Eastern
College of Arts and
Sciences
NCSS/Social Studies
Education
XI. Matrix
Matrix Item 1.7 Theme
7: Production, Distribution, and Consumption
Social Studies
teachers should possess the knowledge, capabilities, and disposition to
organize and provide instruction at the appropriate school level for the study
of Production, Distribution, and Consumption.
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
how people organize for the production, distribution, and consumption of goods
and services. They should:
* enable learners to
explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic systems to
make decisions about how goods and services are to be produced and distributed;
* help learners
analyze the role that supply and demand, prices, incentives, and profits play
in determining what is produced and distributed in a competitive market system;
* help learners
compare the costs and benefits to society of allocating goods and services
through private and public sectors;
* explain to learners
the relationships among the various economic institutions that comprise
economic systems such as households, businesses, banks, government agencies,
labor unions, and corporations;
* guide learner
analysis of the role of specialization and exchange in economic processes;
* provide
opportunities for learners to assess how values and beliefs influence economic
decisions in different societies;
* have learners
compare basic economic systems according to how rules and procedures deal with
demand, supply, prices, the role of government, banks, labor and labor unions,
savings and investments, and capital;
* challenge learners
to apply economic concepts and reasoning when evaluating historical and
contemporary social developments and issues;
* ask learners to
distinguish between the domestic and global economic systems, and explain how
the two interact;
* guide learners in
the application of knowledge of production, distribution, and consumption in
the analysis of public issues such as the allocation of health care or the
consumption of energy, and in devising economic plans for accomplishing
socially desirable outcomes related to such issues;
* help learners to
distinguish between economics as a field of inquiry and the economy.
1.7 Theme Seven:
Production, Distribution and Consumption
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 how people organize for the Production, Distribution and
Consumption of Goods and Services.
1.7.1 Programmatic
Evidence
This theme is addressed at four points in the Social Studies major
program:
1. All EMU students must also take one course in one of the
following social science disciplines as part of their basic studies
requirements: anthropology, economics, geography, or sociology, which approach
issues of Production, Distribution and Consumption from different disciplinary
perspectives.
2. All Social Studies majors must take ECON 201, which provides
in-depth instruction in macro-economics. It’s
objectives are as follows:
ECON 201, Principles of Economics I, is the first half of basic
principles of economics. The course emphasizes macroeconomic concepts of
national income, fiscal and monetary policy, and problems of unemployment,
inflation and economic growth.
ECON 201 has the following
Course Goals and Objectives for all instructors:
1). The course introduces students to
basic macroeconomic concepts and tools of analysis. Important among the tools
are various economic models. Additionally, it should help students better
understand and critically evaluate national macroeconomic policy.
2). Define basic economic concepts and illustrate their use.
3). Identify, illustrate, and provide practice in the use of basic
macroeconomic models. Elementary algebra is used.
Among models explored are:
a. The production possibilities frontier
b. The market
c. The Keynesian model of national income determination
i. Aggregate expenditure
ii. Multiplier
iii. Aggregate Supply-Aggregate Demand
d. The creation of money
e. The money market
f. Monetarism
g. International economic relations
4). Indicate differences of opinion within economics about using
models.
5). Identify:
a. Macroeconomic policy goals of the government
b. Methods of achieving those goals, and
c. Differences of opinion about appropriate goals and policy
6). Apply economic concepts and models to better understand
selected current events.
3. All Social Studies majors must take ECON 202, which provide in-depth instruction in micro-economics.
ECON 202 objectives are as follows:
1). The course introduces students to
basic microeconomic concepts and tools of analysis.
2). Students will learn a set of concepts, which comprise a
valuable kit of analytical tools to understand, predict and forecast individual
decision behavior.
3). The individual decision-making units
studied are consumers, producers, and resource owners.
4). The course also introduces students
to the interaction of these agents in a market setting, and the social outcomes
of these interactions.
4. The Social Studies Methods class, HIST 481, includes instruction, models, and resources for the
teaching of economics in the Social Studies classroom, including how to
integrate economics concepts into history and other social sciences classes.
Students in the Geography program address this standard in the
following ways:
1). All EMU students must also take one course in one of the
following social science disciplines as part of their basic studies
requirements: anthropology, economics, geography, or sociology, which approach
issues of Production, Distribution and Consumption from different disciplinary
perspectives.
2). All geography majors must take GEOG 110, which describes the geography of resources and
economics throughout the world.
3). All Geography majors are required to take GEOG 235, Economic
geography, which applies the concepts of economics to the study of cultural
geography.
4). All Geography majors are required, as part of their major, to
take an elective class in Economics.
5). The Social Studies Methods class, HIST 481, includes
instruction, models, and resources for the teaching of economics in the Social
Studies classroom, including how to integrate economics concepts into history
and other social sciences classes.
This theme is addressed for political science majors in the
following ways:
1). All EMU students must also take one course in one of the
following social science disciplines as part of their basic studies
requirements: anthropology, economics, geography, or sociology, which approach
issues of Production, Distribution and Consumption from different disciplinary
perspectives.
I.
2). All political science majors must take GEOG 110 or GEOG 107, which describes the
geography of resources and economics. Objectives for Geog 107 include: Human
Geography - Economic Geography
A.
Introduce learners to world economic systems;
Have learners explore the patterns and
networks of economic interdependence on the earth’s surface.
Objectives for Geog 110 include: have learners
explore the patterns and networks of economic interdependence on Earth's
surface;
3). All political science majors are required, as part of their
major, to take an elective class in Economics.
4). The Social Studies Methods class, HIST 481, includes
instruction, models, and resources for the teaching of economics in the Social
Studies classroom, including how to integrate economics concepts into history
and other social sciences classes.
This theme is addressed for psychology majors in the following
ways:
1). All EMU students must also take one course in one of the
following social science disciplines as part of their basic studies
requirements: anthropology, economics, geography, or sociology, which approach
issues of Production, Distribution and Consumption from different disciplinary
perspectives.
2). All psychology majors must take at least one elective course
in economics as part of their major program.
3).The Social Studies Methods class, HIST 481, includes instruction, models, and resources for
the teaching of economics in the Social Studies classroom, including how to
integrate economics concepts into history and other social sciences classes.
This themes is addressed by Economics
majors in the following ways:
1). All Economics students are required to take ECON 201 and ECON
202, as well as ECON 301 and ECON 302. These classes provide a comprehensive
background in both Macro and Micro economics, both on a national and world
level.
2).The Social Studies Methods class, HIST 481, includes instruction, models, and resources for
the teaching of economics in the Social Studies classroom, including how to
integrate economics concepts into history and other social sciences classes.
This themes is addressed for history
majors in the following ways:
1). All EMU students must also take one course in one of the
following social science disciplines as part of their basic studies
requirements: anthropology, economics, geography, or sociology, which approach
issues of Production, Distribution and Consumption from different disciplinary
perspectives.
II.
2). All history majors must take GEOG 110 or GEOG 107, which describe the geography of resources and
economics throughout the world. Objectives for Geog 107 include: Human
Geography - Economic Geography
A.
Introduce learners to world economic systems;
Have learners explore the patterns and
networks of economic interdependence on the earth’s surface.
Objectives for Geog 110 include: have learners
explore the patterns and networks of economic interdependence on Earth's
surface;
3). Students in the history major must take His 103, which
describes and analyzes the development of the global economy in the twentieth
century, and the role of economic change in societies throughout the world
during this time period.
1.7.2 Test Evidence
Class evidence for social studies students:
|
Grade |
Econ 201 |
Econ 202 |
|
A |
5 |
5 |
|
B |
7 |
5 |
|
C |
1 |
4 |
|
D |
0 |
1 |
|
E |
0 |
0 |
|
Transfer Credit (A-C) |
12 |
9 |
Class evidence for geography students:
|
Class |
|
Student grade |
|
|
|
GEO 235 |
|
A- |
A |
|
Class evidence for political science students:
|
Class |
|
Student score |
|
Econ 201 |
|
C+ |
Class evidence for history students:
|
Class |
|
|
|
|
|
|
|
|
|
|
|
|
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+ |
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%.
1.7.3 Performance
Evidence
Students scored as follows on the supplemental evaluation form on
this strand:
|
Score |
Social Studies |
History |
Political Science |
Geography |
|
5- Excellent |
1 |
2 |
1 |
0 |
|
4 – Very Good |
6 |
5 |
0 |
2 |
|
3 Average |
4 |
1 |
0 |
1 |
|
2 Minimally acceptable |
2 |
1 |
0 |
0 |
|
1 Inadequate |
0 |
0 |
0 |
0 |
|
N Not applicable to this student |
5 |
2 |
1 |
0 |
Note: Neither psychology nor economics had any students complete
student teaching in Winter 2003 when the supplemental
form was instituted.