INTASC/NCATE Principles and Knowledge Standards

Teaching Elementary Social Studies: What Every Teacher Should Know

By James A. Duplass

The Interstate New Teacher Assessment and Support Consortium (INTASC) at http://www.ccsso.org/intascst.html is an organization organized by chief state school officers into a consortium of nearly 40 states and professional organizations that focus on standards for initial licensure of teachers. The National Council for Accreditation of teacher Education (NCATE) at http://www.ncate.org/ is the professional accrediting body for teacher education programs and sets standards for its voluntary member colleges for certification. About 500 of the 1200 teacher education programs are seeking NCATE Accreditation. The National Board of Professional Teacher Standards (NBPTS) at http://www.nbpts.org/ has focused on standards for in-service teachers professional development.

INTASC and NCATE share a common construct that is being adopted by teacher education programs to qualify their students for certification and licensure. The topics and assignments of Teaching Elementary Social Studies: What Every Teacher Should Know were developed to support teacher education programs that prepare students for elementary school setting. The following table provides a resource for professors in the articulation of how their social studies course contributes to their program’s compliance with INTASC and NCATE standards.

INTASC Alignment with Topics and Assignments

INTASC Principles and Standards

/ Units, Topics and /or Assignments
1. Subject Matter Expertise
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
a. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
b. The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
c. The teacher can relate his/her disciplinary knowledge to other subject areas. / Unit 1 Introduction to Social Studies Education
Unit 3 Social Studies Disciplinary Goals Topic 32 Instructional Models
Assignment 1.1: What Is Social Studies?
Assignment 2.2: Web of Social Studies Assignment 11.1: History Lesson Plan Concept
Assignment 12.1: Economics Lesson Plan Concept
Assignment 13.1: Geography Lesson Plan Concept
Assignment 14.1 Political Science Lesson Plan
Assignment 15.3: Social Science Lesson Plan
Assignment 16.1: Environmental Education

Assignment 31.1: Lesson Plan for Heroes or Community

2. Learning and Development
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
a. The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning.
b. The teacher understands that students' emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.
c. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others. / Unit 2 Social Studies Fundamental Goals
Unit 5 Social Studies in an Elementary School Context
Unit 6 Social Studies Instructional Approaches

Topic 4 Multicultural Education

Assignment 34.1: Classroom Rules Assignment 46.1 Create a Concept Organizer
Assignment 47.1: Cooperative Learning Lesson
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
a. The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as the basis for growth.
b. The teacher knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.
c. The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.
d. The teacher understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.
e. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction. / Unit 5 Social Studies in an Elementary School Context
Unit 6 Social Studies Instructional Approaches
Unit 7 Social Studies Methods
Unit 8 Assessing Student Learning in Social Studies
Topic 4 Multicultural Education
Assignment 8.1: Myers-Briggs Personality Type
Assignment 28.1: Special Education Adaptation
4. Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
a. The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.
b. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction).
c. The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources). / Unit 4 Literacy in Social Studies
Unit 6 Social Studies Instructional Strategies
Unit 7 Social Studies Methods
Unit 8 Assessing Student Learning in Social Studies
Assignment 1.2: What Is Exploration?
Assignment 2.3: Lesson Concept Organization
Assignment 7.1: Civility Lesson Plan from the Web
Assignment 9.1: Islands
Assignment 11.1: History Lesson Plan Concept
Assignment 12.1: Economics Lesson Plan Concept
Assignment 13.1: Geography Lesson Plan Concept
Assignment 14.1 Political Science Lesson Plan
Assignment 15.3: Social Science Lesson Plan
Assignment 16.1: Environmental Education
Assignment 31.1: Lesson Plan for Heroes or Community
Assignment 17.2: Heroes Timeline Organizer
Assignment 17.3: Community Hierarchy
Assignment 18.1 Reading Plan for Heroes or Community
Assignment 21.1: Trade Book Lesson Plan
Assignment 22.1: Cartoon Interpretation
Assignment 22.2 Picture Interpretation
Assignment 23.1: Teaching a Graph
Assignment 25.2: Lower Elementary Timeline
Assignment 32.1: Thematic and Interdisciplinary Instructional Models
Assignment 33.1: Bulletin Boards
Assignment 40.2: Create a Decision-Making or Problem-Solving Lesson
Assignment 40.1: Why Is Juneau Warmer?
Assignment 41.2: Aphorisms
Assignment 41.3: Planning a Moral Dilemma Lesson
Assignment 43.1: Create a Lecture
Assignment 45.1: Creating an Analogy for a Controversial Issue
Assignment 46.1 Create a Concept Organizer
Assignment 47.1: Cooperative Learning Lesson
Assignment 50.1: Create a Simulation or Reenactment
Assignment 51.1: Create a Case Study Lesson
5. Motivation and Classroom Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
a. The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.
b. The teacher understands how social groups function and influence people, and how people influence groups.
c. The teacher knows how to help people work productively and cooperatively with each other in complex social settings.
d. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
e. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated. /
Topic 5 Virtues and Values
Topic 6 Becoming a Whole Person

Topic 7 Citizenship Education

Topic 28 Teaching Diverse Populations
Topic 33 Classroom Organization
Topic 34 Classroom Management
Topic 35 Parent Teacher Relations
Assignment 5.1: Ethical Questions
Assignment 6.1: Self-Discipline Interview
Assignment 7.1: Civility Lesson Plan from the Web
Assignment 26.1: Vocabulary and Historical Expressions
Assignment 34.1: Classroom Rules
Assignment 35.1: Letter to Parents
Assignment 35.2: Forms for Parents
Assignment 35.3: Open House Presentation
Assignment 41.2: Aphorisms
6. Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
a. The teacher understands communication theory, language development, and the role of language in learning.
b. The teacher understands how cultural and gender differences can affect communication in the classroom.
c. The teacher recognizes the importance of nonverbal as well as verbal communication.
d. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques. / Topic 43 Lecture
Topic 44 Questioning
Topic 45 Analogies
Topic 38 Active vs. Passive Learning
Topic 53 Video and Sound Recording
Topic 54 Digital Technology
Conclusion: 14 Insights for the 1st year teacher
Assignment 10.2: Create Five Questions
Assignment 43.1: Create a Lecture
7. Instructional Planning
The teacher plans instruction based upon knowledge of subject matter.
a. The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.
b. The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.
c. The teacher knows when and how to adjust plans based on student responses and other contingencies. / Unit 4 Literacy in Social Studies
Unit 6 Social Studies Instructional Strategies
Unit 7 Social Studies Methods
Unit 8 Assessing Student Learning in Social Studies
Assignment 1.2: What Is Exploration?
Assignment 2.3: Lesson Concept Organization
Assignment 7.1: Civility Lesson Plan from the Web
Assignment 9.1: Islands
Assignment 11.1: History Lesson Plan Concept
Assignment 12.1: Economics Lesson Plan Concept
Assignment 13.1: Geography Lesson Plan Concept
Assignment 14.1 Political Science Lesson Plan
Assignment 15.3: Social Science Lesson Plan
Assignment 16.1: Environmental Education
Assignment 31.1: Lesson Plan for Heroes or Community
Assignment 17.2: Heroes Timeline Organizer
Assignment 17.3: Community Hierarchy
Assignment 18.1 Reading Plan for Heroes or Community
Assignment 21.1: Trade Book Lesson Plan
Assignment 22.1: Cartoon Interpretation
Assignment 22.2 Picture Interpretation
Assignment 23.1: Teaching a Graph
Assignment 25.2: Lower Elementary Timeline
Assignment 32.1: Thematic and Interdisciplinary Instructional Models
Assignment 33.1: Bulletin Boards
Assignment 40.2: Create a Decision-Making or Problem-Solving Lesson
Assignment 40.1: Why Is Juneau Warmer?
Assignment 41.2: Aphorisms
Assignment 41.3: Planning a Moral Dilemma Lesson
Assignment 43.1: Create a Lecture
Assignment 45.1: Creating an Analogy for a Controversial Issue
Assignment 46.1 Create a Concept Organizer
Assignment 47.1: Cooperative Learning Lesson
Assignment 50.1: Create a Simulation or Reenactment
Assignment 51.1: Create a Case Study Lesson
8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
a. The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
b. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
c. The teacher understands measurement theory and assessment related issues, such as validity, reliability, bias, and scoring concerns. / Unit 8 Assessing Student Learning in Social Studies
Assignment 56.1: Create a Product Assessment Rubric
Assignment 57.1: Create a Traditional Test
Assignment 58.1 Grading Scheme
9. Reflective Practice
The teacher is 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.
a. The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.
b. The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities). / Unit 2 Social Studies Fundamental Goals
Conclusion: 14 insights for the 1st year teacher
Conclusion: You need a plan
Conclusion: 10 books worth reading
Assignment 8.1: Myers-Briggs Personality Type
Assignment 28.1: Special Education Adaptation
10. Collaboration
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
a. The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works.
b. The teacher understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning.
c. The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse). / Topic 35 Parent Teacher Relations
Topic 32 Instructional Models
Assignment 5.1: Ethical Questions
Assignment 6.1: Self-Discipline Interview
Assignment 7.1: Civility Lesson Plan from the Web
Assignment 34.1: Classroom Rules
Assignment 35.1: Letter to Parents
Assignment 35.2: Forms for Parents
Assignment 35.3: Open House Presentation

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