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Standards for the Preparation of Teachers of Social Studies (RX) Elementary Michigan State Board of Education Approved June 9, 2009 Social Studies (RX) Elementary Program Standards Content Guidelines/Standards Matrix College/University: Program/Subject Area: Andrews University SOCIAL STUDIES (Elementary) Source of Guidelines/Standards: Code: RX Michigan State Board of Education 6-9-09 Completion of a Social Studies group major for elementary education must include a minimum of 36 credit hours. To add a Social Studies endorsement to an existing certificate, the program must be at least 36 semester credit hours. Completion of the Social Studies endorsement for an elementary certificate prepares a candidate to teach, in a K-8 departmentalized classroom, all social studies content in the Grade Level Content Expectations and High School Content Expectations. PROFICIENCY LEVEL RATINGS A = AWARENESS: Possesses general knowledge B = BASIC UNDERSTANDING: Ability to understand and apply C = COMPREHENSIVE UNDERSTANDING: High level of understanding, applying, and reflecting * = THESE STANDARDS DO NOT HAVE LEVELS OF PROFICIENCY: Programs either meet, or do not meet these standards No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.0 Content knowledge, processes, and skills The candidate will demonstrate comprehensive knowledge, understanding, evaluative skills, critical inquiry, and ability to teach the social studies content, processes, and skills inclusive of those in Michigan’s K-12 Curriculum Framework and Benchmarks, Grade Level Content Expectations (GLCE) and the High School Content Expectations (HSCE) in accordance to the Universal Education Vision and Principles, and State Board of Education (SBE) Educational Technology Standards and Expectations. 1.1 The candidate is able to: Historical Perspective No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.1 Explain, analyze, and interpret the major political, economic, social and cultural movements, and the key concepts, events, people, and issues inclusive of the following eras of United States history: Era 1: Americas to 1620 Era 2: First Contact and Colonization Era 3: Revolution and the New Nation Era 4: Expansion and Reform Era 5: Civil War and Reconstruction C All majors are required to take HIST204/205 American Experience I/II which surveys American history from early colonization to the present. The course currently uses Goldfield, et al., American Journey as its textbook, which covers the major periods, individuals, and events of the country’s political, economic, military, diplomatic, and social history. Students also read Rubenstein and Ziewacz, Michigan: A History of the Great Lakes State, which provides a survey of Michigan history. Students are given daily quizzes over this reading and take three examinations. In addition to the two required texts, students are required to read two articles each semester from American Heritage and two articles each semester from Michigan History as well as one additional book of their choice (but approved by the instructor) each semester that addresses some aspect of American history. Students write reports on the articles and critical reviews of the books they have read. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.2 Explain, analyze, and interpret the major political, economic, social and cultural movements, and the key concepts, events, people, and issues inclusive of the following eras of United States history: Era 6: The Development of an Industrial, Urban, and Global United States Era 7: The Great Depression and World War II Era 8: Post World War II Era 9: The United States in a New Global Age B All majors are required to take HIST205 American Experience II which surveys American history from the post-Reconstruction period to the present. The course currently uses Goldfield, et al., American Journey as its textbook, which covers the major periods, individuals, and events of the country’s political, economic, military, diplomatic, and social history. Students also read Rubenstein and Ziewacz, Michigan: A History of the Great Lakes State, which provides a survey of Michigan history. Each semester students are given daily quizzes over this reading and take three examinations. In addition to the two required texts, students are required to read two articles each semester from American Heritage and two articles each semester from Michigan History as well as one additional book of their choice (but approved by the instructor) each semester that addresses some aspect of American history. Students write reports on the articles and critical reviews of the books they have read. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.3 Connect the major political, economic, social and cultural movements, and the key concepts, events, people, and issues of the following eras of United States history to Michigan history: Era 1: Americas to 1620 Era 2: First Contact and Colonization Era 3: Revolution and the New Nation Era 4: Expansion and Reform Era 5: Civil War and Reconstruction Era 6: The Development of an Industrial, Urban, and Global United States Era 7: The Great Depression and World War II Era 8: Post World War II Era 9: The United States in a New Global Age C All majors are required to take HIST204/205 American Experience I/II in which they read Rubenstein and Ziewacz, Michigan: A History of the Great Lakes State, which provides a survey of Michigan history. Assignments from this book are coordinated with the related time periods and topics in the Goldfield text so that through the reading and class discussions, students see the connections between the history of the state and the nation. Each semester students are given quizzes over this reading and take three exams that include questions on Michigan history. Students are also required to read two articles from Michigan History each semester from which they write reports. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.4 Explain, analyze, and interpret the major political, economic, social and cultural movements, and the key concepts, events, people, and issues inclusive of the following eras of world history: Era 1: Beginnings of Human Society Era 2: Early Civilizations and Cultures and the Emergence of Pastoral Peoples Era 3: Classical Traditions, World Religions, and Major Empires C HIST117 – All majors are required to take Civilizations & Ideas I in which students write comparative multicultural essays and take daily quizzes and three exams requiring them to explain, analyze, and interpret the major political, economic, social, and cultural movements and key concepts, events, people, and issues in Ancient Civilizations (Sumeria, Babylonia, Egypt, Phoenicia, Israel, Assyria, China, India, Africa) and in the Medieval and Early Modern eras (Europe, the Americas, Asia, Africa, and the Middle East). No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.5 1.1.6 Explain, analyze, and interpret the major political, economic, social and cultural movements and the key concepts, events, people, and issues inclusive of the following eras of world history: Era 4: Expanding and Intensified Hemispheric Interactions Era 5: Emergence of the First Global Age Era 6: An Age of Revolutions Era 7: Global Crisis and Achievement Era 8: The Cold War and Its Aftermath Apply key historical concepts of time, chronology, cause and effect, change and continuity, to analyze and explain historical phenomena and processes within the major eras of Michigan, United States, and world history. B C HIST117/118 – All majors are required to take Civilizations & Ideas I/II in which students write comparative multicultural essays and take daily quizzes and three exams requiring them to explain, analyze, and interpret the major political, economic, social, and cultural movements and key concepts, events, people, and issues in Europe, Asia, the Americas, Africa, and Oceana from the 15th century to the present. All majors are required to take HIST204/205 American Experience I/II which requires them to identify and understand all of the major eras of American and Michigan history and the processes of causation, change, and continuity involved in the movement from one era to the next. In HIST117/118 Civilizations & Ideas I/II students take daily quizzes and three exams that include questions about chapter timelines and chronologies, cause and effect relationships for major historical events, and how cultures and civilizations change over long periods of time from Prehistory to the present. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.7 Identify, analyze, and compare multiple historical interpretations of the past to demonstrate how knowledge of history is constructed. C 1.1.8 Conduct historical inquiry by formulating historical questions, obtaining historical data from a variety of sources including digital and other forms of technology, examining and evaluating evidence, and identifying gaps in historical evidence to make sound interpretations of the past. C All majors are required to take HIST235 Historical Inquiry which requires them to read Gilderhus, History and Historians. This volume provides a survey of historiography from Herodotus to the present. This course also requires students to read Davidson and Lytle, After the Fact, which provides a series of topically defined essays on the use of evidence and the development of interpretation within American history. Students take daily quizzes and an essay exam based on these works. All majors are required to take HIST235 Historical Inquiry which introduces students to the processes of historical writing, including choosing a subject, developing a bibliography, evaluating sources, taking notes, and writing a paper. This course requires the writing of a short paper (3-5 pp.) based on primary source research. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.9 Analyze and evaluate varying historical documents and narratives by identifying and examining the purpose, point of view, and the central question(s) addressed in the narrative or document, and determining the historical context and significance of the work. C 1.1.10 Evaluate and describe key decisions made in history by assessing their implications and long-term consequences. B All majors are required to take HIST204/205 American Experience I/II which requires two document analysis papers each semester. These papers ask students to examine such matters as the purpose, point of view, central question, and significance in response to a question posed by the teacher. In HIST117/118 Civilizations & Ideas I/II students are required to write critical-analytical essays based on primary documents in the McKay textbook or historical films shown in class and to examine the differing points of view and historical contexts of individuals from different cultures. All majors are required to take take HIST204/205 American Experience I/II which examines the major decisions of political, diplomatic, and military leaders at major stages of the country’s history as well as the longterm consequences of these decisions. In HIST117/118 Civilizations & Ideas I/II students learn to evaluate key historical decisions and assess their implications and consequences through daily class discussions, blackboard work, and on daily quizzes and three exams. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.11 Analyze and evaluate major historical issues and events from the regional (inclusive of Michigan and the United States), interregional, and global perspective. B 1.1.12 Analyze and evaluate Michigan, United States, and world history from multiple perspectives, inclusive of race, ethnicity, social class, and gender. B The required American history courses HIST204/205 American Experience I/II focus on North America (including Michigan), though topics such as the European colonization of the region, wars, and foreign relations draw American history into a much wider framework. In HIST117/118Civilizations & Ideas I/II students learn to analyze and evaluate key historical issues and events from regional, interregional, and global perspectives through daily quizzes, three exams, and on their comparative analytical essays. All majors are required to take HIST204/205 American Experience I/II which includes the perspectives of race, ethnicity, social class, and gender. In HIST117/118 Civilizations & Ideas I/II students learn to analyze and evaluate history from race, ethnic, gender, and social class perspectives in daily class discussions, historical films, and on their comparative analytical essays. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.1.13 Assess and explain the impact of major theories and interpretive frameworks that shape history as well as identify the bias that these frameworks and theories might present. C 1.2 Geographic Perspective All majors are required to take HIST235 Historical Inquiry which through the reading of Gilderhus’s History and Historians introduces them to the major schools of thought that have developed in both American and European historiography. This volume also introduces them to speculative (cyclical, providential, and progressive) and critical (positivist and idealist) philosophies of history. Students in this course also read Davidson and Lytle’s After the Fact which contains essay addressing such issues as Frederick Jackson Turner’s “frontier thesis,” feminist history, and the influence of the social sciences on the discipline of history. Attention is given to the various influences that lead historians to adopt particular theories and interpretations. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.1 1.2.2 Describe and explain the world in spatial terms: physical and human characteristics of places the importance of absolute and relative location movement of people materials products and information human-environment relationships and regions C Utilize geographical inquiry and analysis including the ability to use, make, and interpret maps, and present and interpret geo-spatial data. C GEOG110 – All majors are required to take Survey of Geography in which students consider geography as a spatial science having to do with distribution of phenomena, extent of regions, human behavior, and relationships between places and processes affecting these factors. For evaluating these spatial processes, students learn to recognize qualities of location, direction, and distance and to distinguish between absolute and relative relationships. They also examine the effects of emigration and immigration on populations where people are leaving and arriving, including innovation and transfer of artifacts, social practices, and ideas. Majors are also required to take GEOG260 Cultural Geography which examines how various world regions differ in regards to their salient cultural features and the challenges faced by populations within each. GEOG110 – All majors are required to take Survey of Geography in which students develop a familiarity and awareness of the importance of various types of maps. They learn about GPS and GIS equipment and basic processes employed in GIS presentations on different types of maps. Map projection variations allow different presentations to facilitate understanding, and varying map symbols enhance data separation and recognition. See 1.2.2 Addendum document for greater detail of coverage of this material in GEOG110. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.3 Explain and interpret the impact of geography on the history of Michigan and the United States including: territorial expansion of the United States economic and social trends demographic trends (including migration) the geographic causes and consequences of conflict and cooperation, human environment relationships, and economic development/interdependence C All majors are required to take HIST204/205 American Experience I/II which includes examination of the interplay between geography and settlement patterns, economic development, and national expansion. Attention is also given to sectional differences and conflicts, international conflicts (especially regarding Canada and Mexico), patterns of immigration destinations, and migration within the nation, as well as other demographic elements. These courses also give specific attention to these aspects as they relate to Michigan history. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.4 Describe and analyze geography in world history including: the rise and fall of empires the impact of different technologies the spread of religion, cultures, and ideas the development of agriculture, industry, and trade changes in demography settlement patterns and migration geographic aspects of conflict and cooperation C HIST117/118 – All majors are required to take Civilizations & Ideas I/II in which students take daily quizzes and three exams each semester whose questions comprehensively cover the geography, empires, religions, cultures, philosophies, agriculture, commerce, migratory patterns, inventions, and wars of civilizations on six continents from Prehistoric times to the present. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.5 Demonstrate knowledge of locations and the ability to compare and contrast the contemporary human and physical geography of major places and regions in the western and eastern hemispheres. C 1.2.6 Explain environmental processes in Michigan, the United States, and other regions of the world by analyzing the patterns they create including climate, landforms, vegetation, and ecosystems. B All majors are required to take GEOG110 Introduction to Geography in which they learn about distribution of major physical features (continents, oceans, mountains, rivers, plains) and general distribution of human population. They study population distribution and its relationship to land distribution, climate, proximity to essential resources, and technology, and examine urbanization and its effects in both developed and developing countries. Majors are also required to take GEOG260 Cultural Geography which examines how various world regions differ in regards to their salient cultural features and the challenges faced by populations within each. GEOG110 – All majors are required to take Survey of Geography in which students examine the relationship of environmental processes to long-term human survival. They study how climates vary according to latitude and altitude and the effects of mountain systems, continental land masses, and temporal changes on insolation and analyze the effects over time of landform changes, including those brought about by human activity. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.7 1.2.8 Explain and describe contemporary world human processes and identify the patterns they create including: culture, population demographics, and settlement cooperation and conflict economic development and interdependence Explain and describe relationships between the environment and societies in Michigan, the United States, and other regions of the world including how humans have used natural resources, and adapted to different environments in different times and places. B B HIST118 – All majors are required to take Civilizations & Ideas II in which students study four chapters in McKay and Wells and take four quizzes focusing on the demographic, cultural, economic, and health-related problems within “the culture of poverty” throughout the developing world and the attempts by the UN, NGOs, and the G8 to meet these challenges. GEOG110 – All majors are required to take Survey of Geography in which students develop an awareness of how environmental conditions exert different degrees of influence on various cultures. They examine how industrial development has permitted people to exert more control over local environments and extend populations into less favorable environments and how resource limitations relate to sustainable production. See 1.2.8 Addendum document for greater detail of coverage of this material in GEOG110. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.9 Explain and describe the relationships between the environment and societies, including how human societies have changed physical systems and can be impacted by them. B HIST117/HIST118 – All majors are required to take HIST117 & 118, Civilizations & Ideas I and II. In HIST117, students examine, compare, and contrast the development of agriculture, infrastructure, and political systems. Lectures and exams, based on McKay and “The Lost Civilizations” DVD series require students to critically analyze the ancient and early modern societies of Egypt, India, China, Japan, Sudan, Ethiopia, England, Peru, Mexico, and the United States. Majors are required to write essays to demonstrate the human impact on the geography and landscape as each society developed, including the building of irrigation systems, roads, and cities. For example, lectures and essay exams include questions such as: “What was the impact of geography on the development of Egyptian and Indian societies? Compare and contrast the two societies.” In HIST118 students study four chapters in McKay and Wells and take four quizzes focusing on the demographic, cultural, economic, and health-related problems within “the culture of poverty” throughout the developing world and the attempts by the UN, NGOs, and the G8 to meet these challenges. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.10 Analyze and understand various interpretations of the United States’ role in the world, and the impact of globalization in Michigan and the United States. C HIST205 – All majors are required to take American Experience II which gives extensive attention to the growth of American political, military, and economic power in the world beginning in the late nineteenth century and the impact of globalization on the nation. Specific attention is given to the role of, and the effects upon, the State of Michigan within these contexts. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.11 Analyze contemporary global issues associated with: population resources patterns of global interaction conflict and cooperation security C HIST118 – All majors are required to take Civilizations & Ideas II in which students study four chapters in McKay and Wells and take four quizzes focusing on global problems relating to over-population, food and water scarcity, international trade friction, illegal commerce in arms, drugs, and human slavery, and the various attempts by the UN, NGOs, and the G8 to meet these challenges. In GEOG110 Survey of Geography students become familiar with general population distribution in the modern world and various measures for determining rates of birth, death, maternal mortality, demographic curves, and population pyramids. They examine the effects of education, nutrition, war, and technological innovation on various populations as well as migration patterns. They study the role of trade and finance at local, national, and international levels and their relationship to conflict between peoples and nations and the various organizations that facilitate discussion and cooperative activity at all levels of social interaction. Majors are also required to take GEOG260 which explores the meaning and implications of globalization for the future of nationstates and for the environment. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.2.1 2 1.3 1.3.1 Describe and explain the various forms of systematic oppression on various populations as it relates to spatial and cultural geography. Economic Perspective Analyze and explain the six core economic principles: People choose All choices involve cost People respond to incentives in predictable ways Voluntary trade creates wealth Economic systems influence individual choice and incentives All choices have consequences that lie in the future B C GEOG110 – All majors are required to take Survey of Geography which provides a preliminary introduction to social, ethnic, and gender differences and perceptions that result in repressive patterns and behaviors. Students study various social and political organizational forms and their relationship to repression. All majors are required to take ECON225 Principles of Macroeconomics and ECON226 Principles of Microeconomics which examine the role of choice by both individuals and businesses, the influence of various economic systems on these choices, and the implications of economic decisions and policies. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.3.2 1.3.3 1.3.4 Explain and describe the role of prices in markets, the level of competition in different market structures, and the impact of investment on productivity and growth in national and global context. Explain how individual business and government decision makers confront scarcity, resource allocation, and market forces. B B Explain and describe how supply, demand, elasticity, price, equilibrium, and incentives affect the dynamics of markets. C ECON225 – All majors are required to take Principles of Macroeconomics which addresses the role of prices in the economy and their relationship to supply and demand. It also examines the factors in economic growth and international trade. ECON226 Principles of Microeconomics examines how the level of competition in a given industry influences the behavior of individual firms. ECON226 – All majors are required to take Principles of Microeconomics which examines the processes by which individual firms choose the proportion and types of inputs that they use in production, how much to produce, and how much to charge within marketplace, governmental, and societal restraints. All majors are required to take ECON225 Principles of Macroeconomics and ECON226 Principles of Microeconomics which examine the theory and practice of supply and demand. ECON226 analyzes in depth how the interaction of the consumer and the producer in the market place determine the level of output and of prices. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.3.5 1.3.6 1.3.7 Describe the role of government on the market, demonstrating how governments can impact the market through its policy decisions (e.g. taxation, consumer protection, property rights, and income redistribution). Analyze national markets using national income accounting, unemployment data, inflation, business cycles, output, economic growth, the role of money, interest rates, and the Federal Reserve System. Understand and describe how governmental decisions on taxation, spending, trade policies (tariffs, etc.), and regulation affect macroeconomic goals. B B B All majors are required to take ECON225 Principles of Macroeconomics which introduces the role of the Federal budget and government fiscal policy, while ECON226 Principles of Microeconomics examines in greater detail how the tax system affects the allocation of resources and the role that the government plays in the allocation of these resources. All majors are required to take ECON225 Principles of Macroeconomics which uses simple models to explain the relationships between such economic variables as demand, supply, inflation, unemployment, and economic growth. It also examines the roles of money, banking, and the Federal Reserve System and analyzes economic policies such as minimum wage legislation, money growth rate, interest rate policy, exchange rate policy, and inflation targeting. All majors are required to take ECON226 Principles of Microeconomics which examines how the tax system affects the allocation of resources and the implications of shifting the tax burden from one economic agent to another. It studies the impact of government policies on supply and demand and the design of the tax system. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.3.8 1.3.9 Analyze and explain the various economic systems, including free market, command, and mixed systems including exchange, production, distribution, and consumption of goods and services. Analyze and explain various aspects of the international economy including the reason for individuals and businesses to specialize and trade, and the rationale for specialization and trade across international borders. 1.3.10 Analyze and explain the resulting challenges and benefits of trade and interdependence for consumers, investors, laborers, producers, and government. 1.3.11 Examine and describe these systems (free market, command, and mixed) alongside and within the context of international trade and economic organizations (World Trade Organization, International Monetary Fund), and transitional or developing economies throughout the world (e.g. China and India). C C C B All majors are required to take PLSC237 Individual, State, and Marketplace which examines capitalist, command, and mixed economic systems. All majors are required to take ECON225 Principles of Macroeconomics which examines international trade and finance as well as globalization. ECON226 Principles of Microeconomics further analyzes the growing importance of the global economy and how international trade and finance affect the national economy. All majors are required to take PLSC237 Individual, State, and Marketplace which analyzes the impact that sub-national, national, and international economic choices have on one another, including such issues as environmental effects and human capital investment. All majors are required to take PLSC237 Individual, State, and Marketplace which examines the Bretton Woods System (IMF, Wolf Bank) and the World Trade Organization. The course also discusses globalization and the role of multinational and transnational corporations. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.3.12 Demonstrate how personal decision-making, money management, investing, credit, and insurance relate to personal finance. 1.3.13 Analyze and explain how the economic concepts of scarcity, opportunity cost, and marginal analysis affect individual and household choices and decision making. 1.3.14 Explain how economic systems impact different groups of people in the global economy. 1.4 1.4.1 Political Science Perspective Analyze and explain the conceptual foundations of civic and political life across various political systems inclusive of those in the United States. C C B C All majors are required to take FNCE206 Personal Finance in which they study how personal decisionmaking, money management, investing, credit, and insurance relate to their personal finances. All majors take FNCE206 Personal Finance and ECON226 Principles of Microeconomics in which they study how the economic concepts of scarcity, opportunity cost, and marginal analysis affect individual and household choices and decision making. All majors are required to PLSC237 Individual, State, and Marketplace which examines the impact that subnational, national, and international economic choices have on various groups of people within the context of globalization. All majors are required to take PLSC120 Analyzing Politics which examines civic culture, concepts of the state and its exercise of power, various political systems, political ideologies, and new social movements. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.4.2 1.4.3 Analyze and describe the origins of constitutional government in the United States including colonial governmental practices, republicanism, and liberalism in seventeenth and eighteenth century European thought. C Analyze and explain the structure, function and consequences of multiple forms of government inclusive of liberal democratic state, semi-democratic state, authoritarian, and totalitarian regimes. C All majors are required to take either PLSC225 Comparative Politics or PLSC230 International Relations. PLSC225 provides an introduction to the general theories and methods of comparative politics through case studies of both advanced industrialized and developing countries. It examines a variety of governmental structures and analyzes their historical emergence, natures, forms, and dynamics. PLSC230 examines various forms of government and their impact on international relations. All majors are required to take either PLSC225 Comparative Politics or PLSC230 International Relations. PLSC225 provides an introduction to the general theories and methods of comparative politics through case studies of both advanced industrialized and developing countries. It examines a variety of government structures and analyzes their historical emergence, natures, forms, and dynamics. PLSC230 examines various forms of government and their impact on international relations. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.4.4 1.4.5 Analyze and explain the structure and functions of government in the United States including the national, state, and local governments, government powers and limits on powers. C Explain the United States foreign policy, the United States’ role in world affairs, and the basic dynamics and organizations of global politics. B 1.4.6 Identify and explain foundational principles in the Mayflower Compact, Articles of Confederation, Declaration of Independence, and the Constitution. C All majors are required to take PLSC104 American Government which examines the functions and structures of the three branches of the national government, federalism, the rise of political parties, bureaucratic institutions, and the electoral process. Students may elect to take PLSC350 State and Local Government, which analyzes politics at the state, county, and municipal levels in the United States. All majors are required to take PLSC104 American Government which includes examination of the process and structure of American foreign policy, the role of the United States in world affairs, and its relationship to international organizations. They may elect to take PLSC230 International Relations which explores the role of such organizations as the United Nations, European Union, and NGOs. All majors are required to take PLSC104 American Government which examines the development of American government, closely analyzing key documents, including the Mayflower Compact, the Declaration of Independence, the Articles of Confederation, the U.S. Constitution, and selections from the Federalist Papers. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.4.7 1.4.8 1.4.9 Describe and explain the foundational values and principles of democratic citizenship, including the knowledge, civic skills, and dispositions (e.g. trust, tolerance). Analyze and explain the use, interpretation, enforcement, and impact of law in United States government, and how individuals and groups can use the political process to change the law and influence government. Analyze and explain the meaning, rights, responsibilities, and dispositions of citizenship in the United States, inclusive of civic inquiry and public discourse. 1.4.10 Describe and explain the various stages of creating public policy and how various perspectives impact its implementation. C C C B All majors are required to take PLSC120 Analyzing Politics which addresses such issues as democratic participation, civil engagement, government legitimacy, and citizen trust in government. All majors are required to take PLSC104 American Government which includes examination of the legal system from the role of police through the various levels of the courts. It also studies the process by which individuals and groups can influence legislatures to change laws and legal institutions to modify enforcement of existing laws. Students may also elect to take PLSC260 Introduction to American Law which more extensively studies the roles that law and the legal system play in American life. All majors are required to take PLSC104 American Government which includes examination of the meaning of citizenship and its role in American civic and political life. Another required course, PLSC120 Analyzing Politics, also examines the meaning and implications of citizenship in a democratic society. All majors are required to take PLSC435 Public Policy (formerly PLSC425) which examines the interaction between policy development and institutions and various theoretical models of policy making. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 1.4.11 Describe examples of conflict and cooperation between the United States and other governments. B 2.0 Interdisciplinary Connections Candidates are required to demonstrate knowledge of the principles, concepts, and skills in each of the four core disciplines (history, geography, political science, and economics) of Social Studies GLCE and HSCE. Candidates will also demonstrate their understanding of the interdisciplinary and integrative nature of social studies. 2.1 The candidate is able to: Describe and integrate basic content and concepts from history, geography, economics, and political science. All majors are required to take HIST204/205 American Experience I/II which includes examination of the wars in which the United States has been involved, the role of American diplomacy in resolving international disputes, and American participation with other governments through such organizations as the United Nations and the International Monetary Fund. Students may also elect to take PLSC365 American Foreign Relations which studies examples of conflict and cooperation between the United States and other governments in greater depth. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 2.1.1 Describe and explain the interrelatedness of major political, economic, and geographic concepts throughout Michigan history and the major eras of United States history. C All majors are required to take HIST204/205 American Experience I/II which examines the interrelationship of political, economic, and geographic aspects of each of the major eras of American history. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 2.1.2 Describe and explain the interrelatedness of major political, economic, and geographic concepts throughout the major eras of world history. C All majors are required to take HIST117/118 Civilizations & Ideas I/ II which examine the interrelationship of political, economic, and geographic aspects of each of the major eras of world history. The students in HIST117 begin their course with comparative study of Asian, African, and Middle Eastern religions, and writing and political systems. Lectures and assigned reading material examine the interrelatedness of the major political, economic, and geographic concepts in world history such as the spread of Christianity, Islam, and Buddhism and their impact on global trade networks and the development of political systems. Students are prompted to answer in essay exams questions concerning trade between African, Asian, and European societies from the ancient world to the early modern world. Students are specifically asked to demonstrate knowledge of the impacts of trade, war, and disease on the religious and political development of the nation-state and subsequent motivations for imperialism. In HIST117 & HIST118 several classes focus on the Atlantic Slave Trade and the development of the Atlantic World. Reading material, lectures, discussions, and in-class films aid the students in understanding the economic and political impact of the Atlantic Slave Trade on the Atlantic World, specifically Africa, Europe, North and South America. Students analyze this material in a global context and are asked to demonstrate their knowledge through out-of-class essays or in-class essay exams. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 2.1.3 Describe and explain the interrelatedness of major world regions based on political, economic, and cultural elements. C 2.1.4 Explain the impact of government on local, national, and global trade as well as the various types of economic systems. B All majors are required to take GEOG110 Survey of Geography which identifies and analyzes the major world demographic, political, economic, and cultural regions. Majors also take GEOG260 Cultural Geography which studies how various world regions differ in regards to their salient cultural features and the challenges faced by populations within each region. All majors are required to take PLSC237 Individual, State, and Marketplace which examines the relationship of government and various economic systems to local, national, and global trade; ECON225 Principles of Macroeconomics which also examines international trade and finance as well as globalization; and ECON226 Principles of Microeconomics which further analyzes the growing importance of the global economy and how international trade and finance affect the national economy. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 2.1.5 2.1.6 Analyze major components of the constitutions of the United States and Michigan and the possible impacts on citizens. B Describe and explain the role of civic engagement and the rights of citizens in the United States and Michigan. C 2.2 Demonstrate the use of an interdisciplinary approach to explain the context, causes, and consequences of issues and events. B All majors are required to take PLSC104 American Government which analyzes both the American and Michigan constitutions and their implications for citizens. In addition to the textbook, students will be required to read the Constitution of the State of Michigan and an article by Arthur Spalding which examines suggestions for revising on the Michigan Constitution. All majors are required to take PLSC104 American Government which includes examination of the meaning of citizenship and its role in American civic and political life. As indicated in the syllabus, this entails analysis of materials on the topic of Michigan government and politics. More specifically, students will be required to read and assess the Michigan Open Meetings Act and the Michigan Freedom of Information Act. All majors are required to take HIST204/205 American Experience I/II in which they use historical, political, economic, and geographical perspectives to analyze major issues and events. All majors also take PLSC435 435 Public Policy (formerly PLSC425) in which they write a position paper that requires them to examine an issue from historical, political, economic, and geographic perspectives. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 3.0 Application of Social Science Perspectives Candidates will demonstrate the ability to apply the social studies procedures and skills outlined in the Social Studies GLCE and HSCE: reading and communication, inquiry, research and analysis, public discourse and decision making, and citizen involvement. 3.1 3.2 The candidate is able to: Acquire and organize information from a variety of sources and use a variety of electronic technologies to assist in assessing and managing information. Critically read, interpret, and clearly communicate both orally and in writing the meaning and significance of information in the social sciences including maps, charts, graphs, and timelines. C C All majors are required to take HIST235 Historical Inquiry which introduces students to the processes of historical writing, including choosing a subject, developing a bibliography, evaluating sources, taking notes, and writing a short paper (3-5 pp.) based on primary source research. In several required courses—HIST117/118 Civilizations and Ideas I/II, HIST204/205 American Experience I/II, PLSC104 American Government, GEOG110 Survey of Geography, ECON225 Principles of Macroeconomics, and ECON226 Principles of Microeconomics—students read and interpret maps, charts, graphs, and timelines and communicate their understanding both orally and in writing. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 3.3 3.4 3.5 Conduct investigations by formulating a clear statement of questions; gathering, organizing, and evaluating information from a variety of sources; analyzing and interpreting information; and reporting results both orally and in writing. Engage in reasoned and informed decisionmaking, state issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue. Identify and explain core democratic values inclusive of the public or common good, individual rights, major constitutional principles, and additional beliefs such as justice for all, equal opportunity, respect and appreciation for diversity, and patriotism. C C C All majors are required to take HIST235 Historical Inquiry which introduces students to the processes of historical writing, including choosing a subject, developing a bibliography, evaluating sources, taking notes, and writing a short paper (3-5 pp.) based on primary source research. In addition to writing the paper, students also make an oral presentation based on their research. All majors are required to take PLSC435 Public Policy (formerly PLSC425) which requires students to write a policy paper that examines the origin of a particular issue, analyze a variety of perspectives, and explain the means of resolving these differences. All majors are required to take PLSC104 American Government which examines the basic values of a democratic society, including concepts of the common good, individual rights, justice, equal opportunity, diversity, and patriotism as well as the fundamental principles of the U.S. Constitution. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 3.6 3.7 3.8 3.9 Engage in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions. Compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments supported by evidence. Demonstrate an understanding of how an individual’s actions affect other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society. Demonstrate and communicate information using a variety of traditional and digital means. C C C C All majors are required to take PLSC435 Public Policy (formerly PLSC425) which focuses on policy development in a democratic society concerning such issues as education, health, social security, economics, taxation, and the environment. Students learn how to clarify issues, fairly examine opposing views, anticipate consequences, and move toward the making of decisions. All majors are required to take PLSC435 (formerly PLSC425) which requires students to write a paper that takes a position on a policy issue and provides rational and evidence-based arguments in its support. All majors are required to take PLSC104 American Government which examines the relationship between the individual and society, the role of law, and the meaning of citizenship. All majors are required to take HIST235 Historical Inquiry which requires presentation of research through both a written paper and an oral presentation that includes PowerPoint. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.0 Instruction The candidate will demonstrate the ability to design, present, and assess social studies instruction for diverse learners in accordance to Universal Education Vision and Principles and utilize innovative technology in accordance to SBE Educational Technology Standards and Expectations. 4.1 The candidate is able to: Implement the Social Studies GLCE and HSCE in curricular planning and instruction. C EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students learn how to implement the social studies Grade Level Content Expectations (GLCE) by preparing lesson and unit plans for grades 3-8. EDTE408— All majors are required to take Principles of Teaching and Learning in which students learn how to implement the Grade Level Content Expectations by developing a repertoire of teaching strategies that encourage a variety of learning outcomes in students by blending theory (examination of several teaching models) and practice (field experience in the classroom). No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.2 Apply various teaching methods, organize curriculum, and manage resources and instructional materials appropriate to social studies. C EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students study a variety of didactic, reflective, and affective teaching techniques and demonstrate their mastery of these by preparing lesson and unit plans, quizzes, and exams for grades 3-8 in the various disciplines of social studies. EDTE408— All majors are required to take Principles of Teaching and Learning in which students learn various teaching methods, strategies, and models through demonstration, practice, peer coaching, and group feedback. They also learn how to organize their course curricula and manage resources and instructional materials by participating in micro-teaching groups and in actual classroom teaching settings. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.3 Demonstrate knowledge of and ability to construct learning environments inclusive of collaborative teaching methods that engage students with different learning styles, diverse needs, varying cultural backgrounds, and special needs as outlined by the Universal Education Vision and Principles. C EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students learn the cooperative learning techniques of Spencer Kagan as well as Gardner’s multiple intelligence theory which focuses on preparing teachers for diverse learning styles. Students prepare lesson and unit plans adaptable to multi-grade, multicultural, and differing ability levels within the classroom. EDTE408 — All majors are required to take Principles of Teaching and Learning in which students learn how to construct learning environments inclusive of collaborative teaching methods that engage students with different learning styles, varying cultural backgrounds, and special needs by mastering various teaching methods, strategies, and models through demonstration, practice, peer coaching, and group feedback. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.4 Demonstrate knowledge of appropriate technology, especially content-specific technology, to engage all learners inclusive of assistive and adaptive technology. C EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students develop lesson plans utilizing information gleaned from numerous historical and social studies websites. They create and deliver a micro-lesson which utilizes content-specific technology. EDTE476 — All majors are required to take Methods for Integrating Instructional Technology in which students study various teaching technologies such as computer hardware and software, multimedia, distance learning, and virtual reality environments, and demonstrate their understanding of these technologies by developing lesson plans for using web sites, creating templates, and planning educational activities on LiveText. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.5 Design and implement instructional strategies that promote higher order thinking, deep knowledge, substantive conversations, the enhancement of intercultural competence, and connections to the world beyond the classroom. C 4.6 Design and implement instructional strategies and resources to develop social studies knowledge, processes, and skills set forth in the Social Studies GLCE and HSCE. C EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students plan teaching strategies for higher level skills and prepare lesson plans focusing on books and films designed to expand students’ worldview and introduce them to other cultures and ways of thinking. EDTE408— All majors are required to take Principles of Teaching and Learning in which students design and implement a variety of instructional strategies that promote higher order thinking, deep knowledge, substantive conversations, the enhancement of intercultural competence, and connections to the world beyond the classroom by creating lesson plans that meet various student ability levels, by peer teaching and microteaching, through group coaching as well as selfcritiquing, and then provide feedback to others (students, parents, etc.) about their teaching. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students use lesson and unit plans, bulletin boards, films, mini-lectures, discussions, and various collaborative learning techniques at different skill levels to implement instructional strategies set forth in the Social Studies Grade Level Content Expectations. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.7 Successfully complete early and ongoing structured field experiences, prior to and including student teaching, in diverse learning environments. * EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students learn the methods and strategies for successful classroom teaching by creating lesson plans for different ability levels, peer teaching, micro-teaching, group coaching, self-critiquing, and providing feedback to each other about their teaching. They also complete a service-learning project with a local elementary school comprised of diverse learners. EDTE487 — All majors are required to take Student Teaching Seminar in which students complete structured field experiences prior to student teaching by learning success strategies and procedures for making the transition from pre-service to in-service teaching a successful one. They have face-to-face class meetings, group discussions, establish personal goals for their student teaching experience, assess their teaching effectiveness, and appraise their progress toward attaining the program competencies. EDTE488— All majors are required to take Student Teaching—Elementary Level in which students give their full participation in teaching elementary level social studies classes by applying the teaching theories, methods, and strategies they have learned in EDTE408, EDTE447, and EDTE487 to actual classroom experience under the supervision of and with frequent feedback from the high school classroom teacher, the university Teaching Learning and Curriculum supervisor, and the History and Political Science secondary methods teacher. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 4.8 4.9 5.0 Design and implement lesson plans that apply geographic knowledge and skills to the study of history. Design, implement, reflect, and evaluate a service learning project that enhances the understanding of the importance of civic engagement. Assessment The candidate will demonstrate knowledge of and ability to utilize various levels of formal and informal assessment strategies and ability to ensure continuous intellectual, social, and physical development of learners. The candidate is able to: C C EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students design and deliver mini-lessons that apply their geographic knowledge to the study of history. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students design, implement, reflect, and evaluate a service learning project enhancing the importance of civic engagement in cooperation with a local elementary school classroom. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 5.1 Demonstrate knowledge of and ability to implement a variety of formative and summative assessment strategies appropriate to social studies. C EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students learn how to prepare didactic, reflective, and affective questions for quizzes and exams and how to utilize and evaluate information-based, document-based, and perception-based questions, measure student feelings and viewpoints, and evaluate the results for reliability, validity, and fairness using a variety of tools, including rubrics. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 5.2 Demonstrate the ability to use formative and summative assessment data to improve instruction, student learning, and curriculum planning. C EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students learn how to apply didactic, reflective, and affective teaching methods to lesson plans, quizzes, and exams and to evaluate the results using formative and summative assessment data to improve their instruction and student learning. EDTE424 — All majors are required to take Classroom Testing and Evaluation in which students demonstrate their ability to use formative and summative assessment data to improve instruction, student learning, and curriculum planning by writing effective course and instructional objectives in student performance terms using various levels of thinking skills, read and critique articles on assessment from professional journals, analyze standardized tests from various sources and prepare reports based on them, demonstrate in assessment plans strategies for meeting the needs of individual learners, develop and use a variety of classroom assessment techniques (including performance assessment, rubrics, checklists, and projects), define and apply the concepts of validity and reliability, and then construct actual classroom tests that measure a variety of intended learning outcomes. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 5.3 Demonstrate the ability to interpret assessment results and communicate assessment data to students, parent(s)/guardian(s), and other school personnel. C EDTE424 — All majors are required to take Classroom Testing and Evaluation in which students learn how to prepare classroom tests to attain their objectives and study concepts of reliability and validity and simple item analysis. They interpret data from standardized tests and other data in cumulative folders and learn sociometric procedures and how to grade and report the results to students and parents orally and in writing. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 5.4 Demonstrate knowledge of appropriate assessment tools, and implementation strategies with appropriate accommodations that align with state expectations, as exhibited through state assessment and policy documents. C EDTE424 — All majors are required to take Classroom Testing and Evaluation in which students demonstrate their ability to use several assessment tools and implement strategies with appropriate accommodations that align with state expectations by writing effective course and instructional objectives in student performance terms using various levels of thinking skills, read and critique articles on assessment from professional journals, analyze standardized tests from various sources and prepare reports based on them, demonstrate in assessment plans strategies for meeting the needs of individual learners, develop and use a variety of classroom assessment techniques (including performance assessment, rubrics, checklists, and projects), define and apply the concepts of validity and reliability, and then construct actual classroom tests that measure a variety of intended learning outcomes. They also discuss current trends and issues in educational measurement as exhibited in State of Michigan assessment and policy documents. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 5.5 Demonstrate knowledge of a variety of assessment tools allowing students to evaluate their own academic progress and set goals. C EDTE424— All majors are required to take Classroom Testing and Evaluation in which students demonstrate their ability to use several assessment tools and implement strategies with appropriate accommodations that align with state expectations by writing effective course and instructional objectives in student performance terms using various levels of thinking skills, read and critique articles on assessment from professional journals, analyze standardized tests from various sources and prepare reports based on them, demonstrate in assessment plans strategies for meeting the needs of individual learners, develop and use a variety of classroom assessment techniques (including performance assessment, rubrics, checklists, and projects), define and apply the concepts of validity and reliability, and then construct actual classroom tests that measure a variety of intended learning outcomes. They also discuss current trends and issues in educational measurement as exhibited in State of Michigan assessment and policy documents. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 6.0 Professionalism Teacher preparation institutions provide candidates with opportunities to develop the dispositions and characteristics of a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally including continued enhancement of technology related knowledge and skills. 6.1 The candidate is able to: Demonstrate knowledge of current research and best practice in social studies education. B EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students learn about the best methods for teaching social studies according to current research and demonstrate their understanding through the creation of appropriate micro-lessons and instructional units. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 6.2 6.3 6.4 Demonstrate knowledge of current curricular requirements, issues, and trends in social studies at the state and national level. Demonstrate knowledge of professional organizations and resources to support and improve teaching and to encourage professional development in social studies education. Demonstrate appropriate communication and collaboration skills to interact with school colleagues, parent(s)/guardian(s), and others in the larger community to support student learning and growth (i.e. Individual Education Plan,). B B C EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students are required to use Michigan standards and Benchmarks in creating lessons and in which they apply national standards to the creation of a social studies instructional unit. EDTE447 — All majors are required to take Elementary Social Studies & Character Education Methods in which students explore on-line professional websites and write weekly reflections on what they’ve discovered and how they can use the information in the classroom. They also write a plan for their own professional development in social studies education. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students develop a service-learning project that requires communication with school officials, parents, and other community members. EDTE408—In Principles of Teaching and Learning students demonstrate appropriate communication and collaboration skills during field experience which requires students to interact with elementary pupils, teachers and parents during field experience at a local elementary school. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 7.0 Technology Teacher preparation institutions provide candidates with the opportunities to develop and demonstrate application of the technology competencies of the Professional Standards for Michigan Teachers and prepare candidates to assist students to meet the SBE Educational Technology Standards and Expectations for the appropriate grade level in social studies. The candidate is able to: No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 7.1 Identify, evaluate, and apply current technology in social science that include using appropriate technology tools for research, data acquisition and analysis, communications, and presentation. C 7.2 Identify and apply a wide array of content specific, adaptive, and assistive technological resources and evaluate for accuracy and effectiveness in the classroom. B EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students explore social studies websites and develop mini-lesson plans applying what they’ve learned to practical classroom experiences for 3rd-8th-grade students. They develop lesson plans that utilize current technology in content-specific instruction. EDTE476— All majors are required to take Methods for Integrating Instructional Technology in which students demonstrate appropriate communication and collaboration skills to interact with school colleagues, parents, and others in the larger community to support student learning and growth by sharing their lesson plans, strategies, assessment tools, and student outcomes (where appropriate) with individual 3rd-8th-grade students, parents, and classroom supervising teachers in parent-teacher conferences and professional interviews. EDTE476— All majors are required to take Methods for Integrating Instructional Technology in which students study various teaching technologies such as computer hardware and software, multimedia, distance learning, and virtual reality environments, and demonstrate their ability to use these tools in the classroom by developing lesson plans based on at least 15 annotated web sites, creating templates and planning educational activities for grades 3-8 on LiveText. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 7.3 Demonstrate and support the ethical and responsible use of technology. B 7.4 7.5 Evaluate and demonstrate knowledge of basic geographic technology including accessing, presenting and using Geographic Information System, Global Positioning System, and remote sensing images. C Use technology to: Develop higher order skills such as critical thinking, problem solving, self-directed, and collaborative learning. C EDTE476 — All majors are required to take Methods for Integrating Instructional Technology in which students learn how to support the ethical and responsible use of technology by demonstrating their awareness of privacy and safety issues on the Internet and developing an understanding of International Society for Technology in Education’s National Educational Technology Standards (NETS) for Students. GEOG110 – All majors are required to take Survey of Geography in which students develop a familiarity and awareness of the importance of various types of maps. They learn about GPS and GIS equipment and basic processes employed in GIS presentations on different types of maps. Map projection variations allow different presentations to facilitate understanding and varying map symbols enhance data separation and recognition. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students explore a wide variety of history and social studies websites and develop mini-lesson plans to help 3rd-8th-grade students develop such higher order skills as critical thinking, problem solving, self-directed and collaborative learning in a variety of creative classroom experiences. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 7.6 Address diverse student needs and learning styles including utilizing assistive and adaptive technologies. C 7.7 Develop social studies knowledge, processes, and skills set forth in the Social Studies GLCE and HSCE. B EDTE476— All majors are required to take Methods for Integrating Instructional Technology in which students study various teaching technologies such as computer hardware and software, multimedia, distance learning, and virtual reality environments, and adapt these tools to diverse student needs and learning styles by developing lessons plans for using web sites, creating templates, and planning educational activities on LiveText that demonstrate appreciation for the perspectives and learning styles of others. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students develop social studies knowledge, processes, and skills as set forth in the Social Studies Grade Level Content Expectations by researching social studies web sites and preparing mini-lesson plans applying what they’ve learned to practical classroom experiences for 3rd-8th-grade students. EDTE424— All majors are required to take Classroom Testing and Evaluation in which students go on-line to explore the Grade Level Content Expectations for the K-12 curriculum, study the Michigan Curriculum Standards, and learn what the MEAP test assesses. No. Guideline/Standard Level of Proficiency Narrative Explaining how Required Courses and/or Experiences Fulfill the Guidelines Group Major 7.8 Facilitate effective formative and summative assessment strategies. B 7.9 Create and evaluate content-specific online learning experiences to enhance student learning. C EDTE424 — All majors are required to take Classroom Testing and Evaluation in which students facilitate effective formative and summative assessment strategies by utilizing computer programs to write instructional objectives, study standardized tests available on-line, prepare classroom assessments to measure the attainment of those objectives (through rubrics, checklists, and projects), apply concepts of reliability and validity and simple item analysis, and interpret the data from standardized tests. They also go on-line to explore the Michigan Curriculum Standards and understand what the MEAP test assesses. EDTE447— All majors are required to take Elementary Social Studies & Character Education Methods in which students study on-line social studies websites and then create content-specific mini-lesson plans to creatively enhance student learning at grades 3-8 levels.