Download Social Studies-Elementary Program

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.