Although many of the trends that were emerging in 2002, such as InTASC, continue to influence the preparation of teachers, the most palpable change is the more critical stance that the public has adopted toward teacher education. All programs seeking national recognition during the Spring 2020 cycle and beyond will be required to submit using the standards found in the 2017 NCSS National Standards for the Preparation of Social Studies Teachers. 6 POWER, AUTHORITY, AND GOVERNANCE
Most notably, the 2002 standards were influenced by the 1994 NCSS document, Expectations of Excellence: Curriculum Standards for Social Studies, which described what NCSS expected pre-K-12 learners should know and be able to do through ten thematic standards (NCSS, 1994). Enable pre-service and in-service teachers to plan instruction consistent with long-range purposes of social studies; and
NCSS National Standards for the Preparation of Social Studies Teachers 2 .
Thematic Strands. The 2017 revision of the National Standards for the Preparation of Social Studies Teachers became operational on January 1, 2018. Introduce pre-service and in-service teachers to the nature and purpose of social studies;
Although civic competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools. A video library providing snapshots of the social studies standards in actual classrooms and linked to standards themes, which was produced by WGBH Educational Foundation, can be accessed at the Annenberg Media website at https://www.learner.org/resources/series166.html. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community. The themes provide a basis from which social studies educators can more fully develop their programs by consulting the details of national content standards developed for history, geography, civics, economics, psychology, and other fields,2 as well as content standards developed by their states. }\���7N�t۸��N��8�z�������W���;��T����.��S�w��%��������t{��l���ق{h���w8���ESFV��TN��_-Ԛ��o�:� X��ھ6�D�����Z���֖�hf\Fm��w�83/�&?�;�_����I\����߿�v���u�F۰͓|��]���8#����c�Ά�܄� x�i�_U�VZ��A��j8���f��ڄڠ�_�_�tZ�We�suл�����N��6.ǿTOT�/�;9��B!��h猫KQ��ɞ�}����#Q�C��̡D;OCw�̡.ׯ��@��{��\2�6���c����_Rj���m�e���/�' ���i�z�Zfj�������I|�u^��85~q�'����;~; ���;o#��!��tga�ӡgT�B杄�|���Fz���gT:����Q�"�{��}ܮ��s�$/�s��>�X.W~�~����~~�}$�x�x�� �~�"� The themes represent strands that should thread through a social studies program, from grades pre-K through 12, as appropriate at each level. The standards are expressed in statements that begin "Social studies programs should include experiences that provide for the study of" - for instance, Culture. Who Can Use the Social Studies Standards? As various institutions, groups, and individuals struggle over the power to determine quality teacher preparation, each successive wave of reform influences not just the structural characteristics of teacher education, but also the range of norms, values, and ideas possible within teacher education and about social studies education.
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National Council for the Social Studies, the largest professional association for social studies educators in the world, defines social studies as: The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life.
The shift was predicated on trends in 2002 that guided conversations around social studies and teacher preparation, such as the national move toward greater accountability for schools, teachers, and teacher education programs, efforts by state teacher licensure offices, the Interstate New Teacher Assessment and Support Consortium (InTASC), the National Council for the Accreditation of Teacher Education (NCATE), the National Board for Professional Teaching Standards (NBPTS), and other subject matter professional teacher associations. The last decade has featured a steady stream of blistering critiques from government agencies, education advocacy groups, and the media lamenting the quality of teacher preparation. �K�����r������M�?���߿�o�Ӻ2����i�6��q�J]}����嶄�g��|�z�Qݩy��T\������Q:�h�ﬔ�GHi�)�%y��QD���?���R
"����k��TzJ��OM����؞N�/�������E?3�T^��ã����>� ���6�B�� National history standards and state standards could be used to identify specific content related to the topic of the U.S. Civil War.
The social studies curriculum standards offer educators, parents, and policymakers the essential conceptual framework for curriculum design and development to prepare informed and active citizens.
2 TIME, CONTINUITY, AND CHANGE
State governments and departments of education can use the standards to:
They provide the framework needed to educate students for the challenges of citizenship in a democracy. Provide professional support for the advocacy of social studies;
Parents and community members can use the standards to:
<< /Length 5 0 R /Filter /FlateDecode >> As a collaborative effort that began in 2010, the C3 Framework was built on the following shared principles: (1) social studies prepares the nation’s young people for college, careers, and civic life; (2) inquiry is at the heart of social studies; (3) social studies involves interdisciplinary applications; (4) social studies is composed of deep and enduring understandings, concepts, and skills from the disciplines; and (5) social studies emphasizes skills and practices for democratic decision-making. Content standards (e.g., standards for civics, history, economics, geography, and psychology) provide a detailed description of content and methodology considered central to a specific discipline by experts, including educators, in that discipline.
They are not a substitute for content standards, but instead provide the necessary framework for the implementation of content standards. These curriculum standards represent a holistic lens through which to view disciplinary content standards and state standards, as well as other curriculum planning documents. These revised standards reflect a desire to continue and build upon the expectations established in the original standards for effective social studies in the grades from pre-K through 12.