A. Create a six- to eight-week annotated outline for
integrated content for a specific elementary grade level. Your outline should
include the following:
• identification of general information (i.e., topic,
grade, student grouping, seating arrangement)
• identification offiveof the ten social studies themes
• identification of national, state, or local standards
andmeasurableobjectives (condition, behavior, and criterion) including how
each standard connects to one of the five themes previously identified
• identify one field trip that integrates social studies
with one additional content area
• identify one classroom activity that integrates social
studies with one additional content area
1. Explain how each of the identified standards (i.e., national,
state, or local standards) connects to at least one or more of the themes.
Make sure you clearly label the identified field trip and activity so that
evaluators can easily find them.
B. Provide a rationale for the field trip identified in
your outline in part A by doing the following:
1. Explain how the field trip meets the standards and
measurable objectives indicated in the outline in part A.
2. Explain how the field trip connectsat leastoneof the social studies standards toat
leastoneother content area standard (e.g., connects a social studies
standard related to culture to a language arts standard related to culture).
a. Discuss what prerequisite skills the students would
need to make those connections.
3. Justify how the field trip promotes research, analysis,
and evaluation of real-world situations.
C. Create an activity plan for the classroom activity
identified in your annotated outline in part A. The activity plan should
include the following:
• identification ofmeasurableobjectives specific to this activity
• identification of materials/resources for students and
• description of prerequisite skills or connections to
previous learning (i.e., What previously learned skills are necessary for
students to be able to participate in and benefit from the planned lesson?)
• explanation of differentiated instruction accommodations
• explanation of how students will be assessed for this
activity (A copy of the assessment may be submitted, or it may be explained.
The assessment may be formal or informal, formative or summative.)
• description of interdisciplinary connections
1. Evaluate how the activity targets specific inclusion
of, or accommodations for, diverse learners.
2. Explain how the assessment for your activity could help
inform your instruction to support social studies education for all students.
3. Evaluate how the activity integrates an
interdisciplinary learning experience that effectively incorporates the
concepts and methods of inquiry of social studies.
D. When you use sources, include all in-text citations and
references in APA format.
Note: For definitions of terms commonly used in the rubric, see
the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or
project, the submission MUST include APA formatted in-text citations with a
corresponding reference list for any direct quotes or paraphrasing. It is not
necessary to list sources that were consulted if they have not been quoted or
paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly
quoted or closely paraphrased from outside sources, even if cited correctly. For
tips on using APA style, please refer to the APA Handout web link included in
the APA Guidelines section.
Note: This reference list refers only to direct citations in the project
above and may be different from those you need to complete the project. Consult
your Course of Study for a list of suggested learning resources.
Ellis, A. K. (2010).Teaching
and learning elementary social studies(9th
ed.). Boston, MA: Pearson.