AMERICAN PONTIFICAL CATHOLIC UNIVERSITY

www.apcu.university
111 Second Ave N.E. Suite 900 St. Petersburg, FL 33701- USA
E-Mail: apcu.education@gmail.com

SYLLABUS HISTORY AND EDUCATIONAL THEORIES IN USA

I. DATOS GENERALES :
1. Facultad : Ciencias y Letras
2. Escuela : Educación
3. Área de la asignatura : CURSOS FACULTATIVOS
4. Nombre del programa : MAESTRÍA EN EDUCACIÓN
5. Modalidad de estudios : ON-LINE
6. Código : C9
7. Créditos : 5
8. Horas : 80
9. Profesor :

II. SUMILLA
This is the first course in a two-course sequence dedicated to the content and
pedagogy of social studies education. This course explores the foundations, scope,
and sequences of social studies education through asking a series of “what” and
“why” questions about what social studies curriculum and instruction looks like
in secondary school classrooms following (1) the National Council for the Social
Studies Thematic Framework, (2) the Wyoming Social Studies Content and
Performance Standards, (3) the C3 Framework for Social Studies, and (4) the
Common Core State Standards. We will continually ask what it means to teach
social studies and why are these subjects taught. Students will learn disciplinary-
specific instructional strategies to use in our social studies teaching.

III. OBJETIVOS
Al concluir el desarrollo de la presente asignatura, los estudiantes estarán en
condiciones de:
Conocer y comprender con claridad, la estructura actual del sistema educativo
peruano y enmarcar en él, el sistema de gestión, sus componentes básicos y las
políticas que le sirven de referencia.

IV. CONTENIDOS
Introductions, Course Overview, Definitions of Social Studies
History & Philosophy of Social Studies Education
Social Studies Standards (CCSS, NCSS, C3, WPCS)
Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
The college, career, and civic life (C3) framework for social studies state
standards: Guidance for enhancing the rigor of KÐ12 civics, economics,
geography, and history

American Pontifical Catholic University is authorized for the Florida Department of Education,
by Florida Statutes, Section 1005.06(1)(f) and Rule 6E-5.001, in the United States of America
 Wyoming Social Studies Performance and Content Standards
Overview/Components of Lesson Segment Assignments
HelmsingÕs Tips for Writing About Teaching & Education
Overview of Teaching U.S. History
Teaching School U.S. History Content
Teaching High School U.S. History Content
Uncovering our history: Teaching with primary sources
Sample High School Teaching Materials
Overview of Teaching World History *
Sample Middle School World History Textbook Chapters
Sample Middle School World History Teaching Materials
Sample High School World History Textbook
Overview of Teaching Geography
Sample High School Economic Textbook
Sample High School Government Textbook
Overview of Teaching Psychology
APA National Standards for High School Psychology
Sample High School Psychology Textbook Chapters
Sample High School Sociology Textbook Chapters

V. ESTRATEGIAS METODOLÓGICAS
Cada una de las unidades será desarrollada en 3 clases, contando con una clase intermedia
para la realización de un trabajo práctico de investigación sobre uno de los temas
desarrollados en cada unidad. El trabajo se llevará a cabo a través de 3 momentos en cada
clase, el primer momento será el planteo expositivo del tema a desarrollar; en segundo
lugar se realizará un ejercicio de confrontación bibliográfica del tema tratado y finalmente
se arribará a una síntesis por parte de la profesora en diálogo con los y las estudiantes.
Eventualmente la primera parte de la clase será a través de materiales audiovisuales.

VI. EVALUACIÓN
La evaluación será permanente con la participación activa en cada clase.
Se realizarán 3 trabajos prácticos de investigación respondiendo a cada unidad del
programa, las consignas serán presentadas al principio del cursado.
Con la asistencia y la presentación de los 3 trabajos prácticos será suficiente para la
aprobación del curso.

VII. BIBLIOGRAFÍA

1. Jorgensen, C. G. (2014). Social studies curriculum migration. In Ross, E. W. (Ed.),

2. The Social Studies Curriculum: Purposes, Problems, and Possibilities (pp. 3-23).
Albany, NY: SUNY Press. 2.
3. Ross, E.W., Mathison, S. & Vinson, K. (2014). Social studies curriculum and
teaching in the era of standardization.Ó In Ross, E. W. (Ed.),
4. The Social studies curriculum: Purposes, problems, and possibilities (pp. 25-48).
Albany, NY: SUNY Press. 3.
5. Thornton, S. J. (2005). Why gatekeeping matters more than curriculum change
AND How has the social studies curriculum been organized. In Teaching social
studies that matters: Curriculum for active learning (pp. 10-44). New York City,
NY: Teachers College Press. 9/8
6. Gopnik, A. (2014, August 28). Does it help to know history?
7. Grossman, J. (2014, September 1). The New History Wars.
American Pontifical Catholic University is authorized for the Florida Department of Education,
by Florida Statutes, Section 1005.06(1)(f) and Rule 6E-5.001, in the United States of America
8. Brimberg, S. (2004). Strategies for teaching history. In S.H. Veccia
(Ed.),Uncovering our history: Teaching with primary sources, (pp. 57-72).
Chicago, IL: American Library Association. 4.
9. VanSledright, B. (2011). Teaching about Indian removal: Describing and
unpacking the investigative approach.Ó In The challenge of rethinking history
education: On practices, theories, and policy , (pp. 81-127). New York, NY:
Routledge. 5.
10. NCSS Standards: pp. 30-33, 97-99, 130-132. 6.
11. Levstik, L. & Barton, K. (2011). ÒIn My Opinion, It Could Happen Again:Ó How
Attitudes and Beliefs Have Changed Over Time. In Doing History: Investigating
with Children in Elementary and Middle Schools, (pp. 141-156). New York, NY:
Routledge. 2.
12. Wasta, S. (2006). The American Revolution: Three lesson plans for critical
thinking, Middle Level Learning, 25 (1), pp. 2-7. 3.
13. Levstik, L. & Barton, K. (2011). ÒI think Columbus went to HellÓ: Connections
and controversies in world historyÓ (pp. 58-73) and ÒCamel dies, lose Three
Turns:Ó Scaffolding inquiry into world history (pp. 74-87). In Doing History:
Investigating with Children in Elementary and Middle Schools. New York, NY:
Routledge. 2.
14. Stephen, A. (2007). Ensuring Inclusion in The Classroom (pp. 70-80). In M. Hunt
(Ed.), A Practical Guide to Teaching History in the Secondary School New York,
NY: Routledge. 3.

American Pontifical Catholic University is authorized for the Florida Department of Education,
by Florida Statutes, Section 1005.06(1)(f) and Rule 6E-5.001, in the United States of America