and summary of learning in which students will be engaged
• Explanation of how the field trip will guide students in analyzing real-world issues or situations
• Description of digital tools or resources that can be incorporated into the design of the field trip
• A project -based post-field trip learning experience that incorporates cross-disciplinary perspectives, knowledge, and skills
• Rationale  for how the field trip enhances the unit plan by developing students’ critical thinking and content-area skills

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 351 Topic 8 Clinical Field Experience Verification Form

Candidates must complete all programmatic requirements, including practicum/field experience hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.

• Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
• Complete all required fields on the Clinical Field Experience Verification Form.
• Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
• Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
• Save a pdf copy of the completed Clinical Field Experience Verification Form to your computer.
• Submit the Clinical Field Experience Verification Form to LoudCloud.

Note: The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

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