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: / Andrews University
Program/Subject Area: / SOCIAL STUDIES (Elementary) / Code: / RX
Source of Guidelines/Standards: / 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.
The candidate is able to:
1.1 / Historical Perspective
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.
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.
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.
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).
1.1.5 / 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 / B / 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.
1.1.6 / 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. / C / 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.
1.1.7 / Identify, analyze, and compare multiple historical interpretations of the past to demonstrate how knowledge of history is constructed. / 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.
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 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.
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 / 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.
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 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 long-term 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.
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 / 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.
1.1.12 / Analyze and evaluate Michigan, United States, and world history from multiple perspectives, inclusive of race, ethnicity, social class, and gender. / B / 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.
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 / 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.
1.2 / Geographic Perspective
1.2.1 / 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 / 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.
1.2.2 / 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 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.