Eastern
College of Arts and
Sciences
NCSS/Social Studies
Education
XI. Matrix
2.0 DISCIPLINARY
STANDARDS
Matrix Item 2.1
Disciplinary Standard: History
Teachers who are
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.
Indicators of
Capabilities for Teaching History
Teachers of history at all school levels should provide developmentally
appropriate experiences as they guide learners in their study. They
should:
* assist learners in
utilizing chronological thinking so that they can distinguish between
past, present, and future time; can place historical narratives in the proper chronological
framework; can interpret data presented in time lines and can compare
alternative models for periodization;
* enable learners to
develop historical comprehension in order that they might reconstruct the
literal meaning of a historical passage, identify the central questions
addressed in historical narrative, draw upon data in historical maps, charts,
and other graphic organizers; and draw upon visual, literary, or musical
sources
* guide learners in
practicing skills of historical analysis and interpretation, such as compare
and contrast, differentiate between historical facts and interpretations,
consider multiple perspectives, analyze cause and effect relationships, compare
competing historical narratives, recognize the tentative nature of historical
interpretations, and hypothesize the influence of the past;
* assist the learners
in developing historical research capabilities that enable them to formulate
historical questions, obtain historical data, question historical data,
identify the gaps in available records, place records in context, and construct
sound historical interpretations;
* help learners to
identify issues and problems in the past, recognize factors contributing to
such problems, identify and analyze alternative courses of action, formulate a
position or course of action, and evaluate the implementation of that decision;
* assist learners in
acquiring knowledge of historical content in United States history in order to
ask large and searching questions that compare patterns of continuity and
change in the history and values of the many peoples who have contributed to
the development of the continent of North America;
* guide learners in
acquiring knowledge of the history and values of diverse civilizations
throughout the world, including those of the West, and in comparing patterns of
continuity and change in different parts of the world;
* enable learners to
develop historical understanding through the avenues of social, political,
economic, cultural history, and the history of science and technology.
2.1 History
The program prepares
Social Studies teachers who possess the knowledge, capabilities and
dispositions to organize and provide instruction at the appropriate school
level for the study of History.
2.1.1 Programmatic
Evidence
Students in the History for Secondary Education major must
complete the following:
1. All students in the history program complete 36 credits of a
history major, in which students take coursework in
2. Courses for the history major include GEOG 107 or Introduction
to Geography, and GEOG 110, World Regions, which provide the geographic
underpinning for the study of history.
GEOG 107: Introduction to
Geography
Objectives for this class
include:
1). Students will be able to analyze the spatial information about
people, places, and environments in a spatial context;
2). Students will be able to describe the physical and human
characteristics of places;
3). Students will be able to interpret the past, present and to
plan for the future;
4). Students will be able to ask questions and to acquire,
organize, and analyze geographic information so they can answer geographic
questions as they engage in the study of substantive geographic content;
5). Students will be able to describe and apply basic geographic
concepts.
6). Students will be able to use maps and other geographic
representations, tools, and technologies to acquire, process, and report
information from a spatial perspective;
7). Students will be able to use Geographic Information Systems
(GIS).
8). Students will be able to describe and analyze the physical
processes that shape the earth’s surface;
i. Geologic time
ii. Movements
of continents
iii. Earth materials
iv. Tectonic
forces
v. Gradational/erosional
processes
9). Students will be able to describe how human actions modify the
physical environment;
10). Students will be able to analyze how physical systems affect
human systems.
11). Students will be able to analyze processes that affect
weather and climate;
12). Students will be able to analyze how weather and climate
affect human systems.
13). Physical Geography - Environmental Geography
14). Students will be able to describe the characteristics and spatial
distribution of ecosystems on the earth’s surface;
15). Students will be able to describe how human interactions
modify the environment;
16). Students will be able to examine the changes that occur in
the meaning, use, distribution, and importance of resources.
17). Students will be able to describe the characteristics,
distribution, and migration of human population on the earth’s surface and
describe the processes, patterns, and functions of human settlement;
18). Students will be able to describe and analyze the
characteristics, distribution, and complexity of the earth’s cultural mosaics;
19). Students will be able to describe how culture and experience
influence people’s perceptions of places and regions.
20). Students will be able to use mental maps to organize
information about people, places, and environments in a spatial context.
21). Students will be able to describe and analyze world political
systems and how forces of cooperation and
conflict among people influence political division and control.
22). Students will be able to describe world economic systems;
23). Students will be able to describe the patterns and networks
of economic interdependence on the earth’s surface and the changes that occur
in the meaning, use, distribution, and importance of resources.
24). Students will be able to describe and analyze urban
settlement patterns on the earth’s surface and the processes, patterns, and
functions of human settlement.
25). Students will be able to describe and analyze the characteristics,
distribution, and complexity of the earth’s urban settlements.
26). Students will be able to apply the concept of regions as a
means to interpret the earth’s complexity.
GEOG 110 World Regions, has the
following outcomes/objectives that are sought for each of the world realms.
Objectives for this class include:
1). Students will be able to describe and analyze the concepts of
realms and regions as means to geographically interpret the earth's complexity.
2). Students will be able to describe and analyze how physical
systems affect human systems.
3). Students will be able to describe and analyze the spatial
information about people, places, and environments around the world.
4). Students will be able to describe and analyze the physical and
human characteristics of places.
4). Students will be able to describe and analyze how culture and
experience influence people's perceptions of places and regions.
5). Students will be able to describe and analyze the
characteristics, distribution, and complexity of global cultural mosaics.
6). Students will be able to describe and analyze patterns and
networks of economic interdependence on Earth's surface
7). Students will be able to describe and analyze how the forces
of cooperation and conflict among people influence the division and control of
the earth's surface.
8). Students will be able to describe and analyze how geography
can be used to interpret the past and present and to plan for the future.
Regions studied include:
3. All history majors take HIST
102, Western Civilization, 1648 to World War I, whose objectives
include to learn about the major aspects, trends, and events of modern Western
Civilization, and to acquire analytical and critical historical thinking
skills. Major themes of the class are the secularization of what had been
a largely religious society, the rise of rationalism in both the Scientific
Revolution and Enlightenment, the development of absolute monarchy on the
continent, contrasted with limited government in England, the revolutionary
era, the rise of nationalism and industry in the 19th, socialism in both its
utopian and Marxist variants, the rise of European culture to a position of
world dominance, and the outbreak and course of what the world would call “The
Great War.”
4. All history majors are required to take HIST 103, 20th-Century Civilization. This course is an
examination of the international developments of the 20th century, with
particular emphasis on the interactions between the West and other world
cultures. Objectives of the class include providing a general understanding of
the major events that shaped the twentieth century world from a variety of
perspectives. More practical goals include developing students’ critical
abilities and allowing them to ask historical questions about why things
happened and not just what happened. Students should also develop an
increased sense of how to explore and understand the way people with different
experiences look at the world.
5. All majors are required to take HIST 123, The United States to 1877, or HIST 124, The United States, 1877 to the Present.
Objectives for these classes include students’ ability to
understand relationships between an individual, his or her culture and society,
and the international world. Its focus is upon how ordinary Americans
navigated their ways through the various transformations that created and
changed the American landscape and American minds. Part of the goal of
the course is for students to synthesize the experiences of ordinary Americans
with larger forces in the society and the world.
6. All History for Secondary Education majors must also take six
hours of history courses 300 level or above in two of the following areas and
three hours in the remaining area, thus providing a wide variety of history
experiences:
A.
B. Europe
C.
7. All History for Secondary Education majors must take HIST 300, “Methods of Historical
Research and Writing,” which includes instruction and assessment of students’
abilities to critically use primary sources to construct a cohesive narrative
about an historical issue of their choice. This class includes instruction in
research methods and on taking multiple perspectives into account in the
writing of history.
8. All History for Secondary Education majors must take HIST 481, in which they learn the
national history standards, as devised by the
2.1.2
Test Evidence
Grade Evidence for the History Major:
Required courses:
|
Course |
|
|
|
|
|
|
|
|
|
|
|
|
Geo 110 |
C |
cr |
a |
cr |
cr |
b- |
b- |
b |
cr |
cr |
cr |
|
His 103 |
cr |
cr |
a |
cr |
cr |
b |
a- |
b+ |
cr |
c |
c+ |
|
His 102 |
c+ |
a |
a- |
cr |
cr |
b |
c |
c+ |
cr |
cr |
b |
|
HIS 300 |
a- |
a- |
a- |
a- |
b- |
a- |
a- |
c+ |
b |
c+ |
b+ |
Elective courses:
|
Courses in Major |
|
|
|
|
|
|
|
|
|
|
|
|
His 123 |
cr |
A- |
c+ |
a |
a- |
b |
a |
|
|
|
cr |
|
His 124 |
cr |
A |
a- |
b |
a |
|
a |
|
|
|
b- |
|
His 303 |
|
|
|
|
|
b- |
|
c+ |
|
|
c |
|
His 313 |
a- |
|
a |
b+ |
|
|
a- |
|
a |
b+ |
|
|
His 301 |
|
|
a |
|
|
|
|
b |
|
|
|
|
His 305 |
|
|
a |
|
|
b- |
a- |
|
a |
b |
b |
|
Hist 315 |
|
a- |
|
|
|
|
|
|
|
|
|
|
Hist 319 |
a- |
|
|
|
|
a- |
|
|
|
|
|
|
His 321 |
|
|
|
|
|
|
|
|
|
|
b+ |
|
His 324 |
|
|
|
a- |
c+ |
|
|
|
|
|
c+ |
|
His 323 |
|
|
a- |
a |
|
|
|
|
|
|
b |
|
His 328 |
|
|
|
|
|
|
|
|
|
|
d+ |
|
His 330 |
|
|
|
|
|
|
|
|
a |
|
|
|
His 333 |
|
a |
|
b- |
|
|
|
c |
|
c |
|
|
His 336 |
a- |
|
|
|
|
|
|
|
|
|
|
|
Hist 339 |
b+ |
|
|
|
|
b+ |
|
|
|
|
|
|
His 342 |
|
a |
|
|
|
|
b- |
|
|
c |
|
|
Hist 343 |
d+ |
a- |
|
|
|
|
|
|
|
|
|
|
Hist 362 |
|
|
|
|
b |
|
|
|
|
|
|
|
His 348 |
c+ |
|
|
|
|
|
|
b |
a |
b |
|
|
Hist 375 |
|
|
a |
|
|
|
|
|
|
|
|
|
hist 379 |
|
|
|
|
|
b |
a- |
|
|
|
|
|
Hist 383 |
|
|
|
b+ |
|
|
|
|
|
|
|
|
Hist 411 |
|
|
|
|
b+ |
|
|
|
a- |
|
|
|
Hist 425 |
|
|
|
|
|
|
|
b- |
|
|
|
|
Hist 426 |
|
|
|
|
b+ |
|
|
|
|
|
|
|
Hist 441 |
|
|
|
|
|
d+ |
|
|
|
|
|
|
Hist 457 |
|
|
|