Eastern
College of Arts and
Sciences
NCSS/Social Studies
Education
XI. Matrix
Matrix Item 1.2 Theme
Two: Time, Continuity, and Change
Social Studies
teachers should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study
of Time, Continuity, and Change.
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
time, continuity, and change. They should:
* assist learners to
understand that historical knowledge and the concept of time are socially
influenced constructions that lead historians to be selective in the questions
they seek to answer and the evidence they use;
* have learners apply
key concepts from the study of history such as time, chronology, causality,
change, conflict, and complexity to explain, analyze, and show connections
among the patterns of historical change and continuity;
* ask learners to
identify and describe significant historical periods and patterns of change
within and across cultures, such as the development of ancient cultures and
civilizations, the rise of nation-states, and social, economic, and political
revolutions;
* guide learners as
they systematically employ processes of critical historical inquiry to
reconstruct and reinterpret the past, such as using a variety of sources and
checking their credibility, validating and weighing evidence for claims, and
searching for causality;
* provide learners
with opportunities to investigate, interpret, and analyze multiple historical
and contemporary viewpoints within and across cultures related to important
events, recurring dilemmas, and persistent issues, while employing empathy,
skepticism, and critical judgment;
* enable learners to
apply ideas, theories, and modes of historical inquiry to analyze historical
and contemporary developments, and to inform and evaluate actions concerning
public policy issues.
1.2 Theme Two:
Time, Continuity, and Change
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 Time, Continuity, and Change.
1.2.1. Programmatic
Evidence
Students in the Social Studies Major/Minor are prepared to teach
this theme in the following 4 ways:
1. History Department offerings focus on time, continuity and
change. All students must take several history classes as part of their EMU
Basic Studies requirement. These include a choice of HIST 101, HIST 102, HIST 103, HIST 123, HIST
124, HIST 109, or HIST
110. A second history class from one sequence is also required.
2. All Social Studies majors must take the following classes for
their Social Studies Major. Their objectives are provided below:
HIST 109, World History to 1500: This class will provide students
with an understanding of the development of civilization around the world from
prehistory to 1500. The course will provide students with the necessary
factual material and interpretations to understand both the diversity and
interrelationships of cultures and politics during this same time frame.
HIST 110, World History since
1500
A student who completes HIST 110 will be able to analyze the
origins and formation of the principal European nation states; the impact of
western imperialism upon the traditional societies of Asia and Africa; the
importance of the Industrial Revolution in securing European societies of Asia
and Africa; the importance of the Industrial Revolution in securing European
dominance abroad; the rise of nationalism in 19th-century Europe and its
ultimate export abroad in the 20th century; the contractions within western
society which led to the two great “worlds wars” of this century; the
incredibly rapid process of decolonization after World War II; and the rise of
the contemporary global civilization and economy in which we live.
HIST 123, The
United States to 1877
Students in this class will be able to describe and analyze
historical chronology and causation of events from 1492 to 1877. They will be
able to describe and critically analyze primary sources and secondary
historical arguments. They will be able to evaluate historical argumentation
based on primary documents, and compose a narrative using conflicting primary
sources.
HIST 124, The
Students in this class will be able to describe and analyze
historical chronology and causation of events from 1877 to 2001. They will be
able to describe and critically analyze primary sources and secondary
historical arguments. They will be able to evaluate historical argumentation
based on primary documents, and compose a narrative using conflicting primary
sources.
These classes, as part of their objectives, examine the basis of
historical evidence and causality, the use of primary and secondary sources,
and cover historical periods ranging from ancient civilizations to the present
day. They also include discussion of conflicting perspectives on the past, and
historians make sense of these conflicts.
3. In the required “Methods of Historical Research and Writing”
class (HIST 300), students
learn about the process of interpreting and analyzing primary source material,
the research skills required to write a substantial research paper, and the use
of multiple perspectives in interpreting the past. As part of this class,
students must demonstrate an ability to use concepts of time, continuity, and
change in an historical research paper to critically utilize primary sources.
All students must score a C or higher in this class to advance in the program.
4. All students in HIST
481 learn instructional strategies, resources, and models for the teaching
of history. This includes critical analysis of instructional materials, lessons
on how to assign and assess long-term research projects, and the use primary
source material in secondary classroom instruction.
Students in the History program meet this theme’s requirements in
the following three ways:
1. Extensive coursework in their major. The major requires both survey and upper level classes on European history, the
history of the
2. In the required “Methods of Historical Research and
Writing” class (HIST 300),
students learn about the process of interpreting and analyzing primary source
material, the research skills required to write a substantial research paper,
and the use of multiple perspectives in interpreting the past. As part of this
class, students must demonstrate an ability to use concepts of time,
continuity, and change in an historical research paper to critically utilize
primary sources. All students must score a C or higher in this class to advance
in the program.
3. All students in HIST
481 learn instructional strategies, resources, and models for the teaching
of history. This includes critical analysis of instructional materials, lessons
on how to assign and assess long-term research projects, and the use primary
source material in secondary classroom instruction.
Students in Economics, Psychology, Geography, Political
Science meet the requirements of this theme in the following ways:
1. Each of these majors has a requirement to take HIS 102 and HIS
103. These courses provide an overview of European, World and U.S. History from
1648 to the present.
2. History Department offerings focus on time, continuity and
change. All students must take several history classes as part of their EMU
Basic Studies requirement. These include a choice of HIST 101, HIST 102, HIST 103, HIST 123, HIST
124, HIST 109, or HIST
110. A second history class from one sequence is also required.
2. All students in HIST 481 learn instructional strategies,
resources, and models for the teaching of history. This includes critical
analysis of instructional materials, lessons on how to assign and assess
long-term research projects, and the use primary source material in secondary
classroom instruction.
1.2.2 Test Evidence
Grade evidence for Social Studies majors
|
Course |
His 109 |
His 110 |
His 123 |
His 124 |
His 300 |
|
A |
6 |
14 |
8 |
9 |
9 |
|
B |
7 |
8 |
6 |
4 |
8 |
|
C |
5 |
0 |
1 |
2 |
3 |
|
D |
1 |
0 |
0 |
0 |
0 |
|
E |
0 |
0 |
0 |
0 |
0 |
|
Transfer credit (A-C) |
6 |
3 |
10 |
9 |
4 |
Grade evidence for history majors:
|
Course |
|
|
|
|
|
|
|
|
|
|
|
|
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+ |
Grade evidence for psychology majors
|
Course |
Student 1 |
|
His 103 |
Cr |
|
His 102 |
Cr |
Grade evidence for political science majors:
|
Course |
Student 1 |
Student 2 |
|
His 103 |
a |
B+ |
|
His 102 |
a- |
C |
Grade evidence for geography majors:
|
Course |
Student 1 |
Student 2 |
|
His 103 |
B+ |
A- |
|
His 102 |
b- |
CR |
State Testing Evidence for History Majors:
History:
Of the nineteen graduates with a major in History for Secondary
Education, fourteen student took the History MTTC, and received a scores of
195, 213, 213, 220, 224, 227, 229, 231, 233, 244, 250, 251, 262, and 275. The
passing score for the MTTC is 220. This equals a pass rate of 79% for the exam,
as compared to a state rate of 62%.
Social Studies test evidence:
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%.
1.2.3 Performance
Evidence
Students scored as follows on the supplemental evaluation form on
this strand:
|
Score |
Social Studies |
History |
Political Science |
Geography |
|
5- Excellent |
8 |
7 |
0 |
0 |
|
4 – Very Good |
9 |
3 |
1 |
3 |
|
3 Average |
1 |
0 |
1 |
0 |
|
2 Minimally acceptable |
0 |
0 |
0 |
0 |
|
1 Inadequate |
0 |
0 |
0 |
0 |
|
N Not applicable to this student |
0 |
0 |
0 |
0 |
Note: Neither psychology nor economics had any students complete
student teaching in Winter 2003 when the supplemental
form was instituted.