ED374:
Prerequisites
Meeting Times, Location, & Course Delivery Details
ED374 is delivered in person, face‑to‑face on campus. Our class time is designed for active participation, discussion, and hands‑on practice. Being present in class allows you to collaborate with peers, engage in interactive activities, and receive immediate feedback. Together, we’ll build a supportive learning community that thrives on shared experiences and professional growth.
Contact Information
1.0
Upon successful completion of this course…
1. The student will be able to apply child development techniques to provide meaningful, integrated
learning opportunities that are developmentally and individually appropriate for young children in a
variety of settings: at home, at school, and in the community.
2. The student will be able to develop and evaluate topics of study in terms of conceptual soundness,
significance, and intellectual integrity.
3. The student will be able to explain the rationale for and use of specific developmentally appropriate
methods that include, but are not limited to: play, small group projects, open-ended questioning, group
discussion, problem solving, cooperative learning, and inquiry experiences to help young children
develop intellectual curiosity, solve problems, and make decisions pertinent to social studies, English,
and language arts.
4. The student will be able to reflect on practice, articulate a philosophy and rationale for decisions,
continually self-assess and evaluate the effects of their choices and actions on all stakeholders.
5. The student will be able to recall strategies and environments to meet the specific needs of all
children, including those with disabilities, developmental delays, or special abilities.
6. The student will be able to discuss the influence of the physical setting, schedule, routines, and
transition on children and use these experiences to promote children’s development and learning.
7. The student will be able to articulate Ohio’s Academic Common Core Content Standards in Social
studies, English, and Language Arts.
8. The student will be able to locate and use appropriate professional literature, research, organizations,
resources, and experiences to inform and improve practice.
9. The student will be able to establish and maintain positive collaborative relationships with colleagues,
other professionals, and families and work effectively as a member of a professional team.
10. The student will be able to use word processing, multi-media presentations, instructional software, the
internet, e-mail and other technology to develop appropriate instructional materials and strategies that
support learning activities.
This course does not require a textbook. Instead, we’ll use a variety of resources — including articles, case studies, videos, and professional tools — that are provided for you in class and on Blackboard. All materials are chosen to be practical, accessible, and directly connected to your work as a future teacher. Bring a notebook or digital device for notes and reflections, and be ready to engage with hands‑on activities each week.
- Analyze historical, philosophical, psychological, and social foundations of P–5 education and explain how these perspectives shape current practice. ◦ Aligned to CAEP 1.1, InTASC 4, Ohio PLO 1
- Examine how cultural, linguistic, and socioeconomic diversity influences teaching and learning, and design responsive strategies that promote equity. ◦ Aligned to CAEP 1.3, InTASC 2, Ohio PLO 2
- Design and implement inquiry-based, standards-aligned lessons that integrate social studies and ELA to foster civic engagement and literacy. ◦ Aligned to CAEP 1.4, InTASC 7–8, Ohio PLO 2
- Apply instructional strategies in field placements, collaborating with mentor teachers and reflecting on P–12 student learning. ◦ Aligned to CAEP 2.3, InTASC 9–10, Ohio PLO 3
- Develop and use formative and summative assessments that generate actionable data to inform instruction and demonstrate student growth. ◦ Aligned to CAEP 5.2, InTASC 6, Ohio PLO 2
- Differentiate instruction to meet the needs of diverse learners, ensuring equitable access to social studies and literacy learning. ◦ Aligned to CAEP 1.3, InTASC 2–3, Ohio PLO 2
- Reflect on personal teaching practice and civic identity, expanding global perspectives and collaborating with colleagues, families, and communities. ◦ Aligned to CAEP 1.5, InTASC 9–10, Ohio PLO 3
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
ED374 Course Schedule
| Week | 2026 Dates (T/Th) | Module Title | Standards Alignment |
|---|---|---|---|
| Week 1 | Jan 13, Jan 15 | Course Introduction: Identity & Citizenship | CAEP 1.1; InTASC 4, 9; Ohio EPP Subject Matter; PLO 1; OSTP 7.3 |
| Week 2 | Jan 20, Jan 22 | Foundations of Social Studies | CAEP 1.1; InTASC 4; Ohio EPP Program Quality; PLO 1a; OSTP 1.1 |
| Week 3 | Jan 27, Jan 29 | Planning for Meaningful Curriculum | CAEP 1.2; InTASC 7; Ohio EPP Instructional Planning; PLO 2a; OSTP 5.1 |
| Week 4 | Feb 3, Feb 5 | Integrating Children’s Literature | CAEP 1.4; InTASC 8; Ohio EPP Instructional Delivery; PLO 2b; OSTP 2.2 |
| Week 5 | Feb 10, Feb 12 | Culturally Responsive & Global Citizenship | CAEP 1.3; InTASC 2; Ohio EPP Program Quality; PLO 6a, 6b; OSTP 4.3 |
| Week 6 | Feb 17, Feb 19 | Inquiry Arc & Questioning Strategies | CAEP 1.1; InTASC 5; Ohio EPP Subject Matter; PLO 1b; OSTP 3.1 |
| Week 7 | Feb 24, Feb 26 | Seeing Student Thinking | CAEP 2.3; InTASC 2, 9; Ohio EPP Clinical Practice; PLO 3a; OSTP 6.1 |
| Week 8 | Mar 3, Mar 5 | Midterm Checkpoint & Brain Breaks | CAEP 1.2; InTASC 3; Ohio EPP Program Quality; PLO 7a; OSTP 5.1 |
| Week 9 | Mar 9–13 | Spring Break – No Classes | — |
| Week 10 | Mar 17, Mar 19 | Designing Integrated SS/ELA Lessons | CAEP 1.2; InTASC 7–8; Ohio EPP Instructional Planning; PLO 2a; OSTP 5.1 |
| Week 11 | Mar 24, Mar 26 | Assessment in SS & Literacy | CAEP 5.2; InTASC 6; Ohio EPP Continuous Improvement; PLO 5b; OSTP 3.2 |
| Week 12 | Mar 31, Apr 2 | Reflective Practice & Self-Assessment | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; PLO 5a; OSTP 7.1 |
| Week 13 | Apr 7, Apr 9 | Journey Box: Primary Sources | CAEP 1.1; InTASC 5; Ohio EPP Subject Matter; PLO 1a; OSTP 2.2 |
| Week 14 | Apr 14, Apr 16 | Collaboration with Families & Communities | CAEP 2.1; InTASC 10; Ohio EPP Clinical Practice; PLO 6b; OSTP 6.2 |
| Week 15 | Apr 21, Apr 23 | Ethics, Equity, and Professional Responsibility | CAEP 5.1; InTASC 9; Ohio EPP Continuous Improvement; PLO 4a; OSTP 7.3 |
| Week 16 | Apr 28, Apr 30 | Capstone: Field-Based Unit | CAEP 4.1, 4.2; InTASC 9–10; Ohio EPP Program Quality; PLO 5a; OSTP 7.1 |
| Finals | May 6 (Tues/Thurs class final) | Comprehensive Final Exam | WC Final Exam Schedule |
| Week | Dates (T/Th) | Assignment | Correct Due Date | Standards |
|---|---|---|---|---|
| Week 1 | Jan 13, Jan 15 | Self‑Introduction (5 pts) | Jan 17 | CAEP 1.1; InTASC 4, 9; PLO 1 |
| Week 2 | Jan 20, Jan 22 | Graphic Organizer (5 pts) | Jan 22 | CAEP 1.1; InTASC 4 |
| Week 3 | Jan 27, Jan 29 | Weekly Reflection (5 pts) | Jan 29 | CAEP 1.2; InTASC 7 |
| Week 4 | Feb 3, Feb 5 | Children’s Literature Project (10 pts) | Feb 20 | CAEP 1.4; InTASC 8 |
| Week 5 | Feb 10, Feb 12 | Weekly Reflection (5 pts) | Feb 12 | CAEP 1.3; InTASC 2 |
| Week 6 | Feb 17, Feb 19 | Weekly Reflection (5 pts) | Feb 19 | CAEP 1.1; InTASC 5 |
| Week 7 | Feb 24, Feb 26 | Seeing Student Thinking (10 pts) | Mar 5 | CAEP 2.3; InTASC 2, 9 |
| Week 8 | Mar 3, Mar 5 | Brain Break #1 (5 pts) | Mar 5 | CAEP 1.2; InTASC 3 |
| Week 9 | Mar 9–13 | Spring Break | — | — |
| Week 10 | Mar 17, Mar 19 | Ohio Video Project (30 pts) | Mar 17 | CAEP 1.4; InTASC 5, 8 |
| Week 11 | Mar 24, Mar 26 | Weekly Reflection (5 pts) | Mar 26 | CAEP 5.2; InTASC 6 |
| Week 12 | Mar 31, Apr 2 | Weekly Reflection (5 pts) | Apr 2 | CAEP 4.1, 5.2; InTASC 9 |
| Week 13 | Apr 7, Apr 9 | Journey Box (15 pts) | Finals Week | CAEP 1.1; InTASC 5 |
| Week 14 | Apr 14, Apr 16 | Ohio Family/Hero Project (10 pts) | Apr 16 | CAEP 2.1; InTASC 10 |
| Week 15 | Apr 21, Apr 23 | Brain Break #2 (5 pts) | Apr 23 | CAEP 5.1; InTASC 9 |
| Week 16 | Apr 28, Apr 30 | Field-Based Unit (25 pts) + Final Reflection (5 pts) | May 6 | CAEP 4.1, 4.2; InTASC 9–10 |
| Finals | May 6 | Final Exam + Unit Reflection | May 6 | CAEP 4.1, 5.2 |
The grading scale will be as follows:
Point distribution – ED374
Social Studies/ELA Methods for Primary Education – (Scaled to 860 total points)
- Formative assessments: 370 points total
- Attendance and participation: 70 points
- Weekly reflections/homework: 200 points
- Self-introduction + final reflection: 50 points
- Brain break activities (2): 50 points
- Summative assessments: 490 points total
- “What is Unique About Ohio” video project: 150 points
- Children’s literature project: 50 points
- Ohio family/hero history project: 50 points
- Seeing student thinking: 50 points
- Journey box: 70 points
- Field-based unit (2-day integrated SS/ELA): 120 points
- Total course points: 860
Letter grade conversion – ED374 (860-point scale)
| Points earned | Percentage range | Letter grade | Performance description |
|---|---|---|---|
| 809–860 | 94–100% | A | Exceptional mastery; excellence in knowledge, pedagogy, assessment, and professional responsibility. |
| 774–799 | 90–93% | A‑ | Strong performance with minor gaps; consistently advanced understanding and application of standards. |
| 748–765 | 87–89% | B+ | Above average; solid application of course concepts with room for refinement. |
| 722–739 | 84–86% | B | Competent; meets expectations for knowledge and practice with consistent effort. |
| 688–713 | 80–83% | B‑ | Adequate; meets minimum expectations with some gaps in consistency. |
| 662–678 | 77–79% | C+ | Developing; partial application of concepts with notable areas for improvement. |
| 636–653 | 74–76% | C | Basic; meets minimum requirements for content knowledge and pedagogy. |
| 602–627 | 70–73% | C‑ | Marginal; limited demonstration of course objectives. |
| 576–593 | 67–69% | D+ | Weak; significant gaps in knowledge and application. |
| 550–567 | 64–66% | D | Minimal; does not consistently meet course expectations. |
| ≤541 | ≤63% | F | Failing; does not demonstrate required knowledge, pedagogy, or professional responsibility. |
Instructor Course Policies
Your presence and participation are essential to our shared learning community. Because ED386 emphasizes collaboration, reflection, and practice, regular attendance helps you stay engaged and prepared for assignments. If you must miss class, please communicate with me in advance whenever possible. Absences do not excuse you from completing assignments, and you are responsible for catching up on missed work. Together, we’ll keep the focus on growth, professionalism, and consistency.
Honesty and integrity are the foundation of our work together. All assignments must reflect your own effort, with proper credit given when you use ideas, words, or resources from others. Collaboration is encouraged when appropriate, but copying or misrepresenting work is not. AI tools (such as Microsoft Copilot, ChatGPT, or others) may be used responsibly for brainstorming or organizing ideas, but all submitted work must show your own understanding and professional judgment. If AI assists your work, please acknowledge it. Misrepresenting AI-generated content as entirely your own is considered a violation of academic integrity.
Course Description
ED374 prepares teacher candidates to design, implement, and assess integrated Social Studies and English Language Arts instruction for grades P–5. Candidates explore the foundations of social studies education, the C3 Framework for inquiry, and strategies for integrating literacy with civic learning. Emphasis is placed on culturally responsive pedagogy, global citizenship education, children’s literature integration, inquiry-based projects, and the use of primary sources to expand historical perspectives.
Assignments include developing an Ohio-based travel video project, creating a Journey Box of primary sources, designing field-based units, and reflecting on candidate identity as a social studies educator. Candidates learn to differentiate instruction for diverse learners, apply formative and summative assessments, and analyze student thinking to inform instructional decisions. Collaboration with families, communities, and mentor teachers is embedded throughout field experiences to strengthen professional practice.
All course objectives and assessments are explicitly aligned with CAEP Initial-Level Standards, InTASC Model Core Teaching Standards, Ohio Educator Preparation Program (EPP) Standards, and Wilmington College Program Learning Outcomes (PLOs). This ensures candidates demonstrate competencies required for licensure, accreditation, and effective practice in real-world classrooms.
The course follows the Transparency in Learning and Teaching (TILT) framework and integrates Universal Design for Learning (UDL principles) to provide clarity, accessibility, and multiple pathways for candidate success.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.