Social Studies

Institutions and Organizations seeking State Approval for programs which prepare and result in the recommendation ofcandidates for licensure as teachers of Social Studies shall be required to demonstrate that they meet the following programstandards. The Standards below are an adapted version of the 2003 standards of National Council for the Social Studies(NCSS), for the Preparation of Social Studies Teachers.

Standard 1 - INTERDISCIPLINARY THEMATIC STANDARDS

Elements IndicatorsMap to Field Experience / Map to

Curriculum and CourseExperiences

Assessment Strategies

1.1 CULTURE AND CULTURALDIVERSITY

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of Culture and CultureDiversity.

Candidates:

• Enable learners to analyzeand explain how groups,societies, and cultures addresshuman needs and concerns;

• Guide learners as they predicthow experiences may beinterpreted by people fromdiverse cultural perspectivesand frames of references;

• Assist learners to apply anunderstanding and of cultureas an integrated whole thatgoverns the functions andinteractions of language,literature, arts, traditions,beliefs, values, and behaviorpatterns;

• Encourage learners to

compare and to analyzesocietal patterns fortransmitting and preservingculture while adapting toenvironmental and socialchange;

• Ask learners to give examplesand describe the importance ofcultural unity and diversitywithin and across groups;

• Have learners interpretpatterns of behavior asreflecting values and attitudes,that contribute to or poseobstacles to cross-culturalunderstanding;

• Guide learners as theyconstruct reasoned judgmentsabout specific culturalresponses to persistent humanissues;

• Have learners explain andapply ideas, theories, andmodes of inquiry drawn fromanthropology and sociology inthe examination of persistentissues and social problems.

1.2 TIME, CONTINUITY, ANDCHANGE

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of Time, Continuity,

Candidates:

• Assist learners to understandthat historical knowledge andthe concept of time are sociallyinfluenced constructions thatlead historians to be selectivein the questions they seek toanswer and the evidence they

and Change. use;• Help learners apply key

concepts from the study ofhistory - such as time,chronology, causality, change,conflict, and complexity - toexplain, analyze, and showconnections among patterns ofhistorical change andcontinuity;

• Enable learners to identify anddescribe significant historicalperiods and patterns ofchange within and acrosscultures, including but notlimited to, the development ofancient cultures andcivilizations, the emergence ofreligious belief systems, therise of nation-states, andsocial, economic, and politicalrevolutions;

• Guide learners in usingprocesses of critical historicalinquiry to reconstruct andreinterpret the past, such asusing a variety of sources andchecking their credibility,validating and weighingevidence for claims, andsearching for causality, anddistinguishing between eventsand developments that aresignificant from those that areinconsequential;

• Provide learners with

opportunities to investigate,interpret, and analyze multiplehistorical and contemporaryviewpoints within and acrosscultures related to importantevents, recurring dilemmas,and persistent issues, whileemploying empathy,skepticism, and criticaljudgment;

• Enable learners to apply ideas,theories, and modes ofhistorical inquiry to analyzehistorical and contemporarydevelopments, and to informand evaluate actionsconcerning public policyissues.

1.3 PEOPLE, PLACES, ANDENVIRONMENTS

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of People, Places, andEnvironments.

Candidates:

• Enable learners to use,interpret, and distinguishvarious representations ofEarth, such as maps, globesand photographs, and to useappropriate geographic tools;

• Encourage learners toconstruct, use, and refinemaps and mental maps;calculate distance, scale, area,and density; and organizeinformation about people,places, regions, andenvironments in a spatialcontext;

• Help learners to locate,

distinguish, and describe therelationships among varyingregional and global patterns ofphysical systems such aslandforms, climate, and naturalresources, and explainchanges in the physicalsystems;

• Guide learners in exploringcharacteristics, distribution,and migration of humanpopulations on Earth's surface;

• Assist learners in describinghow people create places thatreflect culture, human needs,current values and ideals, andgovernment policies;

• Help learners to examine,interpret, and analyzeinteractions between humanbeings and their physicalenvironments, and to observeand analyze social andeconomic effects ofenvironmental changes, bothpositive and negative;

• Challenge learners toconsider, compare, andevaluate existing uses ofresources and land incommunities, regions,countries, and the world;

• Help learners explore ways inwhich Earth's physical featureshave changed over time, anddescribe and assess ways

historical events haveinfluenced and beeninfluenced by physical andhuman geographic features.

1.4 INDIVIDUALDEVELOPMENT AND IDENTITY

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of IndividualDevelopment and Identity.

Candidates

• Help learners comprehend andapply concepts, theories, andprinciples associated withhuman cognitive, emotional,and personal development;

• Enable learners to understandhow the development andmaturation of the brain andbody influence thought andperception.

• Assist learners in articulatingpersonal connections to time,place, and social/culturalsystems;

• Help learners to appreciateand describe the influence ofcultures, past and present,upon the daily lives ofindividuals;

• Assist learners to describehow family, religion, gender,ethnicity, nationality,socioeconomic status, andother group and culturalinfluences contribute to thedevelopment of a sense ofself;

• Enable learners to applyconcepts, inquiry methods,and theories in the study of

human growth anddevelopment, learning,motivation, behavior,perception, and personality;

• Guide learners as theyanalyze the interactionsamong ethical, ethnic,national, and cultural factors inspecific situations;

• Help learners to analyze therole of perceptions, attitudes,values, and beliefs in thedevelopment of personalidentity and on humanbehavior;

• Enable learners to compareand to evaluate the impact ofstereotyping, conformity, actsof altruism, discrimination, andother behaviors on individualsand groups;

• Help learners understand howindividual perceptions develop,vary, and can lead to conflict;

• Assist learners as they workindependently andcooperatively within groupsand institutions to accomplishgoals;

• Encourage learners toexamine factors that contributeto and damage one's mentalhealth and to analyze issuesrelated to mental health andbehavioral disorders incontemporary society.

1.5 INDIVIDUALS, GROUPS,AND INSTITUTIONS

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of Individuals, Groups,and Institutions.

Candidates:

• Help learners understand theconcepts of role, status, andsocial class and use them indescribing the connectionsand interactions amongindividuals, groups, andinstitutions in society;

• Help learners analyze groupsand calculate the influence ofinstitutions on people, events,and elements of cultures inboth historical andcontemporary settings;

• Help learners understand thevarious forms institutions take,their functions, theirrelationships to one another,and explain how they developand change over time;

• Assist learners in identifyingand analyzing examples oftensions between expressionsof individuality and efforts ofgroups and institutions topromote social conformity;

• Enable learners to describeand examine belief systemsbasic to specific traditions andlaws in contemporary andhistorical societies;

• Enable learners to evaluatethe role of institutions infurthering both continuity andchange;

• Guide learner analysis of theextent to which groups andinstitutions meet individualneeds and promote thecommon good incontemporary and historicalsettings;

• Assist learners as they explainand apply ideas and modes ofinquiry drawn from behavioralsciences in the examination ofpersistent issues and socialproblems.

1.6 POWER, AUTHORITY, ANDGOVERNANCECandidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level forthe study of Power, Authority,andGovernance.

Candidates:

• Enable learners to examinethe rights and responsibilitiesof individuals in relation to theirfamilies, their social groups,their communities, and theirnation;

• Help students explain thepurpose of government andhow its powers are acquired,used, and justified;

• Enable learners to examineissues involving the rights,roles, and status of individualsin relation to the generalwelfare;

• Assist learners in describingthe ways nations andorganizations respond toforces of unity and diversityaffecting order and security;

• Enable learners to explain

conditions, actions, andmotivations that contribute toconflict and cooperation withinand among nations;

• Help learners analyze andexplain governmentalmechanisms to meet theneeds and wants of citizens,regulate territory, manageconflict, and establish orderand security;

• Help learners identify andexplain the basic features ofthe American political system,and identify leaders of thevarious levels and branches ofgovernment;

• Challenge learners to applyconcepts such as power, role,status, justice, democraticvalues, and influence to theexamination of persistentissues and social problems;

• Help learners explain howgovernments attempt toachieve their stated ideals athome and abroad.

1.7 PRODUCTION,DISTRIBUTION, ANDCONSUMPTION

Candidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school level for

Candidates:

• Enable learners tounderstand how thescarcity of productiveresources (human,capital, technological, andnatural) requires thedevelopment of economic

the study of Production,Distribution, and Consumption ofgoods and services.

systems to make• decisions about how

goods and services are tobe produced anddistributed;

• Help learners analyze therole that supply anddemand, prices,incentives, and profitsplay in determining whatis produced anddistributed in acompetitive marketsystem;

• Help learners comparethe costs and benefits tosociety of allocatinggoods and services

• through private and publicmeans;

• Assist learners inunderstanding therelationships among thevarious economicinstitutions that compriseeconomic systems suchas households,businesses, financialinstitutions, governmentagencies, labor unions,and corporations;

• Guide learners inanalyzing the roles ofspecialization andexchange in economicprocesses;

• Assist learners inassessing how valuesand beliefs influenceeconomic decisions indifferent societies;

• Enable learners tocompare economicsystems according to howthey deal with demand,supply, prices, the role ofgovernment, banks, laborand labor unions, savingsand investments, andcapital;

• Challenge learners toapply economic conceptsand reasoning whenevaluating historical andcontemporary socialdevelopments and issues;

• Enable learners todistinguish betweendomestic and globaleconomic systems, andexplain how the twointeract;

• Guide learners in theapplication of economicconcepts and principles inthe analysis of publicissues such as theallocation of health careand the consumption ofenergy, and in devisingeconomic plans foraccomplishing socially

desirable outcomesrelated to such issues;

• Help learners criticallyexamine the values andassumptions underlyingthe theories and modelsof economics;

• Help learners distinguishbetween economics as afield of inquiry and theeconomy.

1.8 SCIENCE, TECHNOLOGY,AND SOCIETYCandidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganizeand provide instruction at theappropriate school level for thestudy of Science, Technology,andSociety.

Candidates:

• Enable learners to identify,describe, and examine bothcurrent and historicalexamples of the interactionand interdependence ofscience, technology, andsociety in a variety of culturalsettings;

• Assist learners in makingjudgments about how scienceand technology havetransformed the physical worldand human society as well asour understanding of time,space, place, and human-environment interactions;

• Help learners analyze the wayin which science andtechnology influence coresocietal values, beliefs, andattitudes and how societalattitudes influence scientificand technological endeavors;

• Prompt learners to evaluatevarious policies proposed todeal with social changesresulting from newtechnologies;

• Help learners identify andinterpret various perspectivesabout human societies and thephysical world, using scientificknowledge, technologies, andan understanding of ethicalstandards of this and othercultures;

• Encourage learners toformulate strategies anddevelop policy proposalspertaining toscience/technology/societyissues.

1.9 GLOBAL CONNECTIONSCandidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganizeand provide instruction at theappropriate school level for thestudy of Global Connections andInterdependence.

Candidates:

• Enable learners to explain howinteractions among peoplewith different languages,beliefs can facilitate globalunderstanding or causemisunderstanding;

• Help learners explainconditions and motivations thatcontribute to conflict,cooperation, andinterdependence amonggroups, societies, and nations;

• Assist learners in analyzingand evaluating the effects ofchanging technologies on the

global community;• Challenge learners to analyze

the causes, consequences,and possible solutions topersistent, contemporary, andemerging global issues, suchas those pertaining to humanhealth, security, resourceallocation, economicdevelopment, andenvironmental quality;

• Guide learner analysis of therelationships and tensionsbetween national sovereigntyand global interests in suchmatters as territorial disputes,economic development,weapons deployment, use ofnatural resources, and humanrights concerns;

• Help learners analyze orformulate policy statementsthat demonstrate anunderstanding of concerns,standards, issues, andconflicts related to universalhuman rights;

• Help learners describe andevaluate the role ofinternational and multinationalorganizations in the globalarena;

• Have learners illustrate howbehaviors and decisions ofindividuals and groups affectand are affected by global

systems.1.10 CIVIC IDEALS ANDPRACTICESCandidates in social studiesshould possess the knowledge,capabilities, and dispositions toorganizeand provide instruction at theappropriate school level for thestudy of Civic Ideals andPractices.

Candidates:

• Assist learners inunderstanding the meaning,origins, and continuinginfluence of key ideals of thedemocratic republican form ofgovernment, such as individualhuman dignity, liberty, justice,equality, general welfare,domestic peace, and the ruleof law;

• Guide learner efforts toidentify, interpret, analyze, andevaluate sources andexamples of citizens' rightsand responsibilities;

• Help learners locate, access,analyze, organize, synthesize,evaluate, and applyinformation about selectedpublic issues - identifying,describing, and evaluatingmultiple points of view andtaking reasoned positions onsuch issues;

• Enable learners to practiceforms of civic discussion andparticipation consistent withthe ideals of citizenship in ademocratic republic;

• Help learners analyze andevaluate the influence ofvarious forms of citizen actionon public policy;

• Prepare learners to analyze avariety of public policies andissues from the perspectivesof formal and informal politicalactors;

• Guide learners as theyevaluate the effectiveness ofpublic opinion in influencingand shaping public policydevelopment and decision-making;

• Encourage learner efforts toevaluate the degree to whichpublic policies and citizenbehaviors reflect or foster thestated ideals of a democraticrepublican form ofgovernment;

• Help learners to constructreasoned policy statementsand action plans to achievegoals related to issues ofpublic concern;

• Guide learner participation incivic/political activities tostrengthen the "commongood," based upon carefulevaluation of possible optionsfor citizen action.

Standard 2 - DISCIPLINARY STANDARDSNote: Institutions are expected to address any of Standards 2.1-2.5 only if the license(certificate) for which their teacher candidates are being recommended is for the specificdiscipline named in the standard. For example, Standard 2.1 must be addressedonly if the license (certificate) mentions "history."

Elements IndicatorsMap to Field Experience / Map to

Curriculum and CourseExperiences

Assessment Strategies

2.1 HISTORYCandidates who are to belicensed to teach history at allschool levels should possess theknowledge, capabilities, anddispositions to organize andprovide instruction at theappropriate school level forthe study of history.

Candidates:

• Assist learners in utilizingchronological thinking so thatthey can distinguish betweenpast, present, and future time;can place historical narrativesin the proper chronologicalframework; can interpret datapresented in time lines andcan compare alternativemodels for periodization;

• Enable learners to develophistorical comprehension inorder that they mightreconstruct the literal meaningof a historical passage; identifythe central questionsaddressed in historicalnarrative; draw upon data inhistorical maps, charts, andother graphic organizers; anddraw upon visual, literary, ormusical sources;

• Guide learners in practicingskills of historical analysis andinterpretation, such ascompare and contrast,

differentiate between historicalfacts and interpretations,consider multiple perspectives,analyze cause and effectrelationships, comparecompeting historicalnarratives, recognize thetentative nature of historicalinterpretations, andhypothesize the influence ofthe past;

• Help learners understand howhistorians study history;

• Assist learners in developinghistorical research capabilitiesthat enable them to formulatehistorical questions, obtainhistorical data, questionhistorical data, identify thegaps in available records,place records in context, andconstruct sound historicalinterpretations;

• Help learners identify issuesand problems in the past,recognize factors contributingto such problems, identify andanalyze alternative courses ofaction, formulate a position orcourse of action, and evaluatethe implementation of thatdecision;

• Assist learners in acquiringknowledge of historical contentin United States history inorder to ask large and

searching questions thatcompare patterns of continuityand change in the history andvalues of the many peopleswho have contributed to thedevelopment of the continentof North America;

• Guide learners in acquiringknowledge of the history andvalues of diverse civilizationsthroughout the world, includingthose of the West, and incomparing patterns ofcontinuity and change indifferent parts of the world;

• Enable learners to develophistorical understandingthrough the avenues of social,political, economic, andcultural history and the historyof science and technology.

2.2 GEOGRAPHYCandidates who are to belicensed to teach geography atall school levels should possessthe knowledge,capabilities, and dispositions toorganize and provide instructionat the appropriate school levelfor the study of geography.

Candidates:

• Help learners use maps andother geographicrepresentations, tools, andtechnologies to acquire,process, and reportinformation from a spatialperspective;

• Enable learners to use mentalmaps to organize informationabout people, places, andenvironments in a spatialcontext;

• Assist learners to analyze the

spatial information aboutpeople, places, andenvironments on Earth'ssurface;

• Help learners to understandthe physical and humancharacteristics of places;

• Assist learners in developingthe concept of regions as ameans to interpret Earth'scomplexity;

• Enable learners to understandhow culture and experienceinfluence people's perceptionsof places and regions;

• Help learners understand andanalyze the physicalprocesses that shape Earth'ssurface;

• Challenge learners to considerthe characteristics and spatialdistribution of ecosystems onEarth's surface;

• Guide learners in exploring thecharacteristics, distribution,and migration of humanpopulations on Earth's surface;

• Help learners understand andanalyze the characteristics,distribution, and complexity ofEarth's cultural mosaics;

• Assist learner exploration ofthe patterns and networks ofeconomic interdependence onEarth's surface;

• Enable learners to describe

the processes, patterns, andfunctions of human settlement;

• Challenge learners to examinehow the forces of cooperationand conflict among peopleinfluence the division andcontrol of Earth's surface;

• Help learners see how humanactions modify the physicalenvironment;

• Enable learners to analyzehow physical systems affecthuman systems;

• Challenge learners to examinethe changes that occur in themeaning, use, distribution, andimportance of resources;

• Help learners apply geographyto interpret the past andpresent and to plan for thefuture;

• Enhance learners' abilities toask questions and to acquire,organize, and analyzegeographic information so theycan answer geographicquestions as they engage inthe study of substantivegeographic content.

2.3 CIVICS AND GOVERNMENTCandidates who are to belicensed to teach civics and/orgovernment at all school levelsshould possess the knowledge,capabilities, and dispositions toorganize and provide instruction

Candidates:

• Assist learners in developingan understanding of civic life,politics, and government sothat the learners can explainthe origins of governmental

at the appropriate school level forthe study of civics andgovernment.

authority, recognize the needfor government, and identifythe crucial functions ofgovernment, including lawsand rules;

• Enable learners to evaluaterules and laws, differentiatebetween limited and unlimitedgovernment, and justify theneed for limitations ongovernmental power;

• Guide learners as they exploreAmerican democracy,including the American idea ofconstitutional government, theimpact of the distinctivecharacteristics of Americansociety on our government, thenature of the American politicalculture, and the values andprinciples that are basic toAmerican life and government;

• Help learners understand howthe government of the UnitedStates operates under theConstitution and the purposes,values, and principles ofAmerican democracy,including the ideas ofdistributed, shared, and limitedpowers of government; howthe national, state, and localgovernments are organized;and the place of law in thesystem;

• Enable learners to understand

the relationship of the UnitedStates to other nations and toworld affairs;

• Assist learners in developingan understanding ofcitizenship, its rights andresponsibilities, and indeveloping their abilities anddispositions to participateeffectively in civic life;

• Insure that learners are madeaware of the full range ofopportunities to participate ascitizens in the Americandemocracy and of theirresponsibilities for doing so.

2.4 ECONOMICSCandidates who are to belicensed to teach economics atall school levels should possessthe knowledge, capabilities, anddispositions to organize andprovide instruction at theappropriate school level for thestudy of economics.

Candidates should know anddemonstrate an in-depthunderstanding of the followingconcepts:

• Productive resources arelimited. Therefore, peoplecannot have all the goods andservices that they want; as aresult, they must choose somethings and give up others.

• Effective decision makingrequires comparing theadditional costs of alternativeswith the additional benefits.Most choices involve doing alittle more or a little less ofsomething; few choices are allor nothing decisions.

• Different methods can be used

to allocate goods and services.People, acting individually orcollectively throughgovernment, must choosewhich methods to use toallocate different kinds ofgoods and services.

• People respond predictably topositive and negativeincentives.

• Voluntary exchange occursonly when all parties expect togain. This is true for tradeamong individuals ororganizations within a nation,or among individuals ororganizations in differentnations.

• When individuals, regions, andnations specialize in what theycan produce at the lowest costand then trade with others,both production andconsumption increase.

• Markets exist when buyersand sellers interact. Thisinteraction determines marketprices and thereby allocatesscarce goods and services.

• Prices send signals andprovide incentives to buyersand sellers. When supply anddemand change, market pricesadjust, affecting incentives.

• Competition among sellerslowers costs and prices,

encouraging producers toproduce more of whatconsumers are willing and ableto buy. Competition amongbuyers increases prices andallocates goods and servicesto those people who are willingand able to pay the most forthem.

• Institutions evolve in marketeconomies to help individualsand groups accomplish theirgoals. Banks, labor unions,corporations, legal systems,and not-for-profit organizationsare examples of importantinstitutions.

• Money makes it easier totrade, borrow, save, invest,and compare the value ofgoods and services.

• Interest rates, adjusted forinflation, rise and fall tobalance the amount savedwith the amount borrowed,thus affecting the allocation ofscarce resources betweenpresent and future users.

• Income for most people isdetermined by the marketvalue of the productiveresources they sell. Whatworkers earn depends,primarily, on the market valueof what they produce and howproductive they are.

• Entrepreneurs are people whotake the risks of organizingproductive resources to

• make goods and services.Profit is an important incentivethat leads entrepreneurs to

• accept the risks of businessfailure.

• Investment in factories,machinery, and newtechnology, and in the health,education,

• and training of people canraise future standards of living.

• There is an economic role forgovernment to play in a marketeconomy whenever thebenefits of a governmentpolicy outweigh its costs.Governments often provide fornational defense, addressenvironmental concerns,define and protect propertyrights, and attempt to makemarkets more competitive.Most government policies alsoredistribute income.

• Costs of government policiessometimes exceed benefits.This may occur because ofincentives facing voters,government officials, andgovernment employees;because of actions by specialinterest groups that canimpose costs on the general

public; or because social goalsother than economic efficiencyare being pursued.

• Cost and benefit analysis iscomplex and involves placingvalue in both tangible andintangible factors when makingpolicy decisions.

• A nation's overall levels ofincome, employment, andprices are determined by theinteraction of spending andproduction decisions made byall households, firms,government agencies, andothers in the economy.

• Unemployment imposessignificant personal costs onindividuals and families. It canalso place a heavy burden ongovernments. Unexpectedinflation imposes costs onmany people and benefitssome others because itarbitrarily redistributespurchasing

• power.• In the United States, federal

government budgetary policyand the Federal ReserveSystem's monetary policyinfluence the overall levels ofemployment, output, andprices.

• The assumptions and valueson which economic theory and

public policy are base requirecareful analysis.

2.5 PSYCHOLOGY

Candidates who are to belicensed to teach psychology atall school levels should possessthe knowledge, capabilities, anddispositions to organize andprovide instruction at theappropriate school level for thestudy of psychology.

Candidates:

• Assist learners incomprehending and applyingconcepts, theories, andprinciples associated withhuman perception andcognition; emotional, social,and personal development;and growth and change;

• Help learners understandhuman thinking, memory,perception, learning,development, and behavior;

• Assist learners incomprehending factorsassociated with humanadjustment and copingbehaviors in various situations,during different stages of life,and in respect to particularpersonal and environmentalsituations;

• Help learners consider howsuch factors as memory,thinking, beliefs, emotions,personality, perceptions,attitude, and abilities affectpeople's decisions and actionsat any particular moment;

• Enable learners to examinefactors associated with theconstruction, revision, and useof self-concepts and identity

and how these may affect anindividual's thinking, feelings,decisions, and actions towardself, others, and the world;

• Assist learner examination offactors that may havecontributed to their own self-concepts and identity,including how their family,groups, peers, andcommunities may have beenamong those factors;

• Enable learners to examineand comprehend factorsassociated with personalityand individual differences andhow personality and individualdifferences may be described,classified, assessed, andinterpreted;

• Assist learners to examine,comprehend, and apply ideasassociated with mental andemotional health as well aspsychological disorders,including factors contributingto such disorders and theirtreatment;

• Enable learners to understandinterconnections betweenthemselves and particularsituations, places, time,events, and social/culturalenvironments and systemsthat may influence them aswell as be influenced by them;

• Insure that learnerscomprehend, consider theadvantages anddisadvantages of, and applyconcepts, principles, andprocedures for conducting,monitoring, and interpretingpsychological researchactivities;

• Insure that learnersunderstand and can apply thecodes of ethics accepted bypsychologists regarding theconduct of research on humanand animal subjects and thereporting of research findings;

• Enable students to engage inpreliminary behavioral scienceresearch, using variousresearch paradigms andperspectives.

Standard 3 - PEDAGOGICAL STANDARDSFOR INITIAL LICENSUREDue to the complexity and the interdisciplinary nature of the socialstudies, candidateneeds are best met when their experiences include the following.

Elements IndicatorsMap to Field Experience / Map to

Curriculum and CourseExperiences

Assessment Strategies

3.1 COURSE OR COURSES ONTEACHING SOCIAL STUDIESInstitutions preparing socialstudies teachers should provideand require prospective social

Instruction should:

• Be specific to the teaching ofsocial studies and thedisciplines from which social

studies teachers to complete acourse or courses that focus onthe pedagogical contentknowledge that deals specificallywith the nature of the socialstudies and with ideas,strategies, and techniques forteaching social studies at theappropriate licensure level.

studies content is drawn;• Engage teacher candidates in

an analysis of the purposes ofsocial studies, how to selectcontent appropriate to thosepurposes, and how to assessstudent learning in terms ofsocial studies goals.

• Enable teacher candidates toselect, integrate, and translatethe content and methods ofinvestigation of history and thesocial science disciplines foruse in social studiesinstruction;

• Prepare teacher candidates touse a variety of approaches toinstruction that are appropriateto the nature of social studiescontent and goals and to usethem in diverse settings andwith students with diversebackgrounds, interests, andabilities;

• Be taught by instructors whoseprofessional experience andeducation through thegraduate level is appropriateboth to the content and goalsof social studies and to thelevel of licensure.

3.2 QUALIFIED SOCIALSTUDIES FACULTY StandardsInstitutions preparing socialstudies teachers should providefaculty in the social studies and

The faculty should:

• Demonstrate teaching thatmodels exemplary practice fortheir teacher candidate

social studies educationcomponents of the program whoare recognized as (a) exemplaryteachers, (b) scholars in thefields of social studies and socialstudies education, and (c)informed about middle andsecondary school classroomsand teaching.

students;• Include those who have had

successful middle orsecondary school teachingexperience in social studies aswell as continuing closerelationships with theseschools;

Include social studies educationspecialists who comparablyqualified for their social studieseducation roles.