Purdue Teacher Education ProgramsJustification for Programs in Excess of 120 Hours

SOCIAL STUDIES EDUCATION

IntroductionTeacher Education (TE) Programs at Purdue have two levels of accreditation. The unit is nationally accredited by the National Council for Accreditation of Teacher Education (NCATE). In addition, each of our 16 undergraduate teacher education programs are accredited by either a national Specialized Professional Association associated with NCATE or by the state of Indiana. Finally, all Purdue teacher education programs must be responsive to state legislation related to teacher education as interpreted by the Indiana Department of Education in the Rules for Educator Preparation and Accountability (REPA). Because the NCATE standards are the broadest and most general, our primary justification for exceeding 120 credit hours is written with respect to those national standards. However, it is important to keep in mind that TE programs must also comply with specific provisions of REPA and the often very specific learning outcomes specified in the standards developed for each individual discipline (e.g. math education, agricultural education, elementary education, etc.).

NCATE Criteria for the Accreditation of Teacher Education Programs The NCATE standards that address specific criteria, competencies, and learning outcomes are excerpted below (taken from Professional Standards for the Accreditation of Teacher Preparation Institutions, 2008).

Standard 1: Candidate Knowledge, Skills and Professional Dispositions

Element 1a: Content Knowledge – Teacher candidates have in-depth knowledge of the content that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers are recognized experts in the content they teach.(16)

Element 1b: Pedagogical Content Knowledge and Skills – Teacher candidates reflect a thorough understanding of the relationship of content and content-specific pedagogy delineated in professional, state, and institutional standards. They have in-depth understanding of the content that they plan to teach and are able to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately. Candidates in advanced programs for teacher have expertise in pedagogical content knowledge and share their expertise through leadership and mentoring roles in their schools and communities. They understand and address student preconceptions that hinder learning. They are able to select and develop instructional strategies and technologies, based on research and experience, that help all students learn. (17)

Element 1c: Professional and Pedagogical Knowledge and Skills – Teacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards. They develop meaningful learning experiences to facilitate learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them. They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real-world issues. Candidates in advanced programs for teachers develop expertise in certain aspects of professional and pedagogical knowledge and

contribute to the dialogue based on their research and experiences. They take on leadership roles in the professional community and collaborate with colleagues to contribute to school improvement and renewal. (18)

Element 1d: Student Learning – Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students. Candidate sin advanced programs for teachers have a thorough understanding of assessment. They analyze student, classroom, and school performance data to make data-driven decisions about strategies for teaching and learning so that all students learn. They collaborate with other professionals to identify and design strategies and interventions that support student learning. (19)

Element 1g: Professional Dispositions for all Candidates – Candidates work with students families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so. (20)

Standard 3: Field Experiences and Clinical Practice

Element 3c: Candidates Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn – Candidates work collaboratively with other candidates and clinical faculty to critique and reflect on each others’ practice and their effects on student learning with the goal of improving practice. Field experiences and clinical practice facilitate candidates’ exploration of their knowledge, skills, and professional dispositions related to all students. Candidates develop and demonstrate proficiencies that support learning by all students as shown in their work and those from diverse ethnic/racial, linguistic, gender, and socioeconomic groups in classrooms and schools. (31)

Standard 4: Diversity

Element 4d. Experiences Working with Diverse Students in P-12 Schools – Extensive and substantive field experiences and clinical practices for both conventional and distance learning programs are designed to encourage candidates to interact with exceptional students and student from a broad range of diverse groups. The experiences help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates’ effectiveness as teachers. (36)

Social Studies EducationThe Social Studies program is accredited by both NCATE and the National Council for Social Studies (NCSS). NCSS’ “National Standards for Social Studies Teachers” emphasize subject matter knowledge and the ability to teach it, and focus on the professional performance of those individuals whom a teacher education institution recommends for licenses. In order to receive national recognition from NCSS, Purdue University’s social studies education program must meet each of these NCSS Standards (see Table 1.)

In addition, the program must prepare candidates who meet the Indiana Department of Education’s Indiana Content Standards for Educators [set forth in Rules for Educator Preparation and Accountability (REPA); see Appendix 1]. Because of the broad field nature of the social studies license in the state of Indiana, candidates must meet the REPA Standard’s expectations for content knowledge in six areas (historical perspectives, economics, geographic perspectives, government and citizenship, psychology and sociology). In order to meet these expectations, candidates at Purdue University take a minimum of 69 hours of content.

‘Historical Perspectives’ is especially illustrative of these expectations. Because ‘Historical Perspectives’ combines both United States and world history, the content knowledge required to meet the standards is significant (see Table 2 below). The Purdue University program requires 24 hours of history coursework divided across both US and world history. The menu of courses that candidates can choose from includes political, social, and military history as well as western and non-western offerings (see Appendix 2: SSHS plan of study).

Candidates are required to identify two additional areas (e.g., economics, government and citizenship) for which they take 18 hours of content in each area. Candidates are also required to take introductory coursework in the remaining areas. The REPA Content Standards for Educators for each of the remaining areas appears in Appendix 1. These REPA Standards are (as they should be) comprehensive and exacting and thus require a great deal of coursework to meet.

Table 1. National Council for the Social Studies SPA Standards(http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf)

1.0 THEMESStandard 1.1. Culture and Cultural Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.

Standard 1.2. Time, Continuity, and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change.

Standard 1.3. People, Places, and Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment.

Standard 1.4. Individual Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity.

Standard 1.5. Individuals, Groups and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions.

Standard 1.6. Power, Authority, and Governance. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance.

Standard 1.7. Production, Distribution, and Consumption. Candidates in social studiesshould possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services.

Standard 1.8. Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society.

Standard 1.9. Global Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence.

Standard 1.10. Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.\

2.0 SOCIAL SCIENCE DISCIPLINESStandard 2.1. History. Candidates who are to be licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.

Standard 2.2. Geography. Candidates who are to be licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography.

Standard 2.3. Civics and Government. Candidates who are to be licensed to teach civics and/or government at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civics and government.

Standard 2.4. Economics. Candidates who are to be licensed to teach economics at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics.

Standard 2.5. Psychology. Candidates who are to be licensed to teach psychology at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology.

3.0 PROGRAMMATIC STANDARDS FOR INITIAL LICENSUREStandard 3.1. Course or Courses on Teaching Social Studies. Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas,strategies, and techniques for teaching social studies at the appropriate licensure level.

Standard 3.2. Qualified Social Studies Faculty. Institutions preparing social studies teachers should provide faculty in the social studies and social studies education components of the program who are recognized as (a) exemplary teachers, (b) scholars in the fields of social studies and social studies education, and (c) informed about middle and secondary school classroomsand teaching.

Table 2. Social Studies–Historical Perspectives Educator Standards (http://www.doe.in.gov/sites/default/files/educator-effectiveness/historical-perspectives.pdf)

Standard 1: Historical Concepts and Perspectives

History teachers have a broad and comprehensive understanding of historical concepts, terms, sources, and perspectives, including:

1.1 basic historical terms and concepts

1.2 time, sequence, and chronological thinking, and patterns of succession and duration in history

1.3 continuity and change across historical eras

1.4 multiple causation of historical events and causal relationships between historical events and developments

1.5 major historical interpretations and how they change over time

1.6 historical issues and events as seen from diverse regional, racial, ethnic, class, and gender perspectives

Standard 2: Historical Sources and Research Skills

History teachers have a broad and comprehensive understanding of historical sources and research skills, including:

2.1 basic reference sources used in historical research

2.2 differences between and the value of primary and secondary sources of historical information

2.3 uses and limitations of various types of primary sources and secondary sources of historical information

2.4 formulation of questions for historical inquiry

2.5 the acquisition, organization, and presentation of historical information

2.6 use of electronic technologies in historical research

Standard 3: Historical Analysis and Interpretation

History teachers have a broad and comprehensive understanding of how to analyze and interpret the past, including:

3.1 how to understand the perceptions of past events as they were experienced by people at the time

3.2 how to identify purpose, point of view, and central questions in historical documents and narratives

3.3 how to analyze underlying assumptions and bias and adequacy of evidence in historical documents

3.4 how to distinguish fact from expression of opinion in historical documents, accounts, and arguments

3.5 how to evaluate the nature and adequacy of evidence

3.6 how to interpret historical issues and information presented in various graphic formats

3.7 how to evaluate multiple perspectives on historical events and developments

3.8 how to communicate historical information, analysis, and interpretation in effective written forms

Standard 4: World History

History teachers have a broad and comprehensive understanding of major events and developments in world history, including:

4.1 the beginnings of human society and the emergence of agricultural societies around the world

4.2 the origins, structures, and development of early civilizations in Eurasia and North Africa; the classical Mediterranean world; and major empires and civilizations of Asia, Africa, and the Americas to 500 CE

4.3 principal beliefs, sacred texts, and historical development of Judaism, Confucianism, Daoism, Hinduism, Buddhism, Christianity, Islam, and indigenous religious traditions

4.4 the rise of the Byzantine Empire, the expansion of Islam, the spread of feudalism in Europe, and the Mongol conquests

4.5 continuity and change in Asian, Middle Eastern, and African civilizations, 1300–1800 CE

4.6 the causes and consequences of European exploration, conquest, and colonization during the first global age, 1450–1750 CE

4.7 the critical ideas and transformative effects of the Renaissance, Reformation, Scientific Revolution, and Enlightenment

4.8 the causes and consequences of the American and French revolutions and the Latin American wars for independence

4.9 the Industrial Revolution and its technological, economic, social, and political influence on the development of the modern world

4.10 the rise of nationalism and the emergence, expansion, and consequences of European imperialism

4.11 the origins and consequences of World War I; the causes and major developments of the Russian Revolution; major political, economic, social, and cultural developments of the interwar period; and the causes and effects of World War II

4.12 major events and developments of the post–World War II period related to the Cold War, creation of the United Nations, decolonization in Asia and Africa, important regional conflicts, changing international power relations, and economic globalization

Standard 5: U.S. History

History teachers have a broad and comprehensive understanding of major events and developments in U.S. history, including:

5.1 characteristics of Native American cultures prior to European settlement and the interactions between Native Americans and Europeans

5.2 motives for European settlement and colonization of the Americas; the political, economic, social, and cultural institutions established in Great Britain's North American colonies; and similarities and differences between the colonies

5.3 the causes, major events, and consequences of the American Revolution; the creation of national and state governments; and the rise of political parties

5.4 the concept of Manifest Destiny and westward expansion and its impact on Native American peoples

5.5 the growth of slavery and the effort to reform U.S. society

5.6 the origins, major events, and consequences of the Civil War and Reconstruction

5.7 the transformation of the U.S. economy and the urbanization of U.S. society

5.8 the emergence of the United States as a world power and U.S. participation in the Spanish-American War and World War I

5.9 prosperity, women's suffrage, the Depression, and war: the United States from 1920–1945

5.10 the Cold War, the creation of the United Nations, and the evolving U.S. role in the world after World War II

5.11 political, social, economic, and cultural developments in U.S. society during the second half of the twentieth century

5.12 the United States in a global age

Standard 6: Indiana History

History teachers have a broad and comprehensive understanding of major events and developments in Indiana history, including:

6.1 Native American cultures of the Midwest and the role of Native Americans in the development of Indiana

6.2 early explorers and major political and economic developments in Indiana prior to statehood

6.3 causes and effects of historic and contemporary patterns of immigration and settlement in Indiana

6.4 the role of Indiana in national affairs during the Civil War and Reconstruction

6.5 industrial and agricultural growth in Indiana during the late nineteenth and early twentieth centuries

6.6 the effects of World War I and World War II on Indiana and major economic and political developments of the interwar era

6.7 the experiences and contributions of major cultural and ethnic groups in Indiana

6.8 important social, cultural, political, and economic developments and changes in Indiana since World War II

Standard 7: History Instruction and Assessment

History teachers have a broad and comprehensive understanding of content-specific instruction and assessment in history, including:

7.1 the Indiana Academic Standards and Core Standards for Social Studies

7.2 the Common Core State Standards: Literacy in History/Social Studies, the NCSS National Standards for Social Studies Teachers, the National Center for History in the Schools National Standards for History, and the ISTE National Educational Technology Standards

7.3 instructional strategies and resources for promoting student understanding of historical concepts and skills related to history

7.4 strategies and skills for planning and designing historical instruction, including the use of techniques and approaches that meet the needs of diverse learners

7.5 instructional strategies for promoting student learning and fostering the development of critical-thinking, problem-solving, and performance skills in the social studies

7.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

7.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about history

7.8 strategies and skills for effectively assessing student understanding and mastery of essential historical concepts and skills

APPENDIX 1: INDIANA RULES FOR EDUCATOR PREPARATION AND ACCOUNTABILITY (REPA) STANDARDS FOR SOCIAL STUDIES

Social Studies–Economics Educator Standards

Standard 1: Economic Concepts and Systems

Economics teachers have a broad and comprehensive understanding of economic terms, concepts, and systems, including:

1.1 scarcity, marginalism, opportunity cost, capital, the laws of supply and demand, productivity, and other economic terms and concepts

1.2 the history and development of the field of economics and the influence of major economic theorists (e.g., Adam Smith, Thomas Malthus, Karl Marx, John Maynard Keynes) on the formulation of public policy and the operation of national economies

1.3 how to apply economic concepts and theories to historical and contemporary issues in society

1.4 the role of money as a medium of exchange, a store of value, and a measure of value

1.5 factors of production (i.e., land, labor, capital, and entrepreneurship) and how they are combined to produce goods and services

1.6 major economic methods of measuring economic activity

1.7 basic steps in the economic decision-making process and the application of the principles of economic decision making to contemporary and historical social and economic problems

1.8 characteristics of traditional, command, market, and mixed economic systems and how each system answers fundamental economic questions

Standard 2: The Market Economy

Economics teachers have a broad and comprehensive understanding of the characteristics and operation of market economies, including:

2.1 the role of voluntary exchange, positive and negative incentives, and competition in market economies

2.2 the operation of supply and demand, prices, and price elasticity in market economies

2.3 basic forms of business ownership and the role of entrepreneurs in market economies

2.4 characteristics of pure competition, monopolistic competition, oligopoly, and monopoly market structures, and the benefits of competition

2.5 how businesses invest in plants and equipment, develop human capital, calculate marginal costs, allocate resources, organize production, and increase productivity

2.6 the interaction between businesses and consumers in the marketing and pricing of goods and services

2.7 inefficiencies resulting from market failures associated with inadequate information, imperfect competition, externalities, and public goods

2.8 cooperation and conflict between business interests and community needs in market economies

Standard 3: Institutions and Operation of the National Economy

Economics teachers have a broad and comprehensive understanding of the institutions and operation of the national economy, including:

3.1 the circular flow model of economic exchanges

3.2 functions of and relationships between banks, financial markets, small businesses, corporations, labor unions, consumers, and households in the U.S. economy

3.3 ways in which economists define and measure aggregate supply and demand, gross domestic product (GDP), economic growth, unemployment, inflation, and deflation

3.4 stages of the business cycle and the causes and the effects of inflation, deflation, and unemployment on different groups in the economy

3.5 major determinants of income and wage differences among various jobs and professions

Standard 4: The Role of Government

Economics teachers have a broad and comprehensive understanding of the ways in which government influences economic development and attempts to correct market failures, including:

4.1 the federal budget process, the national debt, and major areas of government spending

4.2 governmental tax policies and the employment, uses, and effects of progressive, regressive, and proportional taxes

4.3 factors influencing fiscal policy and the effects of fiscal policies on the U.S. economy

4.4 functions of the Federal Reserve System, basic tools of monetary policy, and ways in which the Federal Reserve responds to changing economic conditions

4.5 government regulatory agencies, forms of government regulation, and the effects of regulation on consumers and producer

Standard 5: The International Economy

Economics teachers have a broad and comprehensive understanding of the components, institutions, and operation of the international economy, including:

5.1 interdependence, specialization, comparative advantage, balance of payments, and other basic terms and concepts related to international economics and trade

5.2 historical and contemporary patterns of international trade, major trading blocs, and their influence on the international economic system

5.3 trade barriers, arguments for and against free trade, and the costs and benefits of economic protectionism

5.4 purposes, roles, and policies of the World Trade Organization, the International Monetary Fund, and the World Bank

5.5 multinational corporations and the effects of capital mobility and the movement of labor on the operation of the international economy

5.6 international currency exchange and the effects of fluctuations in exchange rates on nations, businesses, and consumers

5.7 historical and contemporary relationships between developing and developed economies and strategies for economic growth pursued by developing nations

5.8 economic globalization and the benefits and costs of an interdependent international economy

Standard 6: Consumer Economics and Personal Finance

Economics teachers have a broad and comprehensive understanding of principles and practices related to consumer economics and personal finance, including:

6.1 how scarcity, opportunity cost, and marginal analysis affect household choices and individual economic decisions

6.2 consumer rights and responsibilities, sources of consumer information, and consumer protection laws and agencies

6.3 comparison shopping, researching unfamiliar goods and services, checking warranties, and other consumer skills involved in making purchases related to food, clothing, housing, and transportation

6.4 techniques used to communicate information about goods and services to consumers, factors to consider when evaluating advertisements, and characteristics of deceptive sales practices and consumer fraud

6.5 creating and maintaining budgets and factors influencing financial planning through various stages of life

6.6 sources and characteristics of different types of credit, establishing and maintaining creditworthiness, and identifying and addressing credit problems

6.7 characteristics of various types of insurance and the costs and benefits associated with each

6.8 institutions, businesses, and agencies that provide financial services

6.9 the formulation of personal investment strategies, characteristics of various types of savings and investment options, and the risks and benefits associated with each type of investment

Standard 7: Economic Research Skills

Economics teachers have a broad and comprehensive understanding of methods for conducting economic investigations, the process of making economic decisions, and the analysis and interpretation of economic information, including:

7.1 research methods and procedures used by economists

7.2 characteristics and uses of various sources of economic information

7.3 methods of acquiring, organizing, analyzing, and interpreting economic data

7.4 uses of electronic technologies in economic research

7.5 how to make effective economic decisions through the application of economic reasoning

7.6 how to identify purpose, point of view, and central questions in economic documents and statements

7.7 how to analyze assumptions, logical validity, factual accuracy, evidence, and conclusions in economic arguments and interpretations

7.8 how to evaluate the implications and consequences of economic policy decisions

7.9 how to communicate economic information, analysis, and interpretation in effective written forms

7.10 how to interpret economic issues presented in graphic formats and the selection of appropriate graphic formats to convey economic information

Standard 8: Economics Instruction and Assessment

Economics teachers have a broad and comprehensive understanding of content-specific instruction and assessment in economics, including:

8.1 the Indiana Academic Standards and Core Standards for Social Studies

8.2 the NCSS National Standards for Social Studies Teachers, the CEE National Content Standards inEconomics, and the ISTE Technology Standards

8.3 instructional strategies and resources for promoting student understanding of concepts and skills related to economics

8.4 strategies and skills for planning and designing economics instruction, including the use of techniques and approaches that meet the needs of diverse learners

8.5 instructional strategies for promoting student learning and for fostering the development of economic reasoning, critical-thinking, problem-solving, and performance skills in the social studies

8.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

8.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about economics

8.8 strategies and skills for effectively assessing student understanding and mastery of essential economics concepts and skills

Social Studies–Geographical Perspectives Educator Standards

Standard 1: Geographic Terms and Concepts

Geography teachers have a broad and comprehensive understanding of geographic terms, concepts, themes, and elements, including:

1.1 spatial interaction, demographic cycle, cultural diffusion, patterns, relationships, and other basic geographic terms and concepts

1.2 the six essential elements of geography (i.e., the world in spatial terms, places and regions, physical systems, human systems, human-environment interactions, and the uses of geography) as reflective of the five fundamental themes of geography (i.e., location, place, human-environment interaction, movement, and region)

1.3 major developments in the history of geography, influential geographers, and the changing ways in which geographers have viewed the world

1.4 subdivisions of geography and the allied fields to which they relate such as urban planning, epidemiology, and others

Standard 2: Geographic Tools, Sources, and Research Skills

Geography teachers have a broad and comprehensive understanding of geographic tools and sources, conducting geographic investigations, and analyzing and interpreting geographic information, including:

2.1 research methods and procedures used by geographers

2.2 sources of geographic information, characteristics and uses of geographic information systems, and geographic tools and technologies

2.3 basic cartographic concepts, how to interpret geographic information in maps, charts, diagrams, and other graphic formats, and how to select appropriate graphic formats to convey geographic information

2.4 how to identify purpose, point of view, and central questions in geographic documents and statements and how to analyze assumptions, logical validity, factual accuracy, evidence, and conclusions in geographic arguments and interpretations

2.5 how to communicate geographic information, analysis, and interpretation in effective written forms

Standard 3: Physical Systems

Geography teachers have a broad and comprehensive understanding of major physical features of the world and the natural processes that shape Earth's surface and create patterns and relationships, including:

3.1 the shape, location, and relationship of major landmasses, significant landforms, and important bodies of water around the world

3.2 the characteristics of various types of physical features (e.g., plains, plateaus, peninsulas, deltas, gulfs, bays, capes, channels)

3.3 volcanism, glaciation, tectonic movement, erosion, and other physical processes that create and modify Earth's physical features

3.4 the Earth-sun relationship and its effect on Earth's physical processes and patterns

3.5 characteristics and operation of the four basic components of Earth's physical systems: the atmosphere, biosphere, lithosphere, and hydrosphere

3.6 principal elements of climate and the processes that influence weather

3.7 distribution and characteristics of major global and regional ecosystems

3.8 location, distribution, and uses of natural resources; factors influencing demand for natural resources; and the effects of natural resources on human populations

3.9 the effects of physical factors such as climate, topography, and location on population distribution, patterns of work, industry, agriculture, and transportation

Standard 4: Human Systems

Geography teachers have a broad and comprehensive understanding of the human characteristics of the world and the patterns and relationships they create, including:

4.1 the concept and components of culture, and the processes by which cultural attitudes, beliefs, practices, and values are transmitted from one generation to the next

4.2 characteristics of major cultural groups associated with particular world regions

4.3 purposes, organization, and functions of diverse human settlements; processes influencing the establishment of human settlements; and the ways in which settlements change over time

4.4 characteristics and significance of major structures that comprise the built environment

4.5 factors influencing the location of cities and the causes and consequences of urbanization

4.6 human migrations and the causes and effects of population movement within and between world regions

4.7 causes and consequences of population increase and decline, world population trends, and the regional distribution of human populations

4.8 the principal beliefs, writings, sacred artifacts, and historical development of major world religions

4.9 types of economic activity and the ways in which human societies organize, promote, and control economic activity

4.10 major forms of government, factors affecting the location of national boundaries, and political and cultural divisions within major world regions

Standard5: Places and Regions

Geography teachers have a broad and comprehensive understanding of the physical and human characteristics of, and relationships between, world regions and places, including:

5.1 physical and human characteristics of different world regions

5.2 ways in which people create places that reflect human needs, historical experience, cultural attitudes, and current values and ideals

5.3 economic, cultural, and political connections within and between major world regions and places

5.4 patterns of conflict and cooperation within and between major world regions and places

Standard6:Human-EnvironmentInteractions

Geography teachers have a broad and comprehensive understanding of the interactions and relationships between humans and the environment, including:

6.1 fundamental knowledge of ecosystems

6.2 how human actions modify the physical environment

6.3 how the physical environment affects humans

6.4 basic forms of land use and development and the economic, environmental, cultural, and political consequences of land use and development decisions

6.5 ways in which knowledge of local and regional ecosystems aids human decision making about environmental issues

6.6 causes, social consequences, and economic effects of historical and contemporary environmental issues

6.7 the role of technological innovation and economic development in the creation and solution of environmental problems, such as conservation initiatives or programs for resource use and management

6.8 human perceptions of and responses to natural hazards and catastrophes and the impact they have on human societies

Standard7: Uses of Geography

Geography teachers have a broad and comprehensive understanding of ways in which geographic knowledge can be applied to the study of historical and contemporary developments and issues to solve problems and plan for the future, including:

7.1 physical and human geographic factors associated with the origin and development of culture hearths and the establishment and spread of major world religions in different regions of the world

7.2 geographic factors influencing the origins, major events, and consequences of global exploration, territorial expansion, conquest, and colonization

7.3 the effect of geographic factors on the creation, diffusion, and effects of new ideas and practices in agriculture, science, culture, politics, industry, and technology

7.4 the influence of geography on contemporary issues associated with population growth, natural resources, and patterns of global interaction, cooperation, and conflict

7.5 ways in which geographic knowledge can be used to plan for the future

Standard 8: Geographic Instruction and Assessment

Geography teachers have a broad and comprehensive understanding of content-specific instruction and assessment in geography, including:

8.1 the Indiana Academic Standards and Core Standards for Social Studies

8.2 the NCSS National Standards for Social Studies Teachers, the NCGE National Geography Standards, and the ISTE Technology Standards

8.3 instructional strategies for promoting student understanding of concepts and skills related to geography

8.4 strategies and skills for planning and designing geographic instruction, including the use of techniques and approaches that meet the needs of diverse learners

8.5 instructional strategies for promoting student learning and fostering the development of critical-thinking, problem-solving, and performance skills in the social studies

8.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

8.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about geography

8.8 strategies and skills for effectively assessing student understanding and mastery of essential geographic concepts and skills

Social Studies–Government and Citizenship Educator Standards

Standard 1: Foundations of U.S. Government

Government and citizenship teachers have a broad and comprehensive understanding of the political ideals, core values, and fundamental principles of U.S. government, including:

1.1 the political philosophies that shaped the development of U.S. government

1.2 the ways in which the colonial experience shaped the development of U.S. constitutional government

1.3 the Mayflower Compact, the Declaration of Independence, the Federalist Papers and other founding documents and debates associated with the evolution of free self-government in the United States

1.4 the core democratic values of the U.S. constitutional republic

1.5 the fundamental principles upon which the U.S. Constitution is based

1.6 the principal articles and significant amendments to the U.S. Constitution1.7 tensions and conflicts between key principles of government in the United States

Standard 2: The Federal Government

Government and citizenship teachers have a broad and comprehensive understanding of the organization, powers, and functions of the U.S. federal government, including:

2.1 the structure, powers, operation, and role of the legislative branch of the federal government

2.2 the structure, powers, operation, and role of the executive branch of the federal government

2.3 the structure, powers, operation, and role of the judicial branch of the federal government

2.4 the separation of powers and the system of checks and balances in U.S. government

2.5 processes for enacting laws in Congress and amending the U.S. Constitution

2.6 the organization and responsibilities of executive departments, independent regulatory agencies, and government corporations

Standard 3: State and Local Government

Government and citizenship teachers have a broad and comprehensive understanding of the structure, responsibilities, and operation of state and local government in Indiana, including:

3.1 central concepts and principles of the Indiana Constitution

3.2 the structure, powers, and responsibilities of the legislative, executive, and judicial branches of Indiana state government

3.3 the structures, powers, and responsibilities of local government in Indiana

3.4 how laws are enacted and enforced in Indiana

3.5 the processes of initiative, referendum, and recall

3.6 the concept of federalism and the relationship between federal, state, and local governments

Standard 4: The U.S. Political System

Government and citizenship teachers have a broad and comprehensive understanding of the U.S. political system and the electoral process at the national, state, and local levels, including:

4.1 major components and operation of the U.S. electoral system

4.2 the evolution of political parties in the United States and their current structure, functions, and operation

4.3 the role of third parties in the U.S. political system

4.4 factors influencing voter turnout and decision making at the local, state, and national levels

4.5 the influence of interest groups, the media, public opinion, and campaign finance on the electoral process

4.6 ways in which citizens participate in the political process and the skills needed for effective involvement in public affairs

Standard 5: The U.S. Legal System

Government and citizenship teachers have a broad and comprehensive understanding of the central role of law in U.S. government and society and the operation of the U.S. legal system, including:

5.1 basic legal terms and concepts

5.2 the role of law in democratic societies

5.3 major sources of U.S. law and the evolution of the U.S. legal system

5.4 civil litigation and alternative dispute resolution procedures

5.5 the operation of the criminal justice system

5.6 landmark U.S. Supreme Court decisions concerning such topics as federalism, due process, civil liberties, and civil rights

Standard 6: Citizenship

Government and citizenship teachers have a broad and comprehensive understanding of the rights and responsibilities of U.S. citizenship, including:

6.1 the rights guaranteed by the U.S. Constitution and their role in protecting individual liberties

6.2 events and developments in U.S. history that have increased or diminished individual rights and popular participation in the political process

6.3 the nature of citizenship and its relationship to the modern nation-state and the emergence of new concepts of citizenship such as global citizenship and multiple citizenship

6.4 the legal obligations and civic responsibilities of U.S. citizenship

6.5 how citizens participate in public affairs and exercise responsible conduct as members of a democratic society

6.6 similarities and differences in the role of citizen in the United States and in other countries

6.7 methods for making reasoned and informed decisions about public policy issues

6.8 how to resolve conflicts, negotiate differences, and achieve compromise on issues of public concern

Standard 7: Purposes, Forms, and Characteristics of Government

Government and citizenship teachers have a broad and comprehensive understanding of the purposes of government and the distinguishing characteristics of historical and contemporary forms of government, including:

7.1 the origins and purposes of government and the sources of governmental authority

7.2 key documents related to the development of political thought

7.3 major transitions in governmental forms and concepts throughout world history

7.4 major events and developments related to the emergence and spread of democratic government from ancient Greece to the present

7.5 the forms and characteristics of different systems of government, including the nature of civil society under different governmental systems

7.6 the differences between limited and unlimited government and the relationship of limited government to political and economic freedom

7.7 different forms of democratic systems (e.g., presidential vs. parliamentary) and similarities and differences between the political system of the United States and other historical and contemporary governments

7.8 the influence of historical, economic, and cultural factors on the development of various governmental systems

Standard 8: International Relations and U.S. Foreign Policy

Government and citizenship teachers have a broad and comprehensive understanding of international relations and the formation and execution of U.S. foreign policy, including:

8.1 fundamental concepts of international law

8.2 how nations and governments interact, the factors that influence international relations, and historical and contemporary sources of cooperation and conflict between nations

8.3 the structure, functions, goals, and operation of the United Nations and other major international and nongovernmental organizations

8.4 major issues in contemporary international relations

8.5 the process by which U.S. foreign policy is made and the agencies and instruments used to carry out U.S. foreign policy

8.6 major historical and contemporary U.S. foreign policy declarations, positions, and initiatives

8.7 economic, geopolitical, cultural, and ideological factors that have shaped U.S. foreign policy and the process of globalization

8.8 the influence of the United States on other nations and the impact of global developments on the UnitedStates

Standard 9: Political Science Concepts and Skills

Government and citizenship teachers have a broad and comprehensive understanding of political science concepts and skills and the ability to analyze and interpret political science information, including:

9.1 basic political science terms and concepts

9.2 the characteristics and uses of various sources of political science information

9.3 research methods and procedures used by political scientists and uses of information technology in political science research

9.4 the evaluation of political science information and the analysis of evidence and arguments presented in political science materials

9.5 the application of political science ideas, theories, and modes of inquiry to historical and contemporary issues in civics and government

9.6 effective written communication of political science information, analysis, and interpretation9.7 the interpretation of political science information presented in graphic formats

Standard 10: Social Studies Instruction and Assessment

Government and citizenship teachers have a broad and comprehensive understanding of content- specific instruction and assessment in the social studies, including:

10.1 the Indiana Academic Standards and Core Standards for Social Studies

10.2 the NCSS National Standards for Social Studies Teachers, the CCE National Standards for Civics andGovernment, and the ISTE Technology Standards

10.3 instructional strategies and resources for promoting student understanding of concepts and skills related to government and citizenship and providing opportunities for students to engage actively with the political system and to exercise their rights and responsibilities as citizens

10.4 strategies and skills for planning and designing instruction in government and citizenship, including the use of techniques and approaches that meet the needs of diverse learners

10.5 instructional strategies for promoting student learning and fostering the development of critical-thinking, problem-solving, and performance skills in the social studies

10.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

10.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about government and citizenship

10.8 strategies and skills for effectively assessing student understanding and mastery of essential government and citizenship concepts and skills

Social Studies–Psychology Educator Standards

Standard 1: Psychological Terms, Concepts, and Perspectives

Psychology teachers have a broad and comprehensive understanding of psychological terms, concepts, and theorists and their theories, including:

1.1 personality, reinforcement, identity, behaviorism, perception, and other basic psychological terms and concepts

1.2 the historical development of major ideas in the field of psychology and the contributions of important psychologists such as Freud, Jung, Thorndike, Erikson, Skinner, and Piaget

1.3 the emergence of psychology as an empirical science

1.4 comparison of biological, behavioral, cognitive, sociocultural, and psychodynamic perspectives on human personality, behavior, and emotion

1.5 characteristics and applications of major subfields of psychology

1.6 current research in psychology

1.7 the diversity of careers in psychology, such as clinical psychology, school psychology, developmental forensic psychology, industrial-organizational psychology, and community psychology

Standard 2: Psychology Research Skills

Psychology teachers have a broad and comprehensive understanding of methods for conducting psychological inquiries and analyzing and interpreting psychological information, including:

2.1 qualitative and quantitative research methods and procedures used by psychologists

2.2 techniques and instruments for collecting and organizing psychological data

2.3 key concepts in descriptive and experimental research

2.4 posing questions, developing theories, and stating hypotheses in psychological research

2.5 ethical considerations in psychological research and practice

2.6 how to identify purpose, point of view, and central questions in psychological studies

2.7 how to analyze generalizations and conclusions presented in psychological arguments and interpretations

2.8 basic statistical concepts such as mean, standard deviation, correlation, and significant difference and how to interpret psychological data presented in graphic formats

2.9 how to communicate psychological information, analysis, and interpretation in effective written forms

Standard 3: Biological Bases of Behavior

Psychology teachers have a broad and comprehensive understanding of the biological bases of behavior and their influence on human conduct, including:

3.1 major components and functions of the nervous and endocrine systems

3.2 the anatomy of the brain and ways in which the brain processes information

3.3 the effect of physiology on thinking, memory, personality, development, and behavior

3.4 characteristics and operation of the sensory systems and factors that influence sensation and perception3.5 states and levels of consciousness and the effect of alcohol and drugs on consciousness

Standard 4: Human Development and Personality

Psychology teachers have a broad and comprehensive understanding of the stages of human development and factors associated with the development of personality, including:

4.1 physical, cognitive, social, and emotional changes experienced during infancy, childhood, and adolescence

4.2 physical, cognitive, social, and emotional changes experienced during early, middle, and late adulthood

4.3 physiological, cognitive, and behavioral aspects of emotion and the effects of emotion on perception, cognition, and behavior

4.4 the development of moral reasoning in children, adolescents, and adults

4.5 ways in which families, peers, communities, and other social entities contribute to the development of self-concept and identity

4.6 the influence of perceptions, attitudes, values, and beliefs on the development of self-concept and personal identity

4.7 factors related to gender development and the formation of gender identity

4.8 the effects of heredity and environment on human and personality development

4.9 major theories of motivation and the primary internal and external factors affecting motivation

4.10 tools and theories used by psychologists to describe, classify, analyze, and interpret personality and individual differences

Standard 5: Cognitive Psychology

Psychology teachers have a broad and comprehensive understanding of principles and processes associated with learning, thinking, memory, and language, including:

5.1 principles of operant and classical conditioning and the role of biology and culture in learning

5.2 constructivist and neoconstructivist theories of cognitive development

5.3 processes and strategies related to decision making, problem solving, and creative thinking

5.4 major theories of intelligence, methods for assessing intelligence, and issues concerning the use of intelligence tests

5.5 characteristics of short-term and long-term memory; ways in which information is encoded, processed, stored, and accessed; and factors that interfere with and disrupt the retention and retrieval of memories

5.6 structural features of language, processes of language acquisition, and the relationship between language and thought

Standard 6: Abnormal Psychology

Psychology teachers have a broad and comprehensive understanding of human emotions and the identification and treatment of psychological disorders, including:

6.1 sources of stress, physiological and psychological reactions to stress, and strategies for dealing with stress

6.2 definitions of psychological disorders and the Diagnostic and Statistical Manual of Mental Disorders(DSM IV)

6.3 characteristics and causes of anxiety disorders, mood disorders, dissociative disorders, schizophrenic disorders, and personality disorders

6.4 models and methodologies, including legal and ethical guidelines, for the treatment of psychological disorders

6.5 political, social, and economic issues related to mental health and behavioral disorders in contemporary society

Standard 7: Social Psychology

Psychology teachers have a broad and comprehensive understanding of concepts and processes related to social psychology, including:

7.1 social and cultural norms, their influence on human behavior, and the role of family and environment in the development of social norms and constructs

7.2 the effect of others on individual behavior and the development of self-concept

7.3 types, structures, and functions of groups and the factors that influence group behavior and group dynamics

7.4 the formation and maintenance of individual and group attitudes, attitude change, and the processes of persuasion

7.5 altruism, aggression, accommodation, cooperation, and competition and the factors that influence these behaviors

7.6 ways in which stereotypes, bias, discrimination, and intolerance affect individual perceptions and group relations

7.7 methods used to induce conformity and the circumstances in which conformity and obedience are likely to occur

7.8 issues and controversies related to gender roles, gender relations, and social norms7.9 interpersonal and intergroup conflict and the processes involved in conflict resolution

Standard 8: Psychology Instruction and Assessment

Psychology teachers have a broad and comprehensive understanding of content-specific instruction and assessment in psychology, including:

8.1 the Indiana Academic Standards and Common Core State Standards for Social Studies

8.2 the NCSS National Standards for Social Studies Teachers, the APA National Standards for High SchoolPsychology Curricula, and the ISTE National Educational Technology Standards

8.3 instructional strategies and resources for promoting student understanding of concepts and skills related to psychology

8.4 strategies and skills for planning and designing psychology instruction, including the use of techniques and approaches that meet the needs of diverse learners

8.5 instructional strategies for promoting student learning and fostering the development of critical-thinking, problem-solving, and performance skills in the social studies

8.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

8.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about psychology

8.8 strategies and skills for effectively assessing student understanding and mastery of essential psychology concepts and skills

Social Studies–Sociology Educator Standards

Standard 1: Sociological Terms, Concepts, and Perspectives

Sociology teachers have a broad and comprehensive understanding of sociological terms, concepts, thinkers, and theoretical perspectives, including:

1.1 status, ethnocentrism, socialization, pluralism, diversity, colonization, and other basic sociological terms and concepts

1.2 the emergence of sociology as a social science

1.3 the historical development of major ideas and theoretical perspectives in sociology and the contributions of important sociologists

1.4 the relationship between sociology and other social and natural sciences

1.5 application of sociological concepts and theoretical perspectives to other fields of study such as economics, business, agriculture, physical education, and government

Standard 2: Sociological Research Skills

Sociology teachers have a broad and comprehensive understanding of methods for conducting sociological inquiries and analyzing and interpreting sociological information, including:

2.1 research methods and procedures used by sociologists

2.2 techniques and instruments for collecting and organizing sociological data

2.3 characteristics and uses of reference and other sources employed in sociological research

2.4 use of electronic technologies in sociological research

2.5 ethical considerations in sociological research

2.6 how to identify purpose, point of view, and central questions in sociological studies

2.7 how to analyze generalizations and conclusions presented in sociological arguments and interpretations

2.8 how to interpret sociological data presented in graphic formats

2.9 how to communicate sociological information, analysis, and interpretations in effective written forms

Standard 3: Culture, Society, and Socialization

Sociology teachers have a broad and comprehensive understanding of culture, cultural transmission, and factors influencing the development of personal identity and social values and beliefs, including:

3.1 major components of culture and the difference between culture and society

3.2 processes involved in the development, transmission, and perpetuation of culture

3.3 social customs, values, norms and mores and ways in which common values and beliefs develop within societies

3.4 major theoretical perspectives on socialization and factors that influence the socialization process

3.5 processes of socialization and their influence on the emergence of personal identity and a sense of self

3.6 the effect of social, cultural, and economic factors on the formation of individual values, beliefs, and attitudes

3.7 ways in which science and technology influence core social values and beliefs and the social changes resulting from scientific research and technological innovations

Standard 4: Social Groups and Social Interactions

Sociology teachers have a broad and comprehensive understanding of ways in which social groups and institutions impact individual and social needs and provide a context for social interaction, including:

4.1 characteristics, structures, and functions of different types of groups and factors affecting group dynamics

4.2 race, ethnic, and gender relations and the effects of stereotyping, ethnocentrism, acts of altruism, discrimination, and related behaviors and practices on group interactions

4.3 the six basic social institutions (i.e., family, economic system, religion, education, political system, and health and medicine) and their roles in meeting individual and social needs, providing continuity, and contributing to social change

4.4 types of formal organizations, factors influencing their evolution, and the characteristics of bureaucratic organizations

4.5 interactions between individuals and groups within various types of social institutions and organizations

4.6 social status, social roles, and their effects on human interactions

Standard 5: Social Stratification, Deviance, and Social Control

Sociology teachers have a broad and comprehensive understanding of the causes and effects of social inequality, theories of deviance and crime, and the maintenance of social order, including:

5.1 different types of social hierarchies and the ways in which social levels and distinctions emerge and evolve within societies

5.2 the causes, functions, and effects of social stratification

5.3 the relationship of social class, gender, race, ethnicity, and age to social inequalities

5.4 male-female differences and issues of gender from a global perspective

5.5 aging and the sociology of death and dying in historical and contemporary world societies

5.6 types and functions of social mobility and factors that encourage or impede individual social movement

5.7 theoretical explanations of deviance and crime and the individual and social consequences of deviant behavior

5.8 differing conceptions of deviance, normality, and crime in diverse social and cultural contexts

5.9 sources of social order and agents and methods of social control in different types of societies

5.10 how groups and institutions promote social obedience and impose conformity

Standard 6: Demographics, Collective Behavior, and Social Change

Sociology teachers have a broad and comprehensive understanding of population demographics and concepts and developments related to the changing nature of society, including:

6.1 factors influencing births, deaths, migrations, and other demographic changes, and reasons for population growth and decline

6.2 the causes and social and cultural effects of urbanization and industrialization

6.3 contemporary national, regional, and global demographic trends and their implications for human societies

6.4 forms and theories of collective behavior

6.5 the formation, characteristics, and stages of social movements

6.6 the causes of social continuity, conflict, and change

6.7 the processes of social change in traditional, modern, and postmodern societies

6.8 the role of the mass media and its influence on social change

6.9 modernization and globalization, and their impact on diverse contemporary societies

Standard 7: Sociology Instruction and Assessment

Sociology teachers have a broad and comprehensive understanding of content-specific instruction and assessment in sociology, including:

7.1 the Indiana Academic Standards and Core Standards for Social Studies

7.2 the NCSS National Standards for Social Studies Teachers and the ISTE technology standards

7.3 instructional strategies and resources for promoting student understanding of concepts and skills related to sociology

7.4 strategies and skills for planning and designing sociology instruction, including the use of techniques and approaches that meet the needs of diverse learners

7.5 instructional strategies for promoting student learning and fostering the development of critical-thinking, problem-solving, and performance skills in the social studies

7.6 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the social studies classroom

7.7 strategies and skills for selecting, adapting, and using technological resources to enhance teaching and learning about sociology

7.8 strategies and skills for effectively assessing student understanding and mastery of essential sociology concepts and skills

Appendix 2: SSHS Plan of Study

129 - 130 Credit Hours COLLEGE OF EDUCATION SOC-SCI-SOCIAL STUDIES--SECONDARY TEACHING

MAJORBACHELOR OF

SSHS

M a j o r a re a s of s t ud y : A dd i t i o n al l i c e n s ur e a r e a s :SSHS Historical Perspectives ECPY PsychologyECGV Economics/Government and Citizenship ECSO Sociology

M a j or R e q u i r e m e n ts :1. Complete 24 credit hours in Historical Perspectives.2. Complete 18 credit hours in Economics and 18 credit hours in Government and Citizenship.3. In each area, at least 6 credit hours must be taken at the 30000 level or above.

C r imi n a l Hi s t o r y B a c kg r o un d C h e c k a n d S t u d e n t S el f - D i s c l o sur e S t a t em e n t : A current Criminal Background Check must be on file in the Office of Field Experiences (OFE) during every semester in which you complete a course-related field experience placement. The Student Self-Disclosure Statement is submitted to OFE at the start of Block I. For additional information please visit h t t p : // www . e d u c a t i o n . pu r d u e . e d u / fi e l d ex p / s t u d e n t s /i n de x . h t m l .

Li ce nsure Re qui re me nts :Block I Block II

3 EDCI 20500 Exploring Teaching as a 3 EDPS 23500 Learning and 3 EDCI 28500 Multiculturalism and 3 EDPS 26500 The Inclusive

Theory into Practice I Theory into Practice II 3 EDCI 27000 Introduction to 3 EDST 20000 History and

Technology of EducationFor complete information on Teacher Education Program

requirements/timelines/applicationsplease visit Praxis I (PPST) or Alternate

Complete Block I Overall GPA of 3.0/4.0Maintain a 3.00 GPA in professional education courses with no grade lower than a C- Major GPA of 2.50/4.00Initial Portfolio

Complete Block II Beginning Portfolio Maintain Gate A Criteria

Complete MethodCoursesDeveloping Portfolio Praxis II completed Maintain Gates A and B criteria

Complete StudentTeachingProficient Portfolio Maintain Gates A, B, and C criteriaCPR Certification required

3 *EDCI 42300 Teaching of Social Studies in Secondary Schools 3 EDCI 30900 Reading in Middle and Secondary Schools: Methods and Problems (first 6 weeks of semester) 2 *EDCI 43300 Teaching of Social Studies in Junior High/Middle School (first 6 weeks of semester) 10 EDCI 49800 Supervised Teaching (last 10 weeks of semester)*Must pass through Gate B of the Teacher Education ProgramMust pass through Gate C of the Teacher Education Program

G e n e ral E d u c a ti on R e q u i r e m e n t s: English and Communication Requirements: 3 - 4

ENGL 10600 or 10800 3 COM 11400

Foreign Language Requirement (3 credit hours-proficiency at the third semester level): 10100 or 10300 10200 3 20100Mathematics Requirements: 3 (select from the following) MA 15200 or 15300Science Requirements: 3 EAS 12000

3 (select from the following) EAS 10000, 10400, 10900, 11100, 11200, 11600, 12300, 17100, 22100Social Science Requirement: 3 (select from the following) ANTH 10000, 20400, 20500Humanities Requirements: 3 3 Select two courses from the following (not more than one course from the same group)

A e s t h e t i c s : AD 22600, 22700, 35900, 38300, 45000, 45100, MUS 37100, 37200, 37300, 37400, 37500, 37700, 37800Li t e r a t ur e : ENGL 23000, 23100, 23200, 23500, 23700, 23800, 23900, 24000, 24100, 25000, 25700, 26200, 26600, 26700P h il o s o p h y : PHIL 11000, 11100, 20600, 24000, 30100, 30200, 30300, 31900, 33000

UNITED STATES HISTORY

SOCIAL STUDIES – HISTORICAL PERSPECTIVES

REQUIRED: 3____ HIST 15100 AMERICAN HISTORY TO 1877 3____ HIST 15200 UNITED STATES SINCE 1877

SELECT TWO COURSES FROM THE FOLLOWING: (NOT MORE THAN ONE COURSE FROM THE SAME GROUP)Defense Policy 3____ HIST 34901 THE FIRST WORLD WAR 3____ HIST 35100 THE SECOND WORLD WAR 3____ HIST 35500 HISTORY OF AMERICAN MILITARY AFFAIRS 3____ HIST 35600 AMERICA IN VIETNAM 3____ HIST 40700 ROAD TO WORLD WAR I: EUROPE 1870-1919Political History 3____ HIST 38200 AMERICAN CONSTITUTIONAL HISTORY 3____ HIST 38300 RECENT AMERICAN CONSTITUTIONAL HISTORY 3____ HIST 38500 AMERICAN POLITICAL HISTORY 3____ HIST 38600 HISTORY OF AMERICAN FOREIGN RELATIONS 3____ HIST 46100 THE REVOLUTIONARY ERA, 1763 TO 1800 3____ HIST 46500 THE CIVIL WAR AND RECONSTRUCTION, 1850 TO 1877Cultural Pluralism 3____ HIST 36600 HISPANIC HERITAGE OF THE UNITED STATES 3____ HIST 37200 HISTORY OF THE AMERICAN WEST 3____ HIST 37700 HISTORY AND CULTURE OF NATIVE AMERICA 3____ HIST 39600 THE AFRO-AMERICAN TO 1865 3____ HIST 39800 THE AFRO-AMERICAN SINCE 1865 3____ HIST 47300 HISTORY OF THE SOUTH

WORLD HISTORY AND CIVILIZATION

REQUIRED: 3____ HIST 10400 INTRODUCTION TO THE MODERN WORLD or

HIST 10500 SURVEY OF GLOBAL HISTORY

SELECT ONE COURSE FROM EACH OF THE FOLLOWING GROUPS:Ancient 3____ HIST 10200 INTRODUCTION TO THE ANCIENT WORLD 3____ HIST 24000 EAST ASIA AND ITS HISTORIC TRADITION 3____ HIST 30300 ALEXANDER THE GREAT AND THE HELLENISTIC WORLD 3____ HIST 30700 ANCIENT ISRAEL AND THE EAST MEDITERRANEAN WORLD 3____ HIST 33900 TRADITIONAL CHINA (1368-1644) 3____ HIST 41700 THE ANCIENT NEAR EASTMedieval 3____ HIST 10300 INTRODUCTION TO THE MEDIEVAL WORLD 3____ HIST 22800 ENGLISH HISTORY TO 1688 3____ HIST 24500 MIDDLE EAST HISTORY AND CULTURE 3____ HIST 31200 THE CRUSADES 3____ HIST 32000 THE WORLD OF CHARLEMAGNE 3____ HIST 34300 TRADITIONAL JAPAN 3____ HIST 40200 EUROPE IN THE RENAISSANCE: FROM DANTE TO MACHIAVELLI 3____ HIST 40300 EUROPE IN THE REFORMATION 3____ HIST 41100 THE FOUR HORSEMEN RIDE: CRISIS AND CHANGE IN EUROPE 1300-1648

Modern 3____ HIST 22900 ENGLISH HISTORY SINCE 1688 3____ HIST 34200 AFRICA AND THE WEST 3____ HIST 24100 EAST ASIA IN THE MODERN WORLD 3____ HIST 34400 HISTORY OF MODERN JAPAN 3____ HIST 27100 LATIN AMERICAN HISTORY TO 1824 3____ HIST 34500 MODERNIZATION OF THE MIDDLE EAST 3____ HIST 27200 LATIN AMERICAN HISTORY FROM 1824 3____ HIST 35700 HISTORY OF SOUTHERN AFRICA SINCE 1400

3____ HIST 32300 GERMAN HISTORY 3____ HIST 40500 FRENCH REVOLUTION AND NAPOLEON 3____ HIST 32400 MODERN FRANCE 3____ HIST 40600 REBELS AND ROMANTICS: EUROPE 1815-1870 3____ HIST 32700 THE HABSBURG LEGACY: CENTRAL EUROPE, 1500-2000 3____ HIST 40800 DICTATORSHIP AND DEMOCRACY: EUROPE 1919-1945 3____ HIST 33700 EUROPE IN THE AGE OF THE COLD WAR 3____ HIST 43800 ORIGIN AND DEVELOPMENT OF THE 3____ HIST 34000 MODERN CHINA (1644-PRESENT) RUSSIAN STATE 3____ HIST 34100 HISTORY OF AFRICA SOUTH OF THE SAHARA 3____ HIST 44000 HISTORY OF RUSSIA FROM 1861 TO THE PRESENT

SOCIAL STUDIES – DIVERSIFIED COURSESSELECT ONE PSYCHOLOGY COURSE AND ONE SOCIOLOGY COURSE: 3____ PSY ______ ___ _ _ _ 3____ SOC ______ __ _ _ _

_ _ _ _

_ _ _ _

_ _ _ _ _

_ _ _ _ _

_

_ Total: 30 credit hours

Minimum GPA 2.50Note: At least six credit hours must be taken at the 30000 level or

above

SOCIAL STUDIES – ECONOMICS

REQUIRED: 3____ ECON 21910 ECONOMICS FOR FUTURE SECONDARY TEACHERS 3____ ECON 25100 MICROECONOMICS 3____ ECON 25200 MACROECONOMICS

SELECT ONE COURSE FROM EACH OF THE FOLLOWING GROUPS:

Business Economics 3____ AGEC 41500 COMMUNITY AND RESOURCE DEVELOPMENT 3____ ECON 36100 ANTITRUST AND REGULATION 3____ ECON 38000 MONEY AND BANKING 3____ ECON 38500 LABOR ECONOMICS 3____ ECON 46100 INDUSTRIAL ORGANIZATION 3____ ECON 52300 STATE AND LOCAL FINANCE

Economic Theory 3____ ECON 36500 HISTORY OF ECONOMIC THOUGHT 3____ ECON 36800 ECONOMICS AND VALUES 3____ ECON 41900 MANAGERIAL ECONOMICS

International 3____ AGEC 25000 ECONOMIC GEOGRAPHY OF WORLD FOOD AND RESO URCES 3____ AGEC 34000 INTERNATIONAL ECONOMIC DEVELOPMENT 3____ AGEC 45000 INTERNATIONAL AGRICULTURAL TRADE 3____ ECON 37000 INTERNATIONAL TRADE Total: 18 credit hours 3____ ECON 37100 INTERNATIONAL MONETARY PROBLEMS Minimum GPA 2.50

Note: At least six credit hours must be taken at the 30000 level or above.

SOCIAL STUDIES – GOVERNMENT AND CITIZENSHIP

REQUIRED: 3____ POL 10100 AMERICAN GOVERNMENT AND POLITICSSELECT FIVE COURSES FROM THE FOLLOWING AREAS. INCLUDE AT LEAST ONE COURSE FROM EACH AREA.

Area I: American and Comparative Political Systems, Processes and Behavior

3____ POL 14100 GOVERNMENTS OF THE WORLD 3____ POL 31400 THE PRESIDENT AND THE POLICY PROCESS 3____ POL 34400 INTRO TO THE POLITICS OF THE THIRD WORLD 3____ POL 34500 WEST EUROPEAN

DEMOCRACIES IN THE POST-INDUSTRIAL ERA

3____ POL 34700 INTRO TO LATIN AMERICAN POLITICS 3____ POL 34800 EAST ASIAN POLITICS 3____ POL 36000 WOMEN AND THE LAW 3____ POL 37000 INTRO TO COMPARATIVE STATE POLITICS 3____ POL 37200 INDIANA GOVERNMENT AND POLITICS 3____ POL 37300 CAMPAIGNS AND ELECTIONS 3____ POL 41000 POLITICAL PARTIES AND POLITICS

3____ POL 41100 CONGRESS: STRUCTURE AND FUNCTIONING 3____ POL 41300 HUMAN BASIS OF POLITICS 3____ POL 41500 US POLITICS AND THE MEDIA 3____ POL 41900 POLITICS OF

INTERGOVERNMENTAL RELATIONS

3____ POL 46000 JUDICIAL POLITICS 3____ POL 46100 CONSTITUTIONAL LAW I 3____ POL 46200 CONSTITUTIONAL LAW II

Area II: International Relations 3____ POL 13000 INTRO TO INTERNATIONAL RELATIONS 3____ POL 23100 INTRO TO UNITED STATES FOREIGN POLICY 3____ POL 23500 INTERNATIONAL RELATIONS AMONG RICH

AND POOR NATIONS

3____ POL 43000 SELECTED PROBLEMS IN INTERNATIONAL RELATIONS

3____ POL 43100 SELECTED PROBLEMS IN INTERNATIONAL LAW

3____ POL 43200 SELECTED PROBLEMS IN WORLD ORDER

3____ POL 43300 INTERNATIONAL ORGANIZATION 3____ POL 43500 INTERNATIONAL LAW

Area III: Political Theory and Methodology 3____ POL 15000 INTRO TO POLITICAL POLITICS 3____ POL 20000 INTRO TO THE STUDY OF POLITICAL SCIENCE 3____ POL 30000 INTRO TO POLITICAL ANALYSIS 3____ POL 35000 FOUNDATIONS OF

WESTERN POLITICAL THEORY: FROM THE RENAISSANCE TO MARX

3____ POL 35100 FOUNDATIONS OF WESTERN POLITICAL THEORY: FROM PLATO TO THE REFORMATION

3____ POL 35300 CURRENT POLITICAL IDEOLOGIES 3____ POL 45300 MARXISM AND ITS CRITICS

Area IV: Political Policy and Public Administration 3____ POL 12000 INTRO TO PUBLIC

POLICY AND PUBLIC ADMINISTRATION

3____ POL 22200 WOMEN, POLITICS, AND PUBLIC POLICY 3____ POL 22300 INTRO TO ENVIRONMENTAL POLICY 3____ POL 32300 COMPARATIVE ENVIRONMENTAL POLICY 3____ POL 32700 GLOBAL GREEN POLITICS 3____ POL 42800 POLITICS OF REGULATION

Total: 18 credit hoursMinimum GPA 2.50

Note: At least six credit hours must be taken at the 30000 level or above.

SOCIAL STUDIES EDUCATION PROGRAM

FRESHMAN SEMESTER I FRESHMAN SEMESTER II

3 COM 11400 3 HISTORY3 HISTORY 3 EAS 120003 FLL 20100 * 3 EDCI 270003 MATHEMATICS CHOICE 3-4 ENGL 10600 or 108003 SUPPORTING AREA I 3 SUPPORTING AREA II

15 15-16

SOPHOMORE SEMESTER I SOPHOMORE SEMESTER II

3 EDCI 3 A3 EDCI 3 HISTORY

Theory Practice I 3 HISTORY3 D 3 HUMANITY 3 EDST 3 SUPPORTING 3 HISTORY 3 SUPPORTING

AREA II

15 18

JUNIOR SEMESTER I JUNIOR SEMESTER II

3 EDPS 23500 3 EAS CHOICE3 EDPS 26500 3 HISTORY

Theory into Practice II 3 SUPPORTING AREA I3 HISTORY 3 SUPPORTING AREA I3 SUPPORTING AREA I 3 SUPPORTING AREA II3 SUPPORTING AREA II 3 SUPPORTING AREA II

15 18

SENIOR SEMESTER I SENIOR SEMESTER II

3 EDCI 42300 3 EDCI 309003 HISTORY 2 EDCI 433003 HUMANITY CHOICE 10 EDCI 498003 SUPPORTING AREA I3 SUPPORTING AREA II

3 DIVERSIFIED

18 15

MAJOR GPA IS CALCULATED AS 3 SEPARATE GPAs:8 - HISTORY + 2 - DIVERSIFIED / 6 - SUPPORTING

AREA I / 6 - SUPPORTING AREA II ALL COMPLETED "ED--" COURSES CALCULATED IN PROFESSIONAL EDUCATION GPA* Depending on your proficiency in foreign language, an additional 1 to 2 courses may be required.TOTAL semester hours: 129-130 (Boxes indicate professional blocks.)Please refer to the Office of Advising and Recruiting web site for additional information at:h tt p : // w w w . e du c a t i o n . pu r d u e . e du / ad v i s i n g PREREQUISITES ARE NOT LISTED. REFER TO THE ONLINE SCHEDULE OF CLASSES. 6/11, 6/10, 6/08, 6/07