ࡱ>  $abjbjVV 1<<Y$   P[T , k,%* 333355T5,0k2k2k2k2k2k2kn[q2k64"5662k33Gk9996330k960k99ej3Ppz 6g(k]k0kghr7rP0j0jrDj669666662k2k9666k6666r666666666 :  Standards for the Preparation of Teachers of Social Studies(RX) Secondary  Michigan State Board of Education Approved June 9, 2009 Social Studies (RX) Secondary Program Standards Content Guidelines/Standards Matrix College/University:Program/Subject Area:SOCIAL STUDIES (Secondary)Code:RXSource of Guidelines/Standards:Michigan State Board of Education 6-9-09 Completion of a Social Studies group major for secondary education must include a minimum of 36 credit hours. Completion of a Social Studies comprehensive group major must include a minimum of 50 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 a secondary certificate will prepare a candidate to teach, in a 6-12 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/StandardLevel of ProficiencyNarrative Explaining how Required Courses and/or Experiences Fulfill the GuidelinesGroup MajorComprehensive Group Major1.0Content 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 Michigans 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:1.1Historical Perspective1.1.1Explain, 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 and 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 CAll students are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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 countrys 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. In addition to the survey course, students are required to take a minimum of two upper division courses in American history. The courses from which they choose include  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist320_spr06.doc" HIST320 Economic History of the U.S.;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist434_fall_07.doc" HIST434 From Discovery to Nation, 1492-1789;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist435_spr_07.doc" HIST435 Union and Disunion, 1789-1865;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist458_fall_06.doc" HIST458 Emergence of Modern America, 1865-1939;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist468_fall_10.doc" HIST468 Multi-cultural America; HIST469 America as a World Power, 1939-Present. Students may also fulfill this requirement by applying the following political science courses to the history major: HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc365_spr-09.doc"PLSC365 American Foreign Relations and PLSC458 American Political Thought. No more than six credits of selected political science courses may be applied to the history major. As the course titles indicate, these upper division courses offer the opportunity for students to study a period or topic of American history in greater depth than can be accomplished in the survey course. Although requirements differ from course to course, the upper division courses frequently make extensive use of primary sources and emphasize variations in historical interpretation. Several of the courses require students to read articles from the Journal of American History and the Michigan Historical Review as well as books chosen by the student (but approved by the instructor) in addition to assigned textbooks.1.1.2Explain, 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 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 CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118All majors are required to take Civilizations & Ideas I/ II in which students write comparative multicultural essays and take daily quizzes and three exams each semester requiring them to explain, analyze, and interpret the major political, economic, social, and cultural movements and key concepts, events, people, and issues from Prehistoric times to the present. In addition to the survey course (HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118), students are required to take a minimum of one upper division course in European or other non-U.S. history. The courses from which students choose include:  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist414_spr_07.doc" HIST414 Renaissance and Reformation, 1300-1648;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist415-syllabus.doc" HIST415 Absolutism and Enlightenment, 1648-1789;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist420_fall_09.pdf" HIST420 Revolutions and Reaction, 1789-1917;  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist425_fall_08.pdf" HIST425 Nationalism and World Wars, 1914-Present; HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist450-fall_10.doc"HIST450 Holocaust and Society. As the course titles indicate, these upper division courses offer the opportunity for students to study a period or topic of European history in greater depth than can be accomplished in the survey course. Several of the European courses require students to read books chosen by the student (but approved by the instructor) in addition to assigned textbooks, to critique films, and to write term papers.1.1.3Apply 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 United States and world history. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/II in which they take daily quizzes and three exams each semester 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. Majors are also required to take a minimum of one additional upper division elective European or non-US history course that examines issues of periodization, causation, change, and continuity in greater depth and which students are asked to explain in essay examinations. In addition, all majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II which requires them to identify and understand all of the major eras of American history and the processes of causation, change, and continuity involved in the movement from one era to the next. Majors are also required to take a minimum of one additional upper division elective American history course that examines issues of periodization, causation, change, and continuity in greater depth and which students explain in essay exams. 1.1.4Identify, analyze, and compare multiple historical interpretations of the past to demonstrate how knowledge of history is constructed. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist235_spr-10.doc"HIST235 Historical Inquiry which requires students to read Gilderhus, History and Historians, which 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 examination based on these works. As noted in 1.1, majors are required to take a minimum of one upper division course in American history. At least four of these courses include extensive reading from a variety of historians, in addition to primary sources, and require students to write an historiographical analysis paper which critically evaluates the interpretations of two or more historians writing about a similar topic. 1.1.5Conduct 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.CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist235_spr-10.doc"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. Majors are also required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist490_fall-09.doc"HIST490 Research Seminar which is devoted to the production of a much longer research paper (12-15 pp.) based on primary sources but also incorporating secondary literature. In producing this paper, students are guided through several steps: defining a topic, developing a working bibliography (including the use of electronic databases), extensive note-taking, writing a rough draft, revisions of the rough draft, and production of the final paper. In addition to writing the paper, students also make an oral presentation based on their research. In addition to formal research requirements, as noted in 1.1, students write document analyses in HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 as well as in several of the upper division historiographical analyses as well. All courses require students to write essay exams in which they organize a variety of historical data to support their answers to the teachers questions.1.1.6Analyze 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/ II in which they write critical-analytical essays based on primary documents in the McKay textbook or historical films shown in class and examine the differing points of view and historical contexts of two individuals from different cultures. Majors are also required to take a minimum of one upper division course in European or non-US history, which requires students to write analytical book reviews and comparative exam essays which critically evaluate historical interpretations of key events. They are also required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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. Also, majors are required to take a minimum of one upper division elective course in American history; at least four of these courses use a wide variety of primary source documents and require a document analysis paper. 1.1.7Evaluate and describe key decisions made in history by assessing their implications and long-term consequences. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/ II in which 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. Majors also take a minimum of one upper division course in European or non-US history which examines these decisions and their effects in greater detail. All majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II which examines the major decisions of political, diplomatic, and military leaders at major stages of the countrys history as well as the long-term consequences of these decisions. Majors take a minimum of one upper division course in American history, which examines these decisions and their effects in greater detail. 1.1.8Analyze and evaluate major historical issues and events from the regional, interregional, and global perspective. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/ II in which students learn to analyze and evaluate key historical issues and events from regional, interregional, and global perspectives through daily quizzes, three exams, and on three comparative analytical essays each semester. They also take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II which focuses on North America, though topics such as the European colonization of the region, wars, and foreign relations draw American history into a much wider framework.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist468_fall_10.doc" HIST468 Multi-cultural America examines the reasons why people chose to leave their home countries and emigrate to the United States and places immigration patterns within an international framework. 1.1.9Analyze and evaluate history from multiple perspectives, inclusive of race, ethnicity, social class, and gender.BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/ II where they learn to analyze and evaluate history from race, ethnic, gender, and social class perspectives in daily class discussions, historical films, and especially on their comparative analytical essays. They also take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II which includes the perspectives of race, ethnicity, social class, and gender. In addition, all majors are required to take a minimum of one upper division elective course in American history and one course in European or non-U.S. history. Many of these courses require students to read a wide variety of primary source documents that represent multiple perspectives; one course,  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist468_fall_10.doc" HIST468 Multi-cultural America, focuses on ethnicity, while in another,  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist404_bspr10.doc" HIST404 Adventist Heritage, students spend four weeks in discussions, taking at least ten quizzes, and writing several exam questions dealing with the roles and problems facing women, Blacks, and other racial and ethnic minorities in the global Seventh-day Adventist Church. Through document analyses and essay exams, students are asked to analyze, explain, and compare the experiences and responses of various racial and ethnic groups, social classes, and men and women. 1.1.10Assess 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. CIn addition to discussion of historical theories and interpretive frameworks in HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II and upper division American and European history courses, all majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist235_spr-10.doc"HIST235, which through the reading of Gilderhuss 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 Lytles After the Fact which contains essays addressing such issues as Frederick Jackson Turners 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. 1.2Geographic Perspective1.2.1Describe 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 CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog260-001-spg10.doc" 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. 1.2.2Utilize geographical inquiry and analysis including the ability to use, make, and interpret maps, and present and interpret geo-spatial data. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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.1.2.3Explain and interpret the impact of geography on the history of 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 CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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. Majors are also required to take a minimum of one upper division American history course which examines these issues in greater depth. 1.2.4Describe 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 CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 All majors are required to take Civilizations & Ideas I/ II in which students take daily quizzes and three exams 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. Majors are also required to take a minimum of one upper division European or non-Western history course which examines these issues in greater depth.1.2.5Demonstrate 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. CAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog260-001-spg10.doc" 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. 1.2.6Explain world environmental processes and analyze the patterns they create including climate, landforms, vegetation, and ecosystems. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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. 1.2.7Describe and explain contemporary world human processes and identify the patterns they create including: culture, population demographics, and settlement cooperation and conflict economic development and interdependence BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"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 needs. Majors are also required to take  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/bhsc235-040-sum10.doc" BHSC235 Culture, Place, and Interdependence which examines globalization and how the balance of power between nation-states, multi-national institutions, and corporations is being altered by this phenomenon.1.2.8Explain, analyze, and evaluate relationships between the environment and societies including how humans have used natural resources, and adapted to different environments in different times and places. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"GEOG110 All majors are required to take Survey of Geography in which students develop an awareness that 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. 1.2.9Explain, compare, contrast, and evaluate the relationships between the environment and societies, including how human societies have changed physical systems and can be impacted by them. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"HIST118 All majors are required to take Civilizations and Ideas II in which students study four chapters in McKay and Wells and take 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. 1.2.10Analyze and interpret the United States role in the world and the impact of globalization on the United States. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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. 1.2.11Analyze contemporary global issues associated with: population resources patterns of global interaction conflict and cooperation security CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"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 HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/bhsc235-040-sum10.doc" BHSC235 Culture, Place, and Interdependence which examines globalization and how the balance of power between nation-states, multi-national institutions, and corporations is being altered by this phenomenon. Globalization is also examined in  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog260-001-spg10.doc" GEOG260 Cultural Geography which explores its meaning and implications for the future of nation-states and for the environment. 1.2.12Explain, assess, and analyze the various forms of systematic oppression on various populations as it relates to spatial and cultural geography. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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. 1.3Economic Perspective1.3.1Analyze 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 futureCAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 Principles of Macroeconomics and  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" 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. 1.3.2Analyze and evaluate the role of prices inmarkets, the level of competition in different market structures, and the impact of investment on productivity and growth in national and global context. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"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.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 Principles of Microeconomics examines how the level of competition in a given industry influences the behavior of individual firms. 1.3.3Explain how individual business and government decision makers confront scarcity, resource allocation, and market forces. B HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" 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. 1.3.4Describe and explain how supply, demand, elasticity, price, equilibrium, and incentives affect the dynamics of markets. CAll majors are required to take both HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 Principles of Macroeconomics and  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 Principles of Microeconomics which examine the theory and practice of supply and demand.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" 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. 1.3.5Describe 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). BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 All majors are required to take Principles of Macroeconomics which introduces the role of the Federal budget and government fiscal policy, while  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" 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. 1.3.6Analyze 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. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 All majors are required to take 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 role 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. 1.3.7Understand and describe how governmental decisions on taxation, spending, trade policies (tariffs, etc.), and regulation affect macroeconomic goals.B HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 All majors are required to take 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. 1.3.8Analyze and explain the various economic systems, including free market, command, and mixed systems including exchange, production, distribution, and consumption of goods and services. CAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"PLSC237 Individual, State, and Marketplace which examines capitalist, command, and mixed economic systems. 1.3.9Analyze 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. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 All majors are required to take Principles of Macroeconomics which examines international trade and finance as well as globalization.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 Principles of Microeconomics further analyzes the growing importance of the global economy and how international trade and finance affect the national economy. 1.3.10Analyze and explain the resulting challenges and benefits of trade and interdependence for consumers, investors, laborers, producers, and government. CAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"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. 1.3.11Examine 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). BAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"PLSC237 Individual, State, and Marketplace which examines the Bretton Woods System (IMF, World Bank) and the World Trade Organization. The course also discusses globalization and the role of multinational and transnational corporations. 1.3.12Demonstrate how personal decision-making, money management, investing, credit, and insurance relate to personal finance. CAll majors take  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/fnce206_personal-fin.pdf" FNCE206 Personal Finance in which they study how personal decision-making, money management, investing, credit, and insurance relate to their personal finances. 1.3.13Analyze and explain how the economic concepts of scarcity, opportunity cost, and marginal analysis affect individual and household choices and decision making. CAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"PLSC237 Individual, State, and Marketplace and  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" 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.1.3.14Explain how economic systems impact different groups of people in the global economy. BAll majors take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"PLSC237 Individual, State, and Marketplace which examines the impact that sub-national, national, and international economic choices have on various groups of people within the context of globalization. 1.4Political Science Perspective1.4.1Analyze and explain the conceptual foundations of civic and political life across various political systems inclusive of those in the United States. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc120-spr-10.doc"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. 1.4.2Analyze 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. CMajors elect to take either  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc225_fall-08.doc" PLSC225 Comparative Politics or  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc230_fall-09.doc" PLSC230 International Relations.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc225_fall-08.doc" 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.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc230_fall-09.doc" PLSC230 examines various forms of government and their impact on international relations. 1.4.3Analyze and explain the structure, function, and consequences of multiple forms of government inclusive of liberal democratic state, semi-democratic state, authoritarian, and totalitarian regimes. CMajors elect to take either  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc225_fall-08.doc" PLSC225 Comparative Politics or  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc230_fall-09.doc" PLSC230 International Relations.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc225_fall-08.doc" 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.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc230_fall-09.doc" PLSC230 examines various forms of government and their impact on international relations. 1.4.4Analyze and explain the structure and functions of government in the United States including the structure and functioning of national, state and local governments, government powers and limits on powers. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"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 HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc350-fall-09.doc"PLSC350 State and Local Government which analyzes politics at the state, county, and municipal levels in the United States. 1.4.5Explain the United States foreign policy, the United States role in world affairs, and the basic dynamics and organizations of global politics. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"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. Students may also elect to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc365_spr-09.doc"PLSC365 American Foreign Relations which studies the formation and conduct of American diplomacy in the light of major themes, including the diplomacy of human rights, globalization, and the American relationship with Islamic states. They may also elect to take  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc230_fall-09.doc" PLSC230 International Relations, which explores the role of such organizations as the United Nations, European Union, and NGOs. 1.4.6Identify and explain foundational principles in the Mayflower Compact, Articles of Confederation, Declaration of Independence, and the Constitution. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"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. Students may also elect to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc458_fall-10.doc"PLSC458 American Political Thought which analyzes major primary source documents in greater depth. 1.4.7Describe and explain the foundational values and principles of democratic citizenship, including the knowledge, civic skills, and dispositions (e.g. trust, tolerance) that have been important to political participation historically and in contemporary public life. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc120-spr-10.doc"PLSC120 Analyzing Politics which addresses such issues as democratic participation, civil engagement, government legitimacy, and citizens trust in government. 1.4.8Analyze 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"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 HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc260-introduction.pdf"PLSC260 Introduction to American Law which more extensively studies the roles that law and the legal system play in American life. 1.4.9Analyze and explain the meaning, rights, responsibilities, and dispositions of citizenship in the United States, inclusive of civic inquiry and public discourse. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"PLSC104 American Government which includes examination of the meaning of citizenship and its role in American civic and political life. Another required course, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc120-spr-10.doc"PLSC120 Analyzing Politics, also examines the meaning and implications of citizenship in a democratic society. 1.4.10Describe and explain the various stages of creating public policy and the various positions that impact the implementation of public policy. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc425_spr10-crafti.doc"PLSC435 Public Policy (formerly PLSC425) which examines the interaction between policy development and institutions and various theoretical models of policy making. 1.4.11Describe examples of conflict and cooperation between the United States and other governments. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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 HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc365_spr-09.doc"PLSC365 American Foreign Relations which studies examples of conflict and cooperation between the United States and other governments in greater depth. 2.0Interdisciplinary 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. The candidate is able to:2.1Describe and integrate basic content and concepts from history, geography, economics, and political science. 2.1.1Describe and explain the interrelatedness of major political, economic, and geographic concepts throughout the major eras of United States history. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II which examines the interrelationship of political, economic, and geographic aspects of each of the major eras of American history. 2.1.2Describe and explain the interrelatedness of major political, economic, and geographic concepts throughout the major eras of world history. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations & Ideas I/II which examines the interrelationship of political, economic, and geographic aspects of each of the major eras of world history. 2.1.3Describe and explain the interrelatedness of major world demographic, political, economic, and cultural regions. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"GEOG110 Survey of Geography which identifies and analyzes the major world demographic, political, economic, and cultural regions. Majors also take  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog260-001-spg10.doc" 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. 2.1.4Explain the impact of government on local, national, and global trade as well as the various types of economic systems. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc237_fall-09.doc"PLSC237 Individual, State, and Marketplace which examines the relationship of government and various economic systems to local, national, and global trade. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 Principles of Macroeconomics also examines international trade and finance as well as globalization.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 Principles of Microeconomics further analyzes the growing importance of the global economy and how international trade and finance affect the national economy. 2.1.5Analyze major components of the constitutions of the United States and Michigan and the possible impacts on citizens. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"PLSC104 American Government which analyzes both the American and Michigan constitutions and their implications for citizens. 2.1.6Describe and explain the role of civic engagement and the rights of citizens in the United States and Michigan. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"PLSC104 American Government which includes examination of the meaning of citizenship and its role in American civic and political life. 2.2Demonstrate the use of an interdisciplinary approach to explain the context, causes, and consequences of issues and events. BAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"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 HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc425_spr10-crafti.doc"PLSC435 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. 3.0Application 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. The candidate is able to:3.1Acquire and organize information from a variety of sources and use a variety of electronic technologies to assist in assessing and managing information.CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist235_spr-10.doc"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 and HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist490_fall-09.doc"HIST490 Research Seminar which is devoted to the production of a much longer research paper (12-15 pp.) based on primary sources but also incorporating secondary literature. In producing this paper, students are guided through several steps: defining a topic, refining a research question, developing a working bibliography (including the use of electronic databases), extensive note-taking, writing a rough draft, revision of the rough draft, and production of the final paper.3.2Critically 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. CIn several required coursesHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist117_sum2010.doc"HIST117/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist118-001-003_spr1.doc"118 Civilizations and Ideas I/II, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist204-fall09.doc"HIST204/HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist205-spr10.doc"205 American Experience I/II, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"PLSC104 American Government, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"GEOG110 Survey of Geography, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ225_macro-econom.pdf"ECON225 Principles of Macroeconomics, and  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/econ226_spring2010.doc" ECON226 Principles of Microeconomicsstudents read and interpret maps, charts, graphs, and timelines and communicate their understanding both orally and in writing. 3.3Conduct 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist235_spr-10.doc"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 and HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist490_fall-09.doc"HIST490 Research Seminar which is devoted to the production of a much longer research paper (12-15 pp.) based on primary sources but also incorporating secondary literature. In producing this paper, students are guided through several steps: defining a topic, developing a working bibliography (including the use of electronic databases), extensive note-taking, writing a rough draft, revision of the rough draft, and production of the final paper. In addition to writing the paper, students also make an oral presentation based on their research. 3.4Engage in reasoned and informed decision-making, 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc425_spr10-crafti.doc"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. 3.5Identify 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"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. 3.6Engage in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc425_spr10-crafti.doc"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. 3.7Compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments supported by evidence. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc425_spr10-crafti.doc"PLSC435 Public Policy (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.3.8Demonstrate an understanding of how an individuals 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. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/plsc104_spr-10.doc"PLSC104 American Government which examines the relationship between the individual and society, the role of law, and the meaning of citizenship. 3.9Demonstrate and communicate information using a variety of traditional and digital means. CAll majors are required to take HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist490_fall-09.doc"HIST490 Research Seminar which requires presentation of research through both a written paper and an oral presentation that includes PowerPoint. 4.0Instruction 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. The candidate is able to:4.1 Implement the Social Studies GLCE and HSCE in curricular planning and instruction. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students learn how to implement the social studies Grade Level Content Expectations and High School Content Expectations by preparing lesson and unit plans for grades 7 through 12. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching Methods, in which students learn how to implement the Grade Level Content Expectations and High School Content Expectations by developing a repertoire of teaching strategies that encourage a variety of learning outcomes in secondary students by blending theory (examination of several teaching models) and practice (observation and teaching ones subject specialty in the high school classroom). 4.2 Apply various teaching methods, organize curriculum, and manage resources and instructional materials appropriate to social studies. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies 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 7-12 classes in the various disciplines of the social studies. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching Methods in which students whose content teaching area is secondary social studies 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 secondary classroom teaching settings. 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. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students learn how to construct didactic, reflective, and affective learning environments by preparing lesson and unit plans adaptable to multi-grade, multicultural, and differing ability levels within the classroom. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching Methods in which students whose content teaching area is secondary social studies 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. 4.4Demonstrate knowledge of appropriate technology, especially content-specific technology, to engage all learners inclusive of assistive and adaptive technology. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students spend three weeks developing lesson plans utilizing information gleaned from over three dozen historical and social studies websites on the Internet. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte476_meth-int-ins.pdf"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. 4.5Design 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. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students study a chapter on teaching strategies for higher-level skills and prepare lesson plans focusing on frame-of-reference, mystery, and controversy strategies. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching Methods 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 micro-teaching, through group coaching as well as self-critiquing, and then provide feedback to others (students, parents, etc.) about their teaching. 4.6Design and implement instructional strategies and resources to develop social studies knowledge, processes, and skills set forth in the Social Studies GLCE and HSCE. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies 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 and High School Content Expectations. 4.7Successfully complete early and ongoing structured field experiences, prior to and including student teaching, in diverse learning environments. *HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching 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 and to grade 7-12 students about their teaching. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte487_student-teac.doc"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. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte488_policy-manua.doc"EDTE488 All majors are required to take Student TeachingSecondary Level in which students give their full participation in teaching high school level social studies classes by applying the teaching theories, methods, and strategies they have learned in HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459, HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459, and HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte487_student-teac.doc"EDTE487 to actual classroom experience under the supervision 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. 4.8Design and implement lesson plans that apply geographic knowledge and skills to the study of history. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students design lesson plans that apply their geographic knowledge to the study of history after studying two chapters dealing with geographic and environmental education. 4.9Design, implement, reflect, and evaluate a service learning project that enhances the understanding of the importance of civic engagement.CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students plan a history field trip, working with local museum and historical site personnel to prepare pre-visit, on-site, and follow-up evaluative experiences. 5.0Assessment 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:5.1 Demonstrate knowledge of and ability to implement a variety of formative and summative assessment strategies appropriate to social studies. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies 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. 5.2Demonstrate the ability to use formative and summative assessment data to improve instruction, student learning, and curriculum planning. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students learn how to apply didactic, reflective, and affective teaching methods to lesson plans, quizzes, and exams and then to evaluate the results using formative and summative assessment data to improve their instruction and student learning. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"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. 5.3Demonstrate the ability to interpret assessment results and communicate assessment data to students, parent(s)/guardian(s), and other school personnel. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"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. 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. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"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. 5.5Demonstrate knowledge of a variety of assessment tools allowing students to evaluate their own academic progress and set goals. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"EDTE424 All majors are required to take Classroom Testing and Evaluation in which students demonstrate knowledge of a variety of assessment tools that allow students to evaluate their own academic progress and set goals 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. 6.0Professionalism 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. The candidate is able to:6.1Demonstrate knowledge of current research and best practice in social studies education. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students read Zevin, Chapter 16 (trends, countertrends, professional identity, professional organizations, publications, instructional resources for social studies teachers) and Chapter 17 (professional issues, trends and prospects in social studies) and then write essays regarding how to develop their professionalism, what awards for excellence in teaching should include, and where they would like to be in five to ten years as professional teachers. 6.2Demonstrate knowledge of current curricular requirements, issues, and trends in social studies at the state and national level. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students read Zevin, Chapter 16 (which deals with the National Council for Social Studies, state and local organizations, social science discipline associations, and special interest groups) and write an essay about how they can grow professionally through professional memberships, further study, travel, reading, etc. 6.3Demonstrate knowledge ofprofessional organizations and resources to support and improve teaching, and to encourage professional development in social studies education. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students read Zevin, Chapter 16 in tandem with Appendix A (Organizations and Resources for the Social Studies) and Appendix B (Social Studies Education, Social Science, and History Good Reads for Big Ideas) and, after exploring three dozen on-line professional web sites, write nine three-page essays on how they would adapt the information theyve learned to lesson plans for classroom use. 6.4Demonstrate 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). CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students write lesson plans for a field trip that requires them to work with school officials, parents, and community museum/historical site personnel to create pre- and post-learning experiences for students that include evaluation components. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte459_secondary-me.doc"EDTE459 All majors are required to take Secondary Teaching Methods 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 7th-12th-grade students, parents, and classroom supervising teachers in parent-teacher conferences and professional interviews. 7.0Technology 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:7.1Identify, evaluate, and apply current technology in social science that include using appropriate technology tools for research, data acquisition and analysis, communications, and presentation. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students spend three weeks on the computer exploring over three dozen social studies websites and developing mini-lesson plans applying what theyve learned to practical classroom experiences for 7th to 12th-grade students. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte476_meth-int-ins.pdf"EDTE476 All majors are required to take Secondary Teaching Methods 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 7th-12th-grade students, parents, and classroom supervising teachers in parent-teacher conferences and professional interviews. 7.2Identify and apply a wide array of content specific, adaptive and assistive technological resources, and evaluate for accuracy and effectiveness in the classroom. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte476_meth-int-ins.pdf"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 7-12 on LiveText. 7.3Demonstrate and support the ethical and responsible use of technology. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte476_meth-int-ins.pdf"EDTE476All 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 Educations National Educational Technology Standards (NETS) for Students. 7.4Evaluate and demonstrate knowledge of basic geographic technology including accessing, presenting and using Geographic Information System, Global Positioning System, and remote sensing images. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/geog110-001-fall09.doc"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. Use technology to:7.5Develop higher order skills such as critical thinking, problem solving, self-directed, and collaborative learning. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students spend three weeks on the computer exploring a wide variety of history and social studies websites and developing mini-lesson plans applying what theyve learned to help 7th-12th-grade students develop such higher order skills as critical thinking, problem solving, self-directed and collaborative learning in a variety of creative classroom experiences. 7.6Address diverse student needs and learning styles including utilizing assistive and adaptive technologies. CHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte476_meth-int-ins.pdf"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 lesson plans for using web sites, creating templates, and planning educational activities on LiveText that demonstrate appreciation for the perspectives and learning styles of others. 7.7Develop social studies knowledge, processes, and skills set forth in the Social Studies GLCE and HSCE. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/hist459_fall_09.doc"HIST459 All majors are required to take Special Methods of Teaching Social Studies in which students develop social studies knowledge, processes, and skills as set forth in the Social Studies Grade Level Content Expectations and High School Content Expectations by researching social studies web sites and preparing mini-lesson plans applying what theyve learned to practical classroom experiences for 7th-12th-grade students. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"EDTE424 All majors are required to take Classroom Testing and Evaluation in which social studies majors 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. 7.8Facilitate effective formative and summative assessment strategies. BHYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi/edte424_classroom-te.pdf"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. 7.9Create and evaluate content-specific online learning experiences to enhance student learning. 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