Licensure
in Social Studies
 "I
urge then that civilizations, religions, all human institutions,
and the schools, [be] judged truly, or from the standpoint of the
philosophy of history, by this one criterion: namely, whether they
have offended against those little ones or have helped to bring
childhood and adolescence to an even higher and completer maturity
as generations pass by. Childhood is thus our pillar of cloud by
day and fire by night."
G.
Stanley Hall (1846-1924),
"Child-Study
and Its Relation to Education"
OVERVIEW
The
Teacher Education Program at Davidson College offers licensure in
Social Studies. All students seeking licensure are required to complete
a major in history, political science, economics, sociology, anthropology,
psychology or religion. In
addition, students must
choose one of the options indicated below under Requirements for
Licensure in Social Studies .
REQUIREMENTS
FOR LICENSURE IN SOCIAL STUDIES
- Completion
of the College requirements for graduation including the core
curriculum requirements.
- Completion
of the requirements for a major in history, political science,
economics, sociology, anthropology, psychology or religion.
In addition, students
must choose one of the following options:
Option
1:
Social Studies Licensure with a Major in History
(Students must include HIS 141 and HIS 142 as part of their major.)
Additional requirements:
Option
2:
Social Studies Licensure with a Major in Anthropology
and Sociology, Economics, Political Science, Psychology, or Religion.
Additional requirements:
-
Anthropology
(ANT 101)
-
Economics
(ECO 101)
-
Political
Science (POL 100 or POL 111 or POL 130 or POL 141)
-
Sociology
(SCO 101)
-
European
History (HIS 121 and HIS 122)
-
United
States History (HIS 141 and HIS 142)
- Completion
of the requirements for the Teacher Education Program as follows:
Courses:
-
PSY
101 (General Psychology)
-
EDU
121 (History of Educational Theory and Practice)
-
EDU
242 (Educational Psychology and Teaching Exceptionalities)
-
EDU
240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or
260 (Social Diversity and
Inequality in Education)
-
EDU
400 (Organization for Teaching)
-
EDU
410-411 (Internship in Teaching)
-
EDU
420 (Seminar in Secondary Education)
Other
Requirements:
-
Tutoring
(if not completed in Education 121)
-
Minimum
scores on the Praxis Series
-
Students
will need to meet the requirements for admission to the Program
and admission to student teaching.
GOALS
AND OBJECTIVES
The
Teacher Education Committee, including its representative from the
Department of History, has adopted the new standards for social
studies set forth by the North Carolina Department of Public Instruction.
In addition to the general teaching competencies
and technology competencies addressed
in their portfolios, licensure students in English education will
demonstrate the following competencies in their electronic portfolios.
CATEGORY
A: CONTENT
Standard
1:
Social studies teachers have a broad knowledge of content.
1.1
Social studies teachers should have a basic knowledge and understanding
of the tapestry of world cultures.
1.2 Social studies teachers should understand the social science
disciplines.
Standard 2: Social studies teachers
know the content appropriate to their teaching specialty.
2.1
Political science
2.2 History and historical concepts
2.3 Geographic concepts
2.4 Economic concepts
2.5 Cultural anthropology
2.6 Sociology
2.7 Psychology
Standard 3: Social studies teachers
connect social studies with the broad curriculum.
3.1
Communication
3.2 Humanities
3.3 Science
3.4 Mathematics
3.5 Technology skills
Standard 4: Social studies teachers
know relevant applications of the content.
4.1
Citizenship
4.2 Historical perspectives
4.3 Global interdependence
4.4 Life skills
4.5 Spatial perspectives
CATEGORY B: PEDAGOGY
Standard
5: Social
studies teachers plan appropriate instruction.
5.1
Align instruction with the North Carolina Social Studies Standard
Course of Study and incorporate National Council of Social Studies
and discipline-specific national standards
5.2 Establish an inviting, stimulating environment for learning
about people, places and times
5.3 Conceptualize units of study that are cross-cultural and/or
representative of people in regions and historical periods studied
5.4 Produce quality instructional materials that reflect historical
accuracy and that are geographically current
5.5 Select and use appropriate audio-visual, information, and technology
resources, including primary sources, historical documents, economic
data, legislation, and thematic maps
5.6 Evaluate materials for historical and geographic accuracy, bias
and stereotypes
Standard 6: Social studies teachers
use appropriate teaching methods.
6.1
Plans for a variety of appropriate instructional methods
6.2 Assigns group work to foster collaborative skills
6.3 Assigns visual projects for students to create and interpret
6.4 Uses technology as a tool for research, communication and managing
information
Standard 7: Social studies teachers
use appropriate tools for assessment.
7.1
Develops pre-assessment techniques that measure a student's background
in social studies concepts
7.2 Uses a variety of instruments
7.3 Utilizes diverse assessment strategies
7.4 Constructs valid test items that measure the knowledge and skill
objectives of social studies
7.5 Develops and uses rubrics
7.6 Engages students in peer- and self-assessment and in the development
of rubrics
7.7 Uses assessment data to evaluate teaching methods and plan future
instruction
CATEGORY C: DIVERSITY
Standard
8:
Social studies teachers create an environment that accommodates
learning differences of a diverse student population.
8.1 Cognitive differences
8.2 Physical differences
8.3 Cultural backgrounds
CATEGORY D: PROFESSIONALISM
Standard
9:
Social studies teachers develop as leaders in their schools and
communities.
9.1
Involve students in activities outside the classroom
9.2 Participate in meetings that discuss and /or establish policy
9.3 Participate in the selection of textbooks and resource materials
that augment the social studies curriculum such as maps, primary
sources, and software
9.4 Communicate with administrators concerning needs within the
Social Studies Department including funds for field trips and guest
speakers, materials unique to the subject, and professional development
study and travel
9.5 Establish an inviting environment for discussing, researching,
and displaying constructed knowledge about people, places, and times
9.6 Collaborate with colleagues to strengthen social studies content,
research, and pedagogy
9.7 Invite classroom observation by other professionals both inside
and outside the department and initiate professional conversations
on teaching improvement
9.8 Participate in civic activities
Standard 10: Social studies teachers
grow and develop as professionals as they interact with the learning
community and the resources it provides.
10.1
Attend school, local, state, and/or national social studies meetings
and conferences
10.2 Read professional journals and literature
10.3 Reflect individually and with colleagues on daily lessons and
long-term units to improve instructional skills and develop the
knowledge base for increased student learning
10.4 Participate in professional development and travel
Standard 11: Social studies teachers
advocate for the inclusion of social studies as a vital component
of the basic curriculum.
11.1
Because of its intrinsic merit social studies teachers advocate
for the inclusion of social studies as a core subject in the basic
curriculum at all grade levels for all students, regardless of state
testing mandates.
11.2 Social studies teachers devote adequate time within the school
day, throughout the school year, for the teaching of social studies.
11.3 Social studies teachers request up-to-date resources and supplies.
11.4 Social studies teachers take advantage of opportunities to
promote the significance of social studies in a comprehensive education
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