Eastern
College of Arts and
Sciences
NCSS/Social Studies
Education
XI. Matrix
1.0 INTERDISCIPLINARY
SOCIAL STUDIES THEMES STANDARDS
Matrix Item 1.1 Theme
One: Culture and Cultural Diversity
Social Studies
teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study
of Culture and Cultural Diversity.
Indicators of
Capabilities for Teaching Social Studies
Teachers of Social Studies at all school levels should provide
developmentally appropriate experiences as they guide learners in the study of
culture and cultural diversity. They should:
* enable
learners to analyze and explain the ways groups, societies, and cultures
address human needs and concerns;
* guide learners
as they predict how data and experiences may be interpreted by people from
diverse cultural perspectives and frames of references;
* assist
learners to apply an understanding as an integrated whole that explains the
functions and interactions of language, literature, the arts, traditions,
beliefs and values, and behavior patterns;
* encourage
learners to compare and analyze societal patterns for preserving and
transmitting culture while adapting to environmental and social change;
* ask learners
to give examples and describe the importance of cultural unity and diversity
within and across groups;
* have learners interpret patterns of behavior reflecting values and
attitudes that contribute or pose obstacles to cross-cultural understanding;
* guide learners
as they construct reasoned judgments about specific cultural responses to
persistent human issues;
* have learners explain and apply ideas, theories, and modes
of inquiry drawn from anthropology and sociology in the examination of
persistent issues and social problems.
1.1
Theme One: Culture and Cultural Diversity
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 culture and Cultural Diversity.
1.1.1 Programmatic
Evidence
Social Studies Majors take 7 types of courses to learn about
issues of teaching culture and cultural diversity.
1. All students take a course in “cross cultural or international
studies” as part of their basic studies requirements. A list of approved classes is in the appendix.
2. All students in the Social Studies teaching program must take
an additional “cross cultural or international studies” from another list of approved classes, in the
appendix.
3. All students must take Educational PSY 322 Human Development and Learning, which focuses on the
study of childhood psychology from birth through adolescence with a focus on
intellectual and psychosocial behavior and the role of parents and teachers in
fostering learning and development. There is considerable focus on the impact
of cultural and other environmental factors on development and learning. The
required assessment is a group
diversity project that requires students to work together to research
the impact of specific variables on learning (race, language, gender, sexual
orientation, etc.) and the types of school interventions that can enhance
learning.
4. All students in Educational PSY 322 take as a co-requisite a FETE (Field Experience) course, which places students in a
5. All students take SOFD
328 Schools in a Multicultural Society (3), as part of their
professional education program. This class focuses on the interactive
relationship between schools and society and the development of a culturally
responsible pedagogy. Special emphasis is on educational equity and the
theoretical foundations of multicultural education. This course examines
social, political, and economic influences on schooling and emphasizes the
teacher’s role in preparing diverse students to succeed in school and
participate in a democratic society.
6. All students take RDNG
311 as part of their professional education program, which addresses
the issue of multiculturalism in reading instruction. It has a particular focus
on integrating multicultural literature in the disciplines through biographies
and related literature.
7. A substantial segment in the Social Studies Methods class, HIST 481, deals with applications of
issues of diversity to the Social Studies classroom.
All History, Economics, Geography and Psychology majors learn
about this theme in the following six ways:
1. All students take a course in “cross cultural or international
studies” as part of their basic studies requirements. A list of approved classes is included.
2. All students must take Educational PSY 322 Human Development and Learning, which focuses on the
study of childhood psychology from birth through adolescence with a focus on
intellectual and psychosocial behavior and the role of parents and teachers in
fostering learning and development. There is considerable focus on the impact
of cultural and other environmental factors on development and learning. The
required assessment is a group
diversity project that requires students to work together to research
the impact of specific variables on learning (race, language, gender, sexual
orientation, etc.) and the types of school interventions that can enhance
learning.
3. All students in Educational PSY 322 take as a co-requisite a FETE (Field Experience) course,
which places students in a
4. All students take SOFD
328 Schools in a Multicultural Society (3), as part of their
professional education program. This class focuses on the interactive
relationship between schools and society and the development of a culturally
responsible pedagogy. Special emphasis is on educational equity and the
theoretical foundations of multicultural education. This course examines
social, political, and economic influences on schooling and emphasizes the
teacher’s role in preparing diverse students to succeed in school and
participate in a democratic society.
5. All students take RDNG
311 as part of their professional education program, which addresses
the issue of multiculturalism in reading instruction. It has a particular focus
on integrating multicultural literature in the disciplines through biographies
and related literature.
6. A substantial segment in the Social Studies Methods class, HIST 481, deals with applications of
issues of diversity to the Social Studies classroom (syllabus in appendix).
1.1.2 Test Evidence
What grades mean at EMU [Applies to all sections] All EMU grades
are according to the following scale:
EMU Grade Scale for all
classes (EMU Catalog, 2000-2003).
A Exceptionally high
order 4.0
A– 3.7
B+ 3.3
B Distinctly above the
average 3.0
B– 2.7
C+ 2.3
C Average 2.0
C– 1.7
D+ 1.3
D Below Average 1.0
D– 0.7
E Unsatisfactory
(denoting failure) 0
Transfer policy:
Grades labeled CR represent credit given for a transfer class
without a grade assigned. A score of C or higher is necessary to transfer
credit to EMU.
Grade of Not yet taken: Students may student teach with one class
not yet taken that they often while or after student teaching.
Grade reporting: In all fields except Social Studies, grade data
is reported in columns by student, allowing you to view the overall academic
record of each student candidate. In social studies, the number of students
required compiling a chart of grades.
Cohorts: Grade and Student teaching data is for students in Winter 2003. Test score data is for 2002-3 graduates who
have taken the Michigan Test for Teacher Certification.
Grade evidence for Social Studies majors:
|
Course |
Student grades |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
EDPS 322 |
b |
a |
A |
B+ |
A |
C+ |
C |
A- |
A |
A- |
A |
A |
A |
B+ |
A |
A |
A |
A |
A |
B |
A |
A |
A- |
A |
B+ |
|
SOFD 328 |
b+ |
b+ |
B+ |
A |
B+ |
A- |
B- |
A |
A- |
A |
A- |
Cr |
B+ |
B- |
A |
A- |
B+ |
A |
A |
B- |
A- |
A |
A- |
A |
A |
|
RDNG 311 |
a |
a |
A |
A |
B |
A |
A |
a |
A |
A- |
A |
|
A |
A |
A |
A |
A |
A |
A |
A |
A |
A |
A |
A |
A |
|
Grade range |
EDPS 322 |
RDNG 311 |
SOFD 328 |
|
A to A- |
18 |
23 |
15 |
|
B- to B+ |
5 |
1 |
9 |
|
C- to C+ |
2 |
0 |
0 |
|
D- to D+ |
0 |
0 |
0 |
|
E |
0 |
0 |
0 |
|
Transfer credit granted (not below C) |
0 |
0 |
1 |
Grade evidence for history majors:
|
Course |
|
|
|
|
|
|
|
|
|
|
|
|
EDPS 322 |
a- |
a |
a |
a- |
a |
c+ |
a- |
B+ |
a- |
b- |
a |
|
SOFD 328 |
A |
b |
a- |
a- |
a |
b- |
b- |
a- |
a |
b+ |
b |
|
RDNG 311 |
A |
a |
a |
a |
a- |
a |
a |
a |
a |
a |
b+ |
Grade evidence for political science majors
|
Course |
Student grades |
|
|
EDPS 322 |
B+ |
A- |
|
SOFD 328 |
B+ |
Not yet taken |
|
RDNG 311 |
A |
Not yet taken |
Grade evidence for geography majors
|
Course |
Student grades |
|
||||
|
EDPS 322 |
|
B+ |
a- |
A |
||
|
SOFD 328 |
|
A- |
|
A |
||
|
RDNG 311 |
|
A |
|
A |
||
Grade evidence for psychology majors
|
Course |
Grade |
|
EDPS 322 |
A |
|
SOFD 328 |
A- |
|
RDNG 311 |
A |
State test data for Social Studies
Of the twenty two 2002-3 graduates with a major in History for
Secondary Education, seventeen student took the Social Studies MTTC, and
received a scores of 217, 220, 228, 228, 236, 241, 247, 255, 257, 263, 267,
268, 271, 271, 276, 276, 276. The passing score for the MTTC is 220. This
equals a pass rate of 94% for the exam, as compared to a state rate of 78%.
1.1.3 Performance
Evidence
Students scored as follows on the supplemental evaluation form on
this strand:
|
Score |
Social Studies |
History |
Political Science |
Geography |
|
5- Excellent |
5 |
4 |
0 |
2 |
|
4 – Very Good |
6 |
2 |
2 |
0 |
|
3 Average |
5 |
4 |
0 |
0 |
|
2 Minimally acceptable |
2 |
0 |
0 |
0 |
|
1 Inadequate |
0 |
0 |
0 |
0 |
|
N Not applicable to this student |
0 |
0 |
0 |
1 |
Note: Neither psychology nor economics had any students complete
student teaching in Winter 2003 when the supplemental
form was instituted.