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Standards for the Preparation of

Teachers of

History (CC)

Michigan State Board of Education

Approved

June 9, 2009

History (CC) Program Standards Content Guidelines/Standards Matrix

College/University:

Northern Michigan University

Program/Subject Area:

Source of Guidelines/Standards:

HISTORY

Michigan State Board of Education 6-9-09

Code:

CC

Completion of a History major must include a minimum of 30 credit hours.

Completion of a History minor must include a minimum of 20 credit hours.

To add a History endorsement to an existing certificate, the program must be at least 20 semester credit hours. Completion of the History endorsement program with the integrated geography content will prepare a

candidate to teach all of the history components of the Grade 6-12 Grade Level Content Expectations and High School Content Expectations as well as the United States History and Geography and World History and Geography.

PROFICIENCY LEVEL RATINGS

A = AWARENESS: Possesses general knowledge B = BASIC UNDERSTANDING: Ability to understand and apply

C = COMPREHENSIVE UNDERSTANDING: High level of understanding, applying, and reflecting * = THESE STANDARDS DO NOT HAVE LEVELS OF PROFICIENCY: Programs either meet, or do not

meet these standards

No. Guideline/Standard Level of

Proficiency

Narrative Explaining how Required Courses and/or Experiences Fulfill

the Guidelines

Major Minor

1.0 Content knowledge, processes, and skills

The candidate will demonstrate

comprehensive knowledge,

understanding, evaluative skills, critical

inquiry, and ability to teach the History

content, processes, and skills inclusive of

those in Michigan’s

K-12 Curriculum Framework and

Benchmarks, Grade Level Content

Expectations (GLCE) and the High

School Content Expectations (HSCE) in

accordance to the Universal Education

Vision and Principles, and State Board of

Education (SBE) Educational Technology

Standards and Expectations.

The candidate is able to:

The history major requires a combination of five courses at the

200, 300, or 400 levels. The History Department mandates the

following requirements in courses at these levels:

200

Ability to integrate evidence into an historical argument.

Ability to develop a thesis

Recognition of contemporary influences on historical

arguments.

Ability to write an evidentiary, thesis driven essay

Command of standard written English 300

Use of monographs and/or scholarly journals

Ability to analyze and evaluate historical arguments.

Ability to write a clear, sustained source-based, thesis

driven paper

Understanding of historiographic and methodological

principles.

400

Ability to present and defend an historical thesis

Understand problems in the field and profession of

History

The history minor requires four courses

at the 100 level. The History Department

mandates the following requirements in

all history courses at this level:

Understanding the concepts of

time and chronology

Understanding the concepts of

causality and agency

Use of Evidence

Ability to analyze and critique

evidence

Familiarity with primary and

secondary sources and the

difference

Critical Thinking and

Argumentation

Understanding history as an

argument/debate

1.1 Explain, analyze, and interpret the major

political, economic, social and cultural

movements, and the key concepts, events,

people, and issues inclusive of the

following eras of United States and

Michigan history:

Era 1: Americas to 1620

Era 2: First Contact and

Colonization

Era 3: Revolution and the New

C

The major requires all students to complete HS 127 (U.S. since

1865).

Students then have the option of completing four additional U.S.

History courses that provide depth and breadth in the nine

historic eras. These may include:

HS 233 Native American History;

HS 325 Colonial America in the Atlantic World;

HS 326 America Revolution to Jackson;

HS 327 Civil War and Reconstruction;

Student completing the History minor are

required to complete:

HS 126 (U.S. History to 1865)

HS 127 (U.S. History Since 1865)

Students survey the narrative of U.S.

history, which covers all nine eras.

HS GC EC PS 350 (Secondary

Methods) Minors must also construct a

two week teaching unit, composed of ten


Proficiency


the Guidelines

Major Minor

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

HS 328 America in the Age of Industrialization and Reform;

HS 329 America in the Recent Past;

Students may also focus on Michigan History

HS 335 History of Michigan;

HS 336 History of the Upper Peninsula;

Finally, students may survey the nine eras through the historic

prism of the following offerings:

HS 244 the American Labor Movement;

HS 245 the American West;

HS 273 Gay and Lesbian History;

HS 283 American Women’s History;

HS 285 History of American Manhood;

HS 292 African American History;

HS 330 U.S. Sport History;

HS 337 American Economic History;

HS 339 U.S. Immigration History.

All syllabi may be accessed through the link below.

lessons, which focus on a specific

historic era or theme. See syllabus and

assignment packet, p. 2-4.

1.2 Explain, analyze, and interpret the major

political, economic, social, and cultural

movements and the key concepts, events,

people, and issues inclusive of the

following eras of 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

C

Students must complete: HS 105 (World History)

HS 101(Western Civilization to 1600) or

HS 102(Western Civilization since 1600)

Secondary History majors gain a comprehensive understanding

of this standards since they must also complete one of the

following non-U.S. history courses:

HS 234 Indigenous Latin America; HS 251 Latin America

Civilizations; HS 252 Arab Islamic History; HS 254 History

of Africa; HS 256 Approaching China; HS 259 Approaching

Japan

Students also have the option of completing up to four additional

courses in the following:

HS 302 Ancient Rome; HS 304 The Middle Ages; HS 305

Renaissance-Reformation; HS 307 Themes in Early Modern

Students must complete:

HS 105 (World History) It introduces

students to the major historic themes on

all continents. It also stresses the global

connections among the continents,

cultures, and nations.

Minors are also required to complete

either

HS 101(History of Western Civilization

to 1600) or HS 102 (History of Western

Civilization since 1600). These courses

allow the minors to integrate world and

western history themes into the eras that

delineate World History


Proficiency


the Guidelines

Major Minor

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

Europe; HS 311 Central European Culture and Civilization;

HS 312 Revolutionary Russia; HS 314 Modern Britain; HS

315 Imperialism; HS 316 The Holocaust; HS 358 Modern

Japan; HS 359 Themes in Non-Western History; HS 360

Chinese Revolution 1800-Present; HS 361 History of the

Americas; HS 362 History of Mexico; HS 363 Canadian

History.

By successfully completing the major students gain a

comprehensive understanding of the World History narrative.

By successfully completing the minor

students gain a comprehensive

understanding of the World History

narrative.

1.3 Apply key historical concepts of time,

chronology, cause and effect, change and

continuity, to analyze and explain

historical phenomena and processes within

the major eras of United States and world

history.

C

Students meet this standard by completing:

HS 127 (U.S. History since 1865);

HS 101 (Western Civilization to 1600) or HS 102 (Western

Civilization since 1600). They must also complete at least five

courses at the 200, 300, and 400 levels. Courses at these levels

address all the requirements of this standard.

HS 390 (the historian’s laboratory). Students procure a

comprehensive understanding of the standard by successfully

completing this course. Students select a historic theme (s) and

determine how interpretation of the facts and historic event have

changed and evolved over time. This is demonstrated by their

final project an original researched and interpreted 8-12 page

paper that analyzes an event through the concept of time,

chronology, cause and effect, and change.

Students meet this standard by

completing: HS 126 (US history before

1865)

HS 127 (U.S. history since 1865)

HS 105 (themes in world history)

HS 101 (Western Civilization to 1600)

or HS 102 (Western Civilization since

1600). These courses introduce students

to key concepts and the historical

narrative in U.S. and World history. See


Methods) Students gain a comprehensive

understanding through this course. Here

they design a two-week unit, (ten lessons)

of a specific era or theme in U.S, or

World history. By designing the unit,

students gain an understanding of how

the unit applies to the overall historic

narrative. They must also correlate the

lessons to the present, and explain what

historic eras proceed and follow their


Proficiency


the Guidelines

Major Minor

unit. Further, the methods students

evaluate each other’s units throughout the

semester which provides an in-depth

acquaintance with their colleagues

themes and eras.

See HS 350 Syllabus and assignment

packet, pp. 2-5.

1.4 Identify, analyze, and compare

multiple historical interpretations of the past to demonstrate how knowledge

of history is constructed.

C




Civilization since 1600).

They must also complete at least five courses at the 200, 300,

and 400 levels. This provides content and narrative basis. They

also learn how historic interpretations develop and influence the

discipline by studying discipline changing theses of leading

historians.

HS 490 (senior research paper) Students gain a comprehensive

understanding of multiple historic interpretations by completing

this course, which requires students to read, analyze, and

summarize in a formal paper, how historians have interpreted an

historic issue.

Students opting for the minor must complete:

HS 126 (US history before 1865);

HS 127 (U.S. history since 1865);

HS 105 (themes in world history);

HS 101 (Western Civilization to 1600) or

HS 102 (Western Civilization since 1600).

These courses introduce students to content

and narrative. They also explain how historic

interpretations develop and influence the

discipline by studying discipline changing

theses of leading historians.


Methods) provides students a

comprehensive understanding. Here they design a two-week unit, (ten lessons) of a

specific era or theme in U.S, or World history.

This assignment provides students an

understanding of how the unit applies to the

overall historic narrative and is open to

interpretation..

Students also enhance their comprehension by

designing at least one of their lessons that is

based on “provocative or critical thinking”

interpretations. This “response groups”

teaching method requires the class to explore different interpretations and solutions to a

historic problem. See HS 350 Syllabus and

assignment packet, p. 12 Lesson 5 “Response

Groups.”


Proficiency


the Guidelines

Major Minor

1.5 Conduct historical inquiry by

formulating historical questions, obtaining historical data from a variety of sources

including digital and other forms of technology,

examining and evaluating evidence, and identifying gaps in historical evidence to make

sound interpretations of the past.

C




Civilization since 1600). They must also complete at least five courses

at the 200, 300, and 400 levels.

These courses familiarize them with the craft of asking historical

questions, and how to analyze historic sources from a variety of

archives, including digital research. NMU maintains a laptop initiative

that provides a personal laptop to each student. The history department

often conducts in-class research where the professor introduces students

to the many online catalogs and collections the university subscribes to

or the professor has knowledge. Students are also instructed how to

perform on-line searches so they can become familiar with their

project’s resources and archives.

HS 390 (the historian’s laboratory) and HS 490 (senior

research paper) The majors demonstrate comprehension in this

standard by completing the junior and capstone papers that require

students to work with the local archives in the former and work with

historiographies in the latter. Students recognize and evaluate

current research as well recognize gaps in the historic narrative.

Once a student exhausts on-campus archives, the professor

directs the student to digital archives and holdings in overseas or

distant collections.

Students opting for the minor must complete




HS 101 (Western Civilization to 1600)

or HS 102 (Western Civilization since

1600). They will also complete two

additional courses at the 200-300 or 400

levels.

These courses familiarize students with the

craft of asking historical questions, and how to

analyze historic sources from a variety of archives; including digital research. NMU

maintains a laptop initiative that provides a

personal laptop to each student. The history

department encourages in-class research

where the professor introduces students to the

many online catalogs and collections the

university subscribes to or the professor has

knowledge. Students are also instructed how

to perform on-line searches so they can

become familiar with their project’s resources

and archives.


Methods) Allows our candidates to

comprehend this standard by constructing the

virtual tour in their two week teaching unit.

This assignment identifies several digital

artifacts and asks two to three open-ended

questions that can be addressed after visiting

virtual artifacts. These artifacts are often “cultural” such as

images, songs, architecture. This allows

candidates to recognize how cultural artifacts

augment missing gaps in the written narrative.

See assignment pack Virtual tour


Proficiency


the Guidelines

Major Minor

assignment p. 5

1.6 Analyze and evaluate varying historical

documents and narratives by identifying

and examining the purpose, point of view

and the central question(s) addressed in the

narrative or document, and determining

the historical context and significance of

the work.

C

Candidates comprehend this standard in every history class since

each class offers a variety of first and secondary sources. The

professors guide the student learning so students have their own

intellectual awakenings of central questions, historical context,

and significance.

HS 390 (the Historian’s Laboratory) and HS 490 (the

History Seminar) provide comprehension of this standard.

These courses augment the above explanation as our students

create original research or decode the historiography of an issue;

thus learning the significance of the work.


HS 126 (US history before 1865)





They will also complete two additional

courses at the 200-300 or 400 levels. These courses analyze and evaluate artifacts and the

constructed narrative.

All minors gain a comprehensive

understanding through specific document

assignments such as the one in HS 127 (U.S.

history since 1865) which requires students


Proficiency


the Guidelines

Major Minor

to analyze primary source documents to

answer a historical question.

1.7 Evaluate and describe key

decisions made in history by assessing their implications and long-term consequences.

C

All of our history classes evaluate the past, assess the

implications and long term consequences. That is the purpose of

the discipline.

HS GC EC PS 350 (Secondary Methods) The methods

students further comprehend this specific point in each lesson

plan’s conceptual overview, which requires an explanation of the

lessons relevance to the contemporary.

See HS 350 and assignment pack lesson plan template

All of our history classes evaluate the

past, assess the implications and long

term consequences. That is the purpose

of the discipline.


Methods) The methods students further

comprehend this specific point in each

lesson plan’s conceptual overview, which

requires an explanation of the lessons

relevance to the contemporary.

See assignment pack p. 3 lesson plan

template, Part I sentence 3

1.8 Analyze and evaluate major

historical issues and events from the regional,

interregional, and global perspective.

C




Once again we rely on these three courses to introduce students

to the historical narrative. Students will then complete

additional courses in the major that require greater breath and

depth examination of the subject from Michigan to the world.

Candidates complete additional courses at the 200-400 level

which introduce historical themes through specific historic

prisms.

HS GC EC PS 350 (Secondary Methods) provides candidates

a comprehensive understanding of this standard by constructing

the Michigan Social Studies project. This assignment requires

students to examine and construct a lesson based on an

international or national theme through the lens of Michigan

history. See assignment packet p.7




Once again we rely on these three courses

to introduce students to the historical

narrative. Students will then complete

additional courses in the major that

require greater breath and depth

examination of the subject from

Michigan to the world.


Methods) provides candidates a

comprehensive understanding of this

standard by constructing the Michigan

Social Studies project. This assignment

requires students to examine and

construct a lesson based on an


Proficiency


the Guidelines

Major Minor

international or national theme through

the lens of Michigan history. See

assignment packet p.7

1.9 Analyze and evaluate history

from multiple perspectives,

inclusive of race, ethnicity, social class, and gender.

C

For those candidates in the major, there are a number of 200 and

300 level courses that specifically focus on the issues listed in

the standard. Specifically:










HS GC EC PS 350 (Secondary Methods)

Candidates gain a comprehensive understanding of these issues

by augmenting their knowledge from the above courses with the

teaching outside one’s race assignment p. 6 in the HS 350

course.








courses at the 200-300 or 400 levels. Each of

these courses considers history from multiple

perspectives. HS 127 and HS 126 have

specific assignments that provide the minors a

comprehensive understanding of the standard.

HS 127 (U.S. history since 1865) First paper

assignment requires students to answer a

historical question based on one of the four

choices: settlement houses, working class

saloons, race riots of 1919, Margret Sanger’s

birth control clinics. In all cases the students

will address the standard by analyzing the

question through the lens of race gender and

social class.

HS 126 (U.S. History before 1865) requires

students to examine advertisements and

posters from the early republic to determine

characteristics of gender, class, and race.

1.10 Assess and explain the impact of major

theories and interpretive frameworks that

shape history as well as identify the bias

that these frameworks and theories might

present.

C

By completing the required hours and courses in the major the

candidates come away with a solid understanding of how various

historians interpret the past.

HS 490 (senior research paper) The candidates procure a

comprehensive understanding by completing this course, which

requires students to explain how historians have approached

historical problems.








courses at the 200-300 or 400 levels. Each of

these courses considers history from multiple


Proficiency


the Guidelines

Major Minor

Students demonstrate comprehension by writing a

historiography paper that explains how and why historians

altered their approach to the topic over time.

perspectives

HS 127 introduces students to the following

historian’s theories: Fredrick Jackson Turner, Herbert Guttmann, Howard Zinn, Eric Foner,

W.E.B. DuBoise.

HS 126: Alfred Crosby, Gordon Wood, Gary

Nash, David Webber, George Fredrickson,

Jonathan Dull,

HS 101 introduces students to Historian Peter

Green, Peter Heather, and Edward Gibbon.

HS 102: Robert Lifton, Karl Marx.

HS 105 Karl Marx.


Methods)

Students in the Methods class are likewise

required to identify a significant historic

monograph as a basis for their two-week

teaching unit.

2.0 Interdisciplinary

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 demonstrate their understanding of the interdisciplinary and integrative nature of social studies.


Proficiency


the Guidelines

Major Minor


2.1 Describe basic content and

concepts from geography, economics, and political science.

2.1.1 Describe and explain the

impact of geography on history of the United States throughout the major eras, including human-environment relationships of territorial

expansion, resource use, patterns of settlement, population demographics such

as immigration and migration, and geographic causes of

conflict and cooperation, and economic development and interdependence.

C

The major requires all students to complete HS 127 (U.S. 1865-

present).

Students then have the option of completing four additional

U.S. History courses that provide depth and breadth in the nine

historic eras. These may include:

HS 233 Native American History;

HS 325 Colonial America in the Atlantic World;

HS 326 America Revolution to Jackson;

HS 327 Civil War and Reconstruction;

HS 328 America in the Age of Industrialization and Reform;

HS 329 America in the Recent Past;

Students may also focus on Michigan History

HS 335 History of Michigan;

HS 336 History of the Upper Peninsula.

Finally, students may survey the nine eras through the historic

prism of the following offerings:

Students opting for the History minor

must complete HS 126 (U.S. History to

1865) and HS 127 (U.S. History since

1865). Both survey courses cover the

U.S. Historic narrative. Likewise, both

liberally use historic maps, in the room,

on the internet, and in the text to

highlight and emphasize how geography

shaped U.S. society’s early cultures,

influenced territorial expansion,

conquest, and subjugation, and created

settlement patterns on desirable land

while regulating minorities to

inhospitable lands. By covering the

narrative, students also comprehend how

economic livelihood is frequently

engendered by the land and natural


Proficiency


the Guidelines

Major Minor










All syllabi may be accessed through the links below.

Students gain a comprehensive understanding of how geography

influences U.S. History since all of these courses rely on maps, an

understanding of how natural recourses influence the historic narrative

and the impact of our nation’s environment on the culture and society.

Further, these history courses explain how geography and resources influenced settlement patterns and economic livelihood.

resources.


Methods)

Minor students gain comprehensive

insight to this standard by completing the

Michigan State Social Studies project in

the Methods course. This assignment

requires the students to construct a lesson

on Michigan History that includes

elements of geography, government, and

economics and how they are related.

See Assignment packet p. 7


impact of geography in world history, throughout the major

eras, to include the rise and fall of empires; the diffusion of

religion, cultures, and ideas; the development of agriculture, industry, trade: the changes in demography, settlement patterns,

migration; the impact of different technologies and usage of natural resources;

and the geographic causes of conflict and cooperation and

economic development and interdependence.

C

Secondary History Students must complete the following 100-

level courses: HS 105 (World History), HS 101 (Western

Civilizations to 1600) or HS 102 (Western Civilization since

1600).

They must also complete one of the following non-U.S. history

courses: HS 234 Indigenous Latin America; HS 251 Latin

America Civilizations; HS 252 Arab Islamic History; HS254

History of Africa; HS 256 Approaching China; HS 259

Approaching Japan

Students also have the option of completing up to four additional

courses in the following:

HS 302 Ancient Rome; HS 304 The Middle Ages; HS 305

Renaissance-Reformation; HS 307 Themes in Early Modern

Europe; HS 311 Central European Culture and Civilization;

HS 312 Revolutionary Russia; HS 314 Modern Britain; HS

315 Imperialism; HS 316 The Holocaust; HS 358 Modern

Japan; HS 359 Themes in Non-Western History; HS 360

Chinese Revolution 1800-Present; HS 361 History of the

Secondary History Students must

complete the following 100-level courses:

HS 105 (World History), HS 101

(Western Civilizations to 1600) or HS

102 (Western Civilization since 1600).

HS 105 (World History) The course

lessons begin with map reviews of the

regions in questions. For example the

Himalayans provided the India sub-

continent provided a degree of isolation

but depended on passes for contact and

conquest.

Students gain a comprehensive understanding

of how geography influences world history

since all of the world history courses rely on

maps, an understanding of how natural

recourses influence the historic narrative and

the impact of geographic environments on


Proficiency


the Guidelines

Major Minor

Americas; HS 362 History of Mexico; HS 363 Canadian

History. All syllabi may be accessed through the links below.

Students gain a comprehensive understanding of how geography

influences world history since all of these courses rely on maps, an

understanding of how natural recourses influence the historic narrative

and the impact of geographic environments influence culture and

society. Further, these history courses explain how geography and

resources sustain settlement patterns and economic livelihood. These

courses also explain how geographic and natural resource limitations

frequently result in economic, political, or armed conflict as well as

interdependence and cooperation.

culture and society. Further, these world

history courses explain how geography and

resources sustain settlement patterns and

economic livelihood. These courses also

explain how geographic and natural resource

limitations frequently result in economic,

political, or armed conflict as well as

interdependence and cooperation.

Please see all non-U.S. history syllabi in

the major for course links.

2.1.3 Demonstrate knowledge and

ability to integrate the geographic perspective with historic content.

C


In addition to map work in the major, students comprehend this

standard by completing the Michigan State Social Studies

project in the Methods course. This assignment requires the

students to construct a lesson on Michigan History that includes

elements of geography, government, and economics and how

they are related.



Methods)

Minors comprehend this standard by

completing the Michigan State Social

Studies project in the Methods course.

This assignment requires the students to

construct a lesson on Michigan History

that includes elements of geography,

government, and economics and how

they are related.


2.1.4 Use and explain maps and

other geographic tools to acquire, process, and present information from a spatial

perspective. C

Our students are required to complete 40 hours of Liberal

Studies. One of the five knowledge divisions is Division III

Foundations of Natural Sciences. Our academic advisors have

required secondary History/Social Studies

majors to complete Physical Geography 100, as one of their

courses. This class liberally uses maps and other geographic

tools so students comprehend spatial perspectives.

Our students are required to complete 40

hours of Liberal Studies. One of the five

knowledge divisions is Division III

Foundations of Natural Sciences. Our

academic advisors have

required secondary

History/Social Studies majors to

complete Physical Geography 100, as

one of their courses. This class liberally

uses maps and other geographic tools so

students comprehend spatial perspectives.

Deleted: “strngly encouraged “

Deleted: the

Deleted:

Deleted: “strongly

Deleted: encouraged “

Deleted: the


Proficiency


the Guidelines

Major Minor

2.1.5 Describe and explain world

environmental processes and

describe the patterns they create including climate, landforms, and ecosystems.

C


Studies. One of the five knowledge divisions is Division III

Foundations of Natural Sciences. Our academic advisors have

required secondary History/Social Studies

majors to complete Physical Geography 100, as one of their

courses. This class stresses: Examination of the earth’s physical

phenomena to develop a knowledge and appreciation of the

relationships between human activities and environmental

processes.



knowledge divisions is Division III

Foundations of Natural Sciences. Our

academic advisors have

required Secondary

History/Social Studies majors to

complete Physical Geography 100, as

one of their courses. This class stresses:

Examination of the earth’s physical

phenomena to develop a knowledge and

appreciation of the relationships between

human activities and environmental

processes.

2.1.6 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

future

B

Students procure a basic understanding of the core six economic

principals in HS 127 (U.S. History since 1865) by

understanding these patterns through the lessons of

reconstruction, westward expansion, and industrialization. Each

demonstrates how capitalist agencies engender a cause and effect

reactions in each of these principles.

These principles are further explored in additional history

courses and their corresponding themes that the students

complete.

Students procure a basic understanding of

the core six economic principals in HS

127 (U.S. History since 1865) by

understanding these patterns through the

lessons of reconstruction, westward

expansion, and industrialization. Each

demonstrates how capitalist agencies

engender a cause and effect reactions in

each of these principles.

These principles are further explored in

additional history courses and their

corresponding themes that the students

complete.


similarities and differences B

Students gain a basic understanding of economic systems in HS

127(U.S. History since 1865) when they explore

Students gain a basic understanding of

economic systems in HS 105 (World

Formatted: Indent: Left: 0"


Proficiency


the Guidelines

Major Minor

among major economic

systems.

industrialization and compare capitalism with socialism and

capitalism with communism in the Gilded Age through the Cold

War lessons.

History) by exploring how geographic

regions and nations enact economic

policies.

2.1.8 Describe and explain the shifts

of economic systems and

patterns throughout the major eras of world and United States history.

B

Students meet this standard by completing HS 127 (U.S.

History since 1865); HS 101 (Western Civilization to 1600) or

HS 102 (Western Civilization since 1600). They must also

complete at least five courses at the 200, 300, and 400 levels.

This provides content and narrative plus an introduction to the

role of economics in each historic epoch.

By completing HS 105 (World History),

HS 126 (U.S. History to 1865) and HS

127 (U.S. History since 1865), students

are introduced to ancient and modern

economic systems throughout the historic

narrative.


structure and functions of

government in the United States. B

Students gain a basic understanding of this standard through

each history course, since the role of the government provides

the legal (or lack there of) justification of the historic themes that

are covered. Students also gain a basic understanding of the

foundation and structure of the U.S. government in HS 126

(U.S. History to 1865) and HS 326 (America Revolution to

Jackson).


127 (U.S. History since 1865),

introduces students to the structure and

function of U.S. government.

2.1.1

0

Analyze the basic

constitutional principles as well as major components of the

constitutions of the United States and Michigan and the possible impacts on citizens.

C


Studies. One of the five knowledge divisions is Division IV

Foundations of Social Sciences. Our academic advisors

“strongly encourage “the secondary History/Social Studies

majors to complete PS 105 American Government, as one of

their courses. This class introduces and analyzes the U.S. and

Michigan constitutions and explains their impact on citizens.



knowledge divisions is Division IV

Foundations of Social Sciences. Our

academic advisors “strongly encourage

“the secondary History/Social Studies

majors to complete PS 105 American

Government, as one of their courses.

This class introduces and analyzes the

U.S. and Michigan constitutions and

explains their impact on citizens


Proficiency


the Guidelines

Major Minor

2.1.1

1

Describe and explain the role

of civic engagement and the rights of citizens in the United States.

C

Students gain an understanding of civic engagement in U.S. 127

(U.S. History since 1865) through the lessons of the Vietnam

War, student uprisings and civil disobedience. Students also

explore this topic through each history course, since all the

themes necessitate an understanding how citizens, residents,

wards of the state, and illegals interact with the government.

HS GC EC PS 350 (Secondary Methods) Students gain a

comprehensive understanding of this standard through the

construction of the two week teaching unit. This requires

students to align at least two of their ten lessons with NCSS

Thematic Strand VI Power Authority and Government. Hence

the method’s students comprehend how to design lessons that

specifically cover civic engagement

Students gain an understanding of civic

engagement in U.S. 127 (U.S. History

since 1865) through the lessons of the

Vietnam War, student uprisings and civil

disobedience. Students also explore this

topic through each history course, since

all the themes necessitate an

understanding how citizens, residents,

wards of the state, and illegals interact

with the government.


Methods) Students gain a comprehensive

understanding of this standard through

the construction of the two week teaching

unit. This requires students to align at

least two of their ten lessons with NCSS

Thematic Strand VI Power Authority and

Government. Hence the method’s

students comprehend how to design

lessons that specifically cover civic

engagement

2.1.1

2

Describe and explain how the

world is organized politically

and how diplomatic relations are formulated and

implemented over time.

B

By completing HS 105 (World History), HS 126 (U.S. History

to 1865) and HS 127 (U.S. History since 1865), students are

introduced to the evolution of ancient to contemporary political

systems.




are introduced to the evolution of ancient

to contemporary political systems.

2.1.1

3

Describe and explain

chronological changes of governmental transitions throughout the various eras of

B

Students meet this standard by completing HS 127 (U.S.

History since 1865); HS 101 (Western Civilization to 1600) or

HS 102 (Western Civilization since 1600). They must also

complete at least five courses at the 200, 300, and 400 levels.

This provides content and narrative plus an introduction to the




are introduced to ancient and modern

political systems throughout the historic


Proficiency


the Guidelines

Major Minor

world and United States

history.

role of government in each historic epoch. narrative.

2.2 Demonstrate the use of an

interdisciplinary approach to explain the context, causes, and consequences of issues

and events.

B


Students gain basic insight to this standard by completing the

Michigan State Social Studies project in the Methods course.

This assignment requires the students to construct a lesson on

Michigan History that includes an interdisciplinary approach to

understanding the past and engendering insight to the present by

depending on geography, government, history, and economics to

contextualize issues.



Methods)

Students gain basic insight to this

standard by completing the Michigan

State Social Studies project in the

Methods course. This assignment

requires the students to construct a lesson

on Michigan History that includes an

interdisciplinary approach to

understanding the past and engendering

insight to the present by depending on

geography, government, history, and

economics to contextualize issues.


3.0 Application 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.


Proficiency


the Guidelines

Major Minor


3.1 Acquire and organize

information from a variety of sources and use a variety of electronic technologies to

assist in assessing and managing information.

C

HS GC EC PS 350 (Secondary Methods) Each candidate is

required to submit a hard and digital copy of their two week

teaching unit. The ten lessons in the unit depend on a wide array

of first and secondary recourses in both hard copy and digital.

The students research and incorporate the content from such

sources as the world wide web, electronic and hard copy of

academic journals, e-books and hard copy monographs.


Methods) Each candidate is required to

submit a hard and digital copy of their

two week teaching unit. The ten lessons

in the unit depend on a wide array of first

and secondary recourses in both hard

copy and digital. The students research

and incorporate the content from such

sources as the world wide web, electronic

and hard copy of academic journals, e-

books and hard copy monographs.

3.2 Critically 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.

C

HS GC EC PS 350 (Secondary Methods) Candidates are

required to incorporate each of the NCSS’ Ten Thematic Strands

in their teaching unit. This provides a basic understanding of

how to interpret and communicate in writing the social sciences.

Students also design at least one of their ten lessons based on

Social Studies Skills Builder methodology. See assignment

packet p.9

Students gain comprehension of this strand by completing the

Michigan Social Science project which requires candidates to

design and teach a lesson about Michigan history that

incorporates each of the social sciences. See assignment packet

p. 7


Methods) Candidates are required to

incorporate each of the NCSS’ Ten

Thematic Strands in their teaching unit.

This provides a basic understanding of

how to interpret and communicate in

writing the social sciences.

Students also design at least one of their

ten lessons based on Social Studies Skills

Builder methodology. See assignment

packet p.9

Students gain comprehension of this

strand by completing the Michigan Social

Science project which requires candidates

to design and teach a lesson about

Michigan history that incorporates each

of the social sciences. See assignment

packet p. 7


Proficiency


the Guidelines

Major Minor

3.3 Conduct 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.

C

Students meet this standard by completing the required courses

in their major, thus learning how to research archives, analyze

the findings and interpret the data in formal papers or specific

course projects.

Students comprehend this standard in HS 390 (the Historian’s

Laboratory) and HS 490 (the History Seminar). These

courses augment the above explanation as students create

original research or decode the historiography of an issue; thus

learning the significance of the work. They also present their

findings orally to their classmates and at the conclusion of the

semester provide oral presentations to the department.

ED 361 (Special Education and the Classroom Teacher)

Candidates are required to research a topic on one of six areas of

special education. Candidates collect research from professional

journals, websites, books, and interviews to support their

investigation.

Students meet this standard by

completing the required courses in their

minor, thus learning how to research

archives, analyze the findings and

interpret the data in formal papers or

specific course projects.

ED 361 (Special Education and the

Classroom Teacher)

Candidates are required to research a

topic on one of six areas of special

education. Candidates collect research

from professional journals, websites,

books, and interviews to support their

investigation.

3.4 Engage 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.

C

ED 201 (Introduction to Education)

ED 301( Dimensions of Education)

These two courses require class discussions that ask candidates

to reflect on a range of topics and issues throughout the semester

as they relate to education. Topics covered include: legal basics

for educators, technology and education, philosophy of

education, cultural diversity, individual differences, and

exceptionalities of students.


ED 301( Dimensions of Education)

These two courses require class

discussions that ask candidates to reflect

on a range of topics and issues

throughout the semester as they relate to

education. Topics covered include: legal

basics for educators, technology and

education, philosophy of education,

cultural diversity, individual differences,

and exceptionalities of students.

3.5 Identify and explain core

democratic values inclusive of C

ED 430 (Teaching in the Secondary Schools)

Michigan directs middle school social studies teachers to add the

ED 430 (Teaching in the Secondary

Schools)


Proficiency


the Guidelines

Major Minor

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.

Core Democratic Values to the curriculum during the Basic

Social Studies/History block section of the academic year.

Hence, during their semester-long student teaching assignment,

candidates design, teach, and assess lessons with the CDV’s in

mind.

Our history major candidates gain a healthy understanding of

constitutional principles, justice for all, appreciation for diversity

and patriotism, as they discover how minorities and other

marginalized groups have employed agency and action to

procure equality and civil rights. Some examples include:

challenging imperialism, gender and minority rights movements,

economic justice in labor systems, and the social justice of

environmental movements. Further, these protests frequently

depend on civil disobedience, which require students to

determine and define forms of patriotism.

ED 349(Teaching for Diversity, Equity and Social Justice in

the Secondary School Community) This course is designed to

help pre-service teachers engage in self-reflection about their

own socialized attitudes about race, culture, language, poverty,

disability, gender, sexual orientation, and religion and how these

attitudes can affect their students’ learning. Students discuss

strategies that challenge and change biased attitudes and

discriminatory practices. They will be provided culturally

responsive and relevant content area instructional strategies and

practices.

Michigan directs middle school social

studies teachers to add the Core

Democratic Values to the curriculum

during the Basic Social Studies/History

block section of the academic year.

Hence, during their semester-long student

teaching assignment, candidates design,

teach, and assess lessons with the CDV’s

in mind.

http://www.michigan.gov/documents/Soc ial_Studies_Vocabulary_List_12328_7.p df

Our history minor candidates gain a

healthy understanding of constitutional

principles, justice for all, appreciation for

diversity and patriotism, as they discover

how minorities and other marginalized

groups have employed agency and action

to procure equality and civil rights. Some

examples include: challenging

imperialism, gender and minority rights

movements, economic justice in labor

systems, and the social justice of

environmental movements. Further, these

protests frequently depend on civil

disobedience, which require students to

determine and define forms of patriotism.

ED 349(Teaching for Diversity, Equity

and Social Justice in the Secondary

School Community) This course is

designed to help pre-service teachers

engage in self-reflection about their own

socialized attitudes about race, culture,

language, poverty, disability, gender,

sexual orientation, and religion and how

these attitudes can affect their students’

learning. Students discuss strategies that

http://www.michigan.gov/documents/Social_Studies_Vocabulary_List_12328_7.pdf




Proficiency


the Guidelines

Major Minor

challenge and change biased attitudes and

discriminatory practices. They will be

provided culturally responsive and

relevant content area instructional

strategies and practices.

3.6 Engage in constructive

conversation about matters of

public concern by clarifying issues, considering opposing views, applying democratic

values, anticipating consequences, and working

toward making decisions.

C

ED 301 (Dimensions of Education)

Candidates take part in a small group project where they utilize

knowledge, information and ideas gained through their own

experiences, readings, researches, discussions and discoveries

about the education profession to predict how schools will

function in the future.

ED 231(Teaching and Learning in the Secondary Classroom)

Candidates debate the pros and cons of inclusive education.

During this debate they are required to share their perspectives

but also question, contribute to, and challenge others’

perspectives.

HS GC EC PS 350 (Secondary Methods) In week eight of the

methods class, students consider the role of teacher unions, the

pros and cons of belonging to a union, its ties and effect on the

community, administration and to the students.


Candidates take part in a small group

project where they utilize knowledge,

information and ideas gained through

their own experiences, readings,

researches, discussions and discoveries

about the education profession to predict

how schools will function in the future.

ED 231(Teaching and Learning in the

Secondary Classroom)

Candidates debate the pros and cons of

inclusive education. During this debate

they are required to share their

perspectives but also question, contribute

to, and challenge others’ perspectives.


Methods) In week eight of the methods

class, students consider the role of

teacher unions, the pros and cons of

belonging to a union, its ties and effect on

the community, administration and to the

students.

3.7 Compose coherent written

essays that express positions on public issues and justify the positions with reasoned

C


Candidates take part in a small group project where they utilize

knowledge, information and ideas gained through their own

experiences, readings, researches, discussions and discoveries


Candidates take part in a small group

project where they utilize knowledge,

information and ideas gained through


Proficiency


the Guidelines

Major Minor

arguments supported by

evidence.

about the education profession to predict how schools will

function in the future.


the Secondary School Community) During the third week,

students construct a brief paper on current immigration patterns

in select school districts and the communities’ response to the

issue.

HS GC EC PS 350 (Secondary Methods) In week seven, the

students consider school and communities hidden curriculums

such as sports, specific academics, band, theater, or other

community/school activities that affect education policy. They

compose a two page paper detailing how the activity reflects the

community, why it is important to the community, and what

endeavors are promoted to ensure its continual success. See

assignment packet p. 6

their own experiences, readings,

researches, discussions and discoveries

about the education profession to predict

how schools will function in the future.



School Community) During the third

week, students construct a brief paper on

current immigration patterns in select

school districts and the communities’

response to the issue.


Methods) In week seven, the students

consider school and communities hidden

curriculums such as sports, specific

academics, band, theater, or other

community/school activities that affect

education policy. They compose a two

page paper detailing how the activity

reflects the community, why it is

important to the community, and what

endeavors are promoted to ensure its

continual success. See assignment packet

p. 6

3.8 Demonstrate an understanding

of how an individual’s 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.

C


In this course candidates critically reflect on their ideas about

teaching as they establish a foundational understanding of the

profession. During the semester students will consider the

complexities of schools as social institutions.


the Secondary School Community) This course is designed to

help pre-service teachers engage in self-reflection about their

own socialized attitudes about race, culture, language, poverty,

disability, gender, sexual orientation, and religion and how these

attitudes can affect their students’ learning. Students discuss


In this course candidates critically reflect

on their ideas about teaching as they

establish a foundational understanding of

the profession. During the semester

students will consider the complexities of

schools as social institutions.



School Community) This course is

designed to help pre-service teachers


Proficiency


the Guidelines

Major Minor

strategies that challenge and change biased attitudes and

discriminatory practices. They will be provided culturally

responsive and relevant content area instructional strategies and

practices.

engage in self-reflection about their own

socialized attitudes about race, culture,

language, poverty, disability, gender,

sexual orientation, and religion and how

these attitudes can affect their students’

learning. Students discuss strategies that

challenge and change biased attitudes and

discriminatory practices. They will be

provided culturally responsive and

relevant content area instructional

strategies and practices.

3.9 Demonstrate and

communicate information using a variety of traditional and digital means.

C

HS GC EC PS 350 (Secondary Methods) Each candidate is

required to submit a hard and digital copy of their two week

teaching unit. The ten lessons in the unit depend on a wide array

of first and secondary sources in both hard copy and digital.

Students are also required to teach several of these lessons

throughout the semester, thus becoming competent in

communicating this variety of information.

ED 361 (Special education and the General Classroom

Teacher)

Candidates are required to research a topic on one of six areas of

special education. Candidates collect research from professional

journals, websites, books, and interviews to support their

investigation. Candidates prepare and present a PowerPoint

presentation on their findings.

ED 483 (Education Media and Technology)

Candidates use Microsoft Office to perform data analysis for

homework assignments and create an online portfolio.

ED 450 (Seminar in Teaching)

During their student teaching assignment, each candidate

completes a professional portfolio in a digital format and


Methods) Each candidate is required to

submit a hard and digital copy of their

two week teaching unit. The ten lessons

in the unit depend on a wide array of first

and secondary sources in both hard copy

and digital. Students are also required to

teach several of these lessons throughout

the semester, thus becoming competent in

communicating this variety of

information.

ED 361 (Special education and the

General Classroom Teacher)

Candidates are required to research a

topic on one of six areas of special

education. Candidates collect research

from professional journals, websites,

books, and interviews to support their

investigation. Candidates prepare and

present a PowerPoint presentation on

their findings.

ED 483 (Education Media and


Proficiency


the Guidelines

Major Minor

traditional format. Technology)

Candidates use Microsoft Office to

perform data analysis for homework

assignments and create an online

portfolio.

ED 450 (Seminar in Teaching)

During their student teaching assignment,

each candidate completes a professional

portfolio in a digital format and

traditional format.

4.0 Instruction

The candidate will

demonstrate the ability to design, present, and assess

history 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.


4.1 Implement the Social Studies

GLCE and HSCE in curricular planning and instruction. C

ED 319 (Teaching and Reading for Secondary Teachers)

Candidates spend one semester in a local middle school

classroom designing and implementing teaching strategies and

planning activities around Michigan content expectations.

ED 430 Teaching in Secondary Schools)

Candidates spend 16 weeks in a secondary or middle school

Social Studies classroom teaching lessons and activities

ED 319 (Teaching and Reading for

Secondary Teachers)

Candidates spend one semester in a local

middle school classroom designing and

implementing teaching strategies and

planning activities around Michigan

content expectations.


Proficiency


the Guidelines

Major Minor

designed around the Michigan Grade Level Content

Expectations. Online or face-to-face seminar sessions are

conducted throughout the semester to allow student teachers to

reflect on their teaching with peers and faculty members.

ED 430 Teaching in Secondary

Schools)

Candidates spend 16 weeks in a

secondary or middle school Social

Studies classroom teaching lessons and

activities designed around the Michigan

Grade Level Content Expectations.

Online or face-to-face seminar sessions

are conducted throughout the semester to

allow student teachers to reflect on their

teaching with peers and faculty members.

4.2 Apply various teaching

methods, organize curriculum, and manage resources and

instructional materials appropriate to social studies.

C

HS GC EC PS 350 (Secondary Methods) the Methods course

liberally uses the Bring Learning Alive Curriculum that is

student centered. The Methods students work with several

teaching methods and construct lessons around these tools. See

assignment packet pp 7-16.


Candidates study techniques that incorporate reading strategies

into their social studies instruction. They design lessons that

incorporate these strategies into a 10-week Social Studies unit

that they teach in a local secondary or middle school classroom.

ED 430 (Teaching in Secondary Schools)

Candidates spend 16 weeks in a secondary or middle school

Social Studies classroom teaching lessons and activities

designed around the Michigan Grade Level Content

Expectations. Online or face-to-face seminar sessions are

conducted throughout the semester to allow student teachers to

reflect on their teaching with peers and faculty members.


Methods) the Methods course liberally

uses the Bring Learning Alive

Curriculum that is student centered. The

Methods students work with several

teaching methods and construct lessons

around these tools. See assignment packet

pp 7-16.


Secondary Teachers)

Candidates study techniques that

incorporate reading strategies into their

social studies instruction. They design

lessons that incorporate these strategies

into a 10-week Social Studies unit that

they teach in a local secondary or middle

school classroom.

ED 430 (Teaching in Secondary

Schools)

Candidates spend 16 weeks in a

secondary or middle school Social

Studies classroom teaching lessons and

activities designed around the Michigan

Grade Level Content Expectations.

Online or face-to-face seminar sessions


Proficiency


the Guidelines

Major Minor

are conducted throughout the semester to

allow student teachers to reflect on their

teaching with peers and faculty members.

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.

C

HS GC EC PS 350 (Secondary Methods) Students are

required to construct their lessons to accommodate one of the

four hypothetical classes that have varied learners. By using

these classes at least twice per unit, students learn how to tailor

lessons for diverse and at-risk learners. See p. 4 for hypothetical

classes. Students gain a comprehensive understanding of this standard by

also completing the teaching outside one’s race, which directs

students to construct confrontational lessons to a minority

dominated class. See assignment packet p. 6 for specific

assignment.


Candidates create a 10-lesson Social Studies unit in which they

must account for multiple intelligences and learning styles,

students with learning disabilities, and students of diverse ethnic

backgrounds.

ED 361 (Special Education and the General Classroom

Teacher)

Candidates select and read a book centered around individuals

who have disabilities. The students must compare the

characteristics of the main character in their book with those

listed in the definition of autism from the Revised

Administrative Rules for the State of Michigan. The candidates

must research at least three journal articles on teaching students

with autism and write a two page paper reflecting on how they

will address the chosen issues in their teaching.

ED 231 (Teaching and Learning in the Secondary

Classroom)

In small groups, candidates participate in a problem-based

learning activity. Each group must read a particular set of

student characteristics and determine "who" this student is.


Methods) Students are required to

construct their lessons to accommodate

one of the four hypothetical classes that

have varied learners. By using these

classes at least twice per unit, students

learn how to tailor lessons for diverse and

at-risk learners. See p. 4 for hypothetical

classes. Students gain a comprehensive

understanding of this standard by also

completing the teaching outside one’s

race, which directs students to construct

confrontational lessons to a minority

dominated class. See assignment packet

p. 6 for specific assignment.


Secondary Teachers)

Candidates create a 10-lesson Social

Studies unit in which they must account

for multiple intelligences and learning

styles, students with learning disabilities,

and students of diverse ethnic

backgrounds.

ED 361 (Special Education and the


Candidates select and read a book

centered around individuals who have

disabilities. The students must compare

the characteristics of the main character

in their book with those listed in the

definition of autism from the Revised


Proficiency


the Guidelines

Major Minor

Administrative Rules for the State of

Michigan. The candidates must research

at least three journal articles on teaching

students with autism and write a two page

paper reflecting on how they will address

the chosen issues in their teaching.

ED 231 (Teaching and Learning in the


In small groups, candidates participate in

a problem-based learning activity. Each

group must read a particular set of

student characteristics and determine

"who" this student is.


appropriate technology, especially content-specific

technology, to engage all learners inclusive of assistive and adaptive technology.

C


Candidates design and teach a week-long unit as part of their

‘Bothwell Practicum’ Experience. They must incorporate

technology and provide for the diverse needs of the students in

their classroom.


Secondary Teachers)

Candidates design and teach a week-long

unit as part of their ‘Bothwell Practicum’

Experience. They must incorporate

technology and provide for the diverse

needs of the students in their classroom.

4.5 Design 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.

C

HS GC EC PS 350 (Secondary Methods) The Methods course

liberally uses the Bring Learning Alive Curriculum that is

student centered, depends on collaborative thinking, articulation,

and interdisciplinary content.

The Methods students gain a comprehensive understanding of

these concepts when they design the lessons. The Conceptual

Overview section of the lesson plan requires the students to

articulate how the lesson applies to the contemporary and is

meaningful in students’ lives.

See assignment packet pp 7-16, and p. 3 Lesson plan template

conceptual overview.


Methods) The Methods course liberally

uses the Bring Learning Alive

Curriculum that is student centered,

depends on collaborative thinking,

articulation, and interdisciplinary content.

The Methods students gain a

comprehensive understanding of these

concepts when they design the lessons.

The Conceptual Overview section of the

lesson plan requires the students to

articulate how the lesson applies to the

contemporary and is meaningful in


Proficiency


the Guidelines

Major Minor

students’ lives.

See assignment packet pp 7-16, and p. 3

Lesson plan template conceptual

overview.

4.6 Design and implement

instructional strategies and resources to develop history

knowledge, processes, and skills set forth in the Social

Studies GLCE and HSCE.

C

HS GC EC PS 350 (Secondary Methods) The Methods

students design a two week teaching unit composed of ten

lessons plans that are framed around the NCSS ten Thematic

strands and the discipline content standards. This provides

background knowledge so when the students enter into student

teaching they recognize (and apply) how the GLCE and HSCE

standards compliment the NCSS and discipline specific

standards.


During their semester-long student teaching assignment,

candidates design, teach, and assess all lessons based on the

GLCEs and HSCEs. These lessons are typically done in the

student teacher’s major with interdisciplinary links to other

subjects.


Methods) The Methods students design a

two week teaching unit composed of ten

lessons plans that are framed around the

NCSS ten Thematic strands and the

discipline content standards. This

provides background knowledge so when

the students enter into student teaching

they recognize (and apply) how the

GLCE and HSCE standards compliment

the NCSS and discipline specific

standards.


Schools)

During their semester-long student

teaching assignment, candidates design,

teach, and assess all lessons based on the

GLCEs and HSCEs. These lessons are

typically done in the student teacher’s

major with interdisciplinary links to other

subjects.

4.7 Successfully complete early

and ongoing structured field

experiences, prior to and including student teaching, in

diverse learning environments.

*

ED 231 (Teaching and Learning in the Secondary

Classroom)

Candidates are placed for 30 field hours in a local elementary

classroom. Students also spend one day observing students at the

bi-lingual school, Hannahville Indian Community, and Lake

Superior Village homework program.

ED 231 (Teaching and Learning in the


Candidates are placed for 30 field hours

in a local elementary classroom. Students

also spend one day observing students at

the bi-lingual school, Hannahville Indian

Community, and Lake Superior Village


Proficiency


the Guidelines

Major Minor


Candidates are placed in a local secondary or middle school

classroom and teach a 10 week Social Studies unit.


students are required to complete 20 field hours of observations

in a local secondary school.


16-Week Student Teaching Assignment

homework program.


Secondary Teachers)

Candidates are placed in a local

secondary or middle school classroom

and teach a 10 week Social Studies unit.


Methods) The Methods students are

required to complete 20 field hours of

observations in a local secondary school.


Schools)

16-Week Student Teaching Assignment

4.8 Design and implement lesson

plans that apply geographic knowledge and skills to the study of history.

C


students are instructed to include visual maps and other

geographic tools in all relevant lessons that they construct in the

two week teaching unit. The methods students gain a

comprehensive understanding of this standard by constructing

the Michigan Interdisciplinary Social Studies project, which

requires geography as one of the discipline components of the

lesson. See assignment pack, p. 7


Methods) The Methods students are

instructed to include visual maps and

other geographic tools in all relevant

lessons that they construct in the two

week teaching unit. The methods

students gain a comprehensive

understanding of this standard by

constructing the Michigan

Interdisciplinary Social Studies project,

which requires geography as one of the

discipline components of the lesson. See

assignment pack, p. 7


Proficiency


the Guidelines

Major Minor

4.9 Design, implement, reflect,

and evaluate a service learning project that enhances the understanding of the importance of civic engagement.

C

NMU identifies 85 Academic Service Learning opportunities in

35 majors. Students that participate, incorporate community

service as a means of gaining a deeper understanding of course

objectives, acquire new knowledge, develop professional

expertise and engage in civic activity. The following education

courses that our majors and minors complete apply:

ED231 – Teaching and Learning in the Secondary Classroom –

Students help meet a community need by assisting children with

their homework and after school activities at Lake Superior

Village Youth and Family Center, Bothwell Middle School and

Nah Tah Wahsh Public School Academy.

ED319 – Teaching Reading for Secondary Teachers – Students

will create and implement reading and writing lesson plans at

Marquette Senior High School. Students will also work in a

tutoring capacity at the school.

ED349 – Teaching for Diversity, Equity and Social Justice –

Students will create and implement reading and writing lesson

plans at Marquette Senior High School. Students will also work

in a tutoring capacity at the school.

http://webb.nmu.edu/ASL/SiteSections/Overview/Overview.sht ml

NMU identifies 85 Academic Service

Learning opportunities in 35 majors.

Students that participate, incorporate

community service as a means of gaining

a deeper understanding of course

objectives, acquire new knowledge,

develop professional expertise and

engage in civic activity. The following

education courses that our majors and

minors complete apply:

ED231 – Teaching and Learning in the

Secondary Classroom – Students help

meet a community need by assisting

children with their homework and after

school activities at Lake Superior Village

Youth and Family Center, Bothwell

Middle School and Nah Tah Wahsh

Public School Academy.

ED319 – Teaching Reading for

Secondary Teachers – Students will

create and implement reading and writing

lesson plans at Marquette Senior High

School. Students will also work in a

tutoring capacity at the school.

ED349 – Teaching for Diversity, Equity

and Social Justice – Students will create

and implement reading and writing lesson

plans at Marquette Senior High School.

Students will also work in a tutoring

capacity at the school.

http://webb.nmu.edu/ASL/SiteSections/O verview/Overview.shtml

http://webb.nmu.edu/ASL/SiteSections/Overview/Overview.shtml





Proficiency


the Guidelines

Major Minor

5.0 Assessment

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.



and ability to implement a

variety of formative and summative assessment strategies appropriate to social

studies.

C


Candidates study, summarize and reflect upon various formative

and summative assessment strategies appropriate to social

studies. These strategies are a required part of the ten-week

social studies thematic unit that students design and teach in a

local secondary or middle school classroom.


During the student teaching experience, the student teacher

conducts/proctors summative tests that measure: state

assessments, district benchmark or interim assessments, end-of-

unit or chapter tests, end-of-term or semester exams, scores that

are used for accountability for schools, and students report card

grades. Likewise, student teachers conduct formative

assessments that confirm student engagement, pace of the

lesson, questioning strategies, observations, and peer and self

assessments.


Secondary Teachers)

Candidates study, summarize and reflect

upon various formative and summative

assessment strategies appropriate to

social studies. These strategies are a

required part of the ten-week social

studies thematic unit that students design

and teach in a local secondary or middle

school classroom.


Schools)

During the student teaching experience,

the student teacher conducts/proctors

summative tests that measure: state

assessments, district benchmark or

interim assessments, end-of-unit or

chapter tests, end-of-term or semester

exams, scores that are used for

accountability for schools, and students

report card grades. Likewise, student


Proficiency


the Guidelines

Major Minor

teachers conduct formative assessments

that confirm student engagement, pace of

the lesson, questioning strategies,

observations, and peer and self

assessments.

5.2 Demonstrate the ability to use

formative and summative

assessment data to improve instruction, student learning,

and curriculum planning. C


As a part of their ten-week social studies unit, students are

required to give a pre-test before starting their unit and a post

test at the end of the unit. The collected data serves as evidence

of teacher impact on student learning and gives an opportunity

for reflecting on teaching effectiveness.


Secondary Teachers)

As a part of their ten-week social studies

unit, students are required to give a pre-

test before starting their unit and a post

test at the end of the unit. The collected

data serves as evidence of teacher impact

on student learning and gives an

opportunity for reflecting on teaching

effectiveness.

5.3 Demonstrate the ability to

interpret assessment results

and communicate assessment data to students,

parent(s)/guardian(s), and other school personnel.

C








Student teachers are responsible for assessing and evaluating

student work. They participate in all school meetings and

communicate through electronic grade systems, parent

conferences, and phone calls home.


Secondary Teachers)








effectiveness.


Schools)

Student teachers are responsible for

assessing and evaluating student work.

They participate in all school meetings

and communicate through electronic

grade systems, parent conferences, and

phone calls home.


Proficiency


the Guidelines

Major Minor


appropriate assessment tools, and implementation strategies

with appropriate accommodations that align with state expectations, as

exhibited through state assessment and policy

documents.

C








Student teachers are responsible for assessing and evaluating





Secondary Teachers)








effectiveness.


Schools)

Student teachers are responsible for





phone calls home.

5.5 Demonstrate knowledge of a

variety of assessment tools

allowing students to evaluate their own academic progress and set goals.

C


During student teaching, candidates assess student learning

using a variety of forms including, but not limited to multiple-

choice test, short answer, essay, and simulations. In addition,

candidates require students to self assess and set learning goals.


Schools)

During student teaching, candidates

assess student learning using a variety of

forms including, but not limited to

multiple-choice test, short answer, essay,

and simulations. In addition, candidates

require students to self assess and set

learning goals.

6.0 Professionalism

Teacher preparation

institutions provide candidates

with opportunities to develop


Proficiency


the Guidelines

Major Minor

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.



current research and best practice in history education.

C

HS GC EC PS 350 ( Secondary Methods) Students procure

and demonstrate current research and pedagogy in the methods

class when they learn and design lessons developed via the

Teachers Curriculum Institute and the Bring Learning Alive

methods.


Student Teachers procure a comprehensive understanding of this

standard during their student teaching experience, where they

collaborate and construct lessons independently and under the

supervision of the cooperating teacher(s) and university

supervisor.

HS GC EC PS 350 ( Secondary

Methods) Students procure and

demonstrate current research and

pedagogy in the methods class when they

learn and design lessons developed via

the Teachers Curriculum Institute and the

Bring Learning Alive methods.


Schools)

Student Teachers procure a


standard during their student teaching

experience, where they collaborate and

construct lessons independently and

under the supervision of the cooperating

teacher(s) and university supervisor.


current curricular B

HS GC EC PS 350 ( Secondary Methods) Students in the

methods class receive a basic understanding of professional


Methods) Students in the methods class


Proficiency


the Guidelines

Major Minor

requirements, issues, and

trends in history at the state and national level.

organizations and curriculum requirements when they align their

lessons with the National Council for the Social Studies and

their discipline specific standards; in this case, the National

History Standards.

See Assignment Packet p. 2 Unit outline

receive a basic understanding of

professional organizations and

curriculum requirements when they align

their lessons with the National Council

for the Social Studies and their discipline

specific standards; in this case, the

National History Standards.



professional organizations and

resources to support and improve teaching and to

encourage professional development in history education.

B

HS GC EC PS 350 ( Secondary Methods) Students in the

methods class receive a basic understanding of professional

organizations and resources when they align their lessons with

the National Council for the Social Studies and their discipline

specific standards; in this case, the National History Standards.



Methods) Students in the methods class

receive a basic understanding of

professional organizations and resources

when they align their lessons with the

National Council for the Social Studies

and their discipline specific standards; in

this case, the National History Standards.


6.4 Demonstrate 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).

B


Student Teachers are responsible for assessing and evaluating





Schools)

Student Teachers are responsible for





phone calls home.

7.0 Technology


Proficiency


the Guidelines

Major Minor

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.


7.1 Identify, evaluate, and apply

current technology in social

science that include using appropriate technology tools

for research, data acquisition and analysis, communications, and presentation. C

ED 483 (Educational Media and Technology)

Candidates learn and implement instructional tools ranging from

the overhead projector to “smart boards” and mapping software.

Candidates apply technological tools to their lessons throughout

methods and student teaching as appropriate to helping student

meet the GLCEs.


Our candidates comprehend this standard by constructing the virtual

field trip in their two week teaching unit. This assignment requires

candidates to identify several content specific digital artifacts and ask

two to three open ended questions that can be addressed after visiting

virtual artifacts.

Candidates must evaluate content specific sites, explain to

students how to access the information, and how to submit a

digital report based on the findings and data. See assignment

pack Virtual tour assignment p. 5

ED 483(Educational Media and

Technology)

Candidates learn and implement

instructional tools ranging from the

overhead projector to “smart boards” and

mapping software. Candidates apply

technological tools to their lessons

throughout methods and student teaching

as appropriate to helping student meet the

GLCEs.


Methods)

Our candidates comprehend this standard by

constructing the virtual field trip in their two

week teaching unit. This assignment requires

candidates to identify several content specific

digital artifacts and ask two to three open

ended questions that can be addressed after

visiting virtual artifacts.


Proficiency


the Guidelines

Major Minor

Candidates must evaluate content specific

sites, explain to students how to access

the information, and how to submit a

digital report based on the findings and

data. See assignment pack Virtual tour

assignment p. 5

7.2 Identify and apply a wide

array of content specific, adaptive, and assistive

technological resources and evaluate for accuracy and

effectiveness in the classroom. C

ED 361(Special Education and the Classroom Teacher)

Candidates learn assistive technologies. In their field placements

and student teaching, candidates discuss student needs with the

cooperating classroom teachers to accommodate assistive and

adaptive technologies to meet student 504 and IEP requirements


Student Teachers incorporate adaptive and assistive technologies

used in the schools where they student teach.

ED 361(Special Education and the

Classroom Teacher)

Candidates learn assistive technologies.

In their field placements and student

teaching, candidates discuss student

needs with the cooperating classroom

teachers to accommodate assistive and

adaptive technologies to meet student 504

and IEP requirements.


Schools)

Student Teachers incorporate adaptive

and assistive technologies used in the

schools where they student teach.

7.3 Demonstrate and support the

ethical and responsible use of

technology.

B

Responsible use of technology is practiced and discussed in all

ED courses. Northern Michigan University requires ethical use

of technology by all students, faculty, and staff. [Acceptable Use

Policy]


This course addresses the National Education Technology

Standards (NETS) and how they can be incorporated into all

areas of the curriculum. The legal, responsible and ethical use of

technology is studied extensively.

Responsible use of technology is

practiced and discussed in all ED courses.

Northern Michigan University requires

ethical use of technology by all students,

faculty, and staff. [Acceptable Use

Policy]

ED 483 (Educational Media and

Technology)

This course addresses the National

Education Technology Standards (NETS)

and how they can be incorporated into all

areas of the curriculum. The legal,

responsible and ethical use of technology

is studied extensively.

http://www.acs.nmu.edu/7.1.php






Proficiency


the Guidelines

Major Minor

7.4 Evaluate and demonstrate

knowledge of basic geographic technology including accessing, presenting and

using Geographic Information System, Global Positioning

System, and remote sensing images.

B

NMU maintains a laptop initiative that provides a personal

laptop to each student. The methods students are encouraged to

use computer programs such as Google Earth, MapQuest, and

other satellite imagery in the construction of their lesson plans

and for their many teaching demonstrations. By having students

use these types of Global Information Systems, they gain a basic

understanding of this technology and how it can enhance the

geographic element of lessons.

NMU maintains a laptop initiative that

provides a personal laptop to each

student. The methods students are

encouraged to use computer programs

such as Google Earth, MapQuest, and

other satellite imagery in the construction

of their lesson plans and for their many

teaching demonstrations. By having

students use these types of Global

Information Systems, they gain a basic

understanding of this technology and how

it can enhance the geographic element of

lessons.

Use technology to:

7.5 Develop higher order skills

such as critical thinking, problem solving, self-directed,

and collaborative learning.

C

HS GC EC PS 350 ( Secondary Methods)

The Methods course stresses all these components since it

depends on the Bring Learning Alive teaching methods that

require students to design student centered, group collaborative

lessons. Further, these methods require students to answer

“higher order” that are derived from various input and analysis

of the problems. See Assignment packet p. 8-13, lessons on

Visual Discovery; Social Studies Skills Builders; Experimental

Exercises; Writing for Understanding; Response Groups; and

Problem Solving Group Work.


Methods)

The Methods course stresses all these

components since it depends on the Bring

Learning Alive teaching methods that

require students to design student

centered, group collaborative lessons.

Further, these methods require students to

answer “higher order” that are derived

from various input and analysis of the

problems. See Assignment packet p. 8-

13, lessons on Visual Discovery; Social

Studies Skills Builders; Experimental

Exercises; Writing for Understanding;

Response Groups; and Problem Solving

Group Work.

7.6 Address diverse student needs

and learning styles including C

ED 361 (Special Education and the General Classroom

Teacher)

ED 361 Special Education and the



Proficiency


the Guidelines

Major Minor

utilizing assistive and adaptive

technologies.

Candidates learn assistive technologies. In their field placements

and student teaching, candidates discuss student needs with the

cooperating classroom teachers to accommodate assistive and

adaptive technologies to meet student 504 and IEP requirements.

Candidates learn assistive technologies.

In their field placements and student

teaching, candidates discuss student

needs with the cooperating classroom

teachers to accommodate assistive and

adaptive technologies to meet student 504

and IEP requirements.

7.7 Develop social studies

knowledge, processes, and

skills set forth in the Social Studies GLCE and HSCE. C


Student teachers design and deliver lessons, based on processes

and skills articulated in the Social Studies GLCE and HSCE.

Student teachers gain a comprehensive understanding of this

standard by working closely with the cooperating teacher and

discovering how the GLCE and HSCE apply to specific school

district in Michigan.


Schools)

Student teachers design and deliver

lessons, based on processes and skills

articulated in the Social Studies GLCE

and HSCE. Student teachers gain a


standard by working closely with the

cooperating teacher and discovering how

the GLCE and HSCE apply to specific

school district in Michigan.

7.8 Facilitate effective formative

and summative assessment strategies.

B

ED 231(Teaching and Learning in the Secondary Classroom)



All methods course address the role of assessment for learning

(formative) and assessment of learning (summative). Numerous

strategies and methods are provided throughout methods

courses.

As part of their reflections of their field placements, candidates

must provide evidence and an explanation of student work that is

“at”, “below”, and “above” their expectations.

ED 231(Teaching and Learning in the



Secondary Teachers)


Methods)

All methods course address the role of

assessment for learning (formative) and

assessment of learning (summative).

Numerous strategies and methods are

provided throughout methods courses.

As part of their reflections of their field

placements, candidates must provide

evidence and an explanation of student

work that is “at”, “below”, and “above”

their expectations.


Proficiency


the Guidelines

Major Minor

7.9 Create and evaluate content-

specific online learning

experiences to enhance student learning in content.

C

HS GC EC PS 350(Secondary Methods)

Our candidates comprehend this standard by constructing the virtual

field trip in their two week teaching unit. This assignment requires

candidates to identify several content specific digital artifacts and ask

two to three open ended questions that can be addressed after visiting

virtual artifacts.

These artifacts are often “cultural” such as images, songs, architecture.

This allows candidates and their students to recognize how cultural

artifacts augment missing gaps in the written narrative.

See assignment pack Virtual tour assignment p. 5


Candidates explore the role of online education, including its

advantages and disadvantages.


Methods)

Our candidates comprehend this standard by

constructing the virtual field trip in their two

week teaching unit. This assignment requires

candidates to identify several content specific

digital artifacts and ask two to three open

ended questions that can be addressed after

visiting virtual artifacts.

These artifacts are often “cultural” such as images, songs, architecture. This allows

candidates and their students to recognize how

cultural artifacts augment missing gaps in the

written narrative.

See assignment pack Virtual tour

assignment p. 5

ED 483(Educational Media and

Technology)

Candidates explore the role of online

education, including its advantages and

disadvantages.

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