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COURSE NUMBER: EDUC 430
COURSE TITLE: Curriculum and Instruction in Secondary English Language Arts and Social Studies II
NAME OF INSTRUCTOR: Lloyd Den Boer, Margie Patrick
CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 0)
CALENDAR DESCRIPTION: This course focuses on the teaching of English language arts and social studies, at the Senior High level (grades 10-12). Pre-service teachers in physical education and fine arts will also focus on their respective subject areas. The programs of study of the Alberta government are studied and pre-service teachers are introduced to learning strategies, assessment theories and practices, and instructional management issues appropriate for Senior High students. Pre-service teachers are encouraged to be intentional about the strategies they use and reflective about their philosophy of education, view of human nature, and assumptions they employ.

Prerequisites: EDUC 320 or 330

This course is open only to students in the B.Ed (AD) Secondary program. 
REQUIRED TEXTS:
  • Jim Burke. 2008. The English Teacher’s Companion (3rd ed.). Portsmouth, NH: Heinemann
  • Golding, William. 1954. Lord of the Flies.
  • Alberta Programs of Study: English Language Arts and Social Studies. Available at http://education.alberta.ca/.
  • Alberta Education. 2003. Senior High School English Language Arts Guide to Implementation. Available at https://education.alberta.ca/media/160443/ela-10-12-guide-toimplementation.pdf
  • Online articles as listed in the topical outline and shared in class.
MARK DISTRIBUTION IN PERCENT:
Storytelling 30%
Photo Narrative30%
Novel Study40%
100%
COURSE OBJECTIVES: Encourage pre-service teachers to:
  • grapple with the issues involved in teaching ELA and Social Studies;
  • focus on teaching with and by narratives;
  • examine the nature and role of interpretation in teaching;
  • familiarize pre-service teachers with Alberta’s programs of study for High School English and Social Studies;
  • introduce/reinforce instruction techniques;
  • assist pre-service teachers to be intentional about the strategies they use; and
  • reflect on how the philosophies they employ, the assumptions they make, and their view of what it means to be human will impact their teaching.
COURSE OUTLINE:
  • Wed. Jan. 4 AM: Narratives in education
    • Bruce Fehn. 2007. Composing visual history: Using powerpoint slideshows to explore historical narrative. International Journal of Social Education, 22 (1), 43-67. Google article title and go through ERIC.
  • Wed. Jan. 4 PM: (N204) Visual history concluded. Novel study: Framing the anchor text with setup pieces. The Lord of the Flies.
  • Fri. Jan. 6: The making of national and curricular stories
    • Laura Elizabeth Pinto. 2007. Textbook publishing, textbooks, and democracy: A case study. Journal of Thought, (Spring-Summer), 99-121.
    • Ingrid Johnston. English Language Arts, citizenship and National Identity. Available online http://www2.education.ualberta.ca/css/css_3arenglish_language_arts.htm
    • ELA Guide to Implementation, pp.5-15.
    • ELA Guide to Implementation, pp. 103-110.
  • Mon. Jan.9: The SS story of citizenship and identifying and using counter stories in ELA
    • Jennifer Tupper. 2009. Unsafe water, stolen sisters, and social studies. Teacher Education Quarterly, Winter, 77-94. Google title and go through ERIC.
    • James A. Banks, “The canon debate, knowledge construction, and multicultural education,” Educational Researcher (22) 5, 4-14.
  • Wed. Jan. 11 AM: Storytelling
    • Who gets to tell the stories?
    • Thomas King. 2012. Forget Columbus (chapter 1). In The inconvenient Indian: A curious account of native people in North America (pp. 1-20). Anchor Canada.
    • Suggested: Developing counter-narratives to media stories: Michelle Stack and Deirdre M. Kelly. 2006. Popular Media, Education, and Resistance. Canadian Journal of Education, 29 (1), 5-26.
  • Wed. Jan. 11 PM: (N204)
    • Lord of the Flies
    • Elish-Piper, L., Wold, L.S. & Schwingendorf, K. (2014). Students’ Reading of Complex Texts Using Linked Text Sets. Journal of Adolescent & Adult Literacy 57(7) 565–574.
    • ELA Guide to Implementation, pp. 35-55.
  • Mon. Jan. 16: What do we do with the stories we have? Canadian myths and literature
    • Daniel Francis. National Dreams: Myth, memory, and Canadian history. Available electronically through King’s library. Read the Introduction plus EITHER
      • Chapter one (CPR)
      • Chapter two (RCMP)
      • Chapter five (Heroism)
      • Michael Valpy. 2007. “Vimy Ridge: The making of a myth” in Globe and Mail (Google title) AND J. Sheppard. 2007. “Michael Valpy on the making of the Vimy myth” in Globe and Mail, April 9 (Google title).
    • Canadian literary panacea or ? Michael Keren. 2008. "A Canadian Alternative to the ‘Clash of Civilizations’." International Journal of Canadian Studies / Revue internationale d’études canadiennes, 37, p. 41-55.
  • Wed. Jan. 18 AM: Photo narrative presentations
  • Wed. Jan. 18 PM: (N211) Difficult stories: Controversial books and issues
    • Diana E. Hess. 2002. Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, (30) 1, 10-41.
    • Fanetti, S. (2012). A Case for Cultivating Controversy: Teaching Challenged Books in K–12 Classrooms. ALAN Review 40(1).
    • ELA Guide to Implementation, pp. 103-110.
  • Fri. Jan. 20: Another layer to stories: Religion in the classroom
    • Warren A. Nord. 2005. Chapter 11, Religion, spirituality, and education in a (not entirely) secular culture. In Gateways to Spirituality: Pre-school through grade twelve, pp. 184-215. Go to King’s library, choose E-Resources at King’s and then choose Education Research Complete data base. Type author’s full name in the search bar and scroll down until you get this entry. It’s a bit long so scan the article deeply enough so that you understand his argument.
    • Anne Kingston. 2012. Veils: who we to judge? Maclean’s. Google title – make sure you open the link to “Veils: who are we to judge? – Macleans.ca”.
    • Religious meaning in literary texts: Smith, D. I. (2004). The poet, the child and the blackbird: aesthetic reading and spiritual development. International Journal of Children's Spirituality, 9(2), 143-154.
  • Mon. Jan. 23: Whose story isn’t being told
    • Jennifer Tupper. 2005. We interrupt this moment: Education and the teaching of history.Canadian Social Studies, 39 (2).
    • Nicholas Ng-A-Fook & Robin Milne. 2014. Unsettling our narrative encounters within and outside of Canadian social studies. Canadian Social Studies, 47 (2), 88-109.
    • Incorporating indigenous writing: TBA
  • Wed. Jan. 25: The many stories in a classroom: Multiculturalism and global education
    • Case, chapter 17 (The anthology of social studies, your text for EDUC 330)
    • Practicing hospitality in ELA: Johnston, I. (1999). Postcolonial literature and the policies of representation in school programs. Interchange 1(22), 11-25.
  • Fri. Jan. 27: How will your story impact your teaching?
    • Sarah Elizabeth Barrett. 2015. The impact of religious beliefs on professional ethics: A case study of a new teacher. Canadian Journal of Education, (38) 3.
    • Suggested: Carla Peck. 2014 (March 19). Historical thinking and teacher professional development: The poor cousin of curriculum reform. Found at: http://activehistory.ca/2014/ 03/historical-thinking-and-teacher-professional-development-the-poor-cousin-ofcurriculum-reform/
    • Smith, D. I. (2007). Misreading Through the Eyes of Faith: Christian Students' Reading Strategies as Interlanguage. Journal of Education and Christian Belief, 11(2), 53-66.

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