program report for the preparation of social studies ... 1/ncss spa.pdfprogram report for the...

Program Report for the Preparation of Social Studies TeachersNational Council for Social Studies (NCSS) Option A

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameUniversity of Colorado, Colorado Springs

2. StateColorado

3. Date submitted

MM DD YYYY

09 / 13 / 2013

4. Report Preparer's Information:

Name of Preparer:

Sarah Kaka

Phone: Ext.

( ) -719 255 4020

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

Barbara Frye

Phone: Ext.

( ) -719 255 4996

E-mail:

[email protected]

Name:

Mary Snyder

Phone: Ext.

( ) -719 255 4996

E-mail:

[email protected]

6. Name of institution's programTeacher Education and Licensure Program

7. NCATE CategorySocial Studies Education

8. Grade levels(1) for which candidates are being prepared

(1) e.g. K-12, 7-12, 9-12

7-12

9. Program Type

Conf

ident

ial

College of Letters, Arts and Sciences – History – Secondary Education Option

Contact Information: Dr. Paul Harvey History Department Chair Columbine Hall 2055 719-255-4078 [email protected]

Bill Bannister Academic Advisor (A-K) Main Hall 208 719-255-3069 [email protected]

Ruth Sansing Academic Advisor (L-Z) Main Hall 208 719-255-3747 [email protected]

Student Success Center Advising Hours: Monday: Tuesday–Friday:

9am-6pm Walk-in Advising 9am-4pm Appointments Only

To schedule an appointment, call 719-255-3260.

General Academic Information Academic Policies It is the responsibility of each student to know and follow all Academic policies established by the University and the College of Letters, Arts & Sciences (LAS) that are set forth in the Catalog (catalog.uccs.edu). Course Prerequisites Students are responsible for knowing and completing all course prerequisites. Course prerequisites are strictly enforced for all classes at UCCS. Email Accounts All students are assigned an official UCCS email address. Email is the official means of communication for UCCS, so it is imperative that students check their email accounts regularly. Advising LAS students in good standing are not required to see their academic advisor before registering for courses in any semester, but it is recommended. Academic advising assists students in selecting their classes so that they can progress effectively through their degree program. Restrictions and Limitations Students may apply a maximum of 30 credit hours towards the bachelor’s degree from course work taken outside the College of Letters, Arts & Sciences. Students may apply a maximum of 8 credit hours of independent study towards the major area of study and a maximum of 16 credit hours towards the bachelor’s degree. Students may apply a maximum of 21 credit hours of Military

Science/ROTC towards general electives and towards the bachelor’s degree. Probation/Suspension To remain in good academic standing within the College of Letters, Arts & Sciences, students must maintain a cumulative CU GPA of 2.0, or better. Students whose cumulative CU GPA falls below a 2.0 will be placed on probation for the next semester in which they are enrolled. While on probation students must achieve a minimum semester GPA of a 2.25. If the required semester GPA is not met, the student will be suspended from the College of Letters, Arts & Sciences for a full academic year (Fall and Spring semesters). PLEASE NOTE: While on probation, registration for the subsequent semester will be blocked until final grades are posted for the current semester. This is to verify that the minimum semester GPA for each student has been fulfilled. Course Load A full-time course load is 12 credit hours in a semester. The maximum course load is 18 credit hours in a semester. If a student wishes to take more than 18 credit hours in a given semester, special permission must be obtained through the Student Success Center. Students who expect to work while enrolled in university courses should register for course loads that they can complete without unusual difficulty. Recommended course loads based on work hours is listed below.

Employed Hours Enrolled Credit Hours

40 hours per week 6-9 credit hours



mailto:[email protected]





http://catalog.uccs.edu/

DEPARTMENT OF HISTORY – SECONDARY EDUCATION OPTION Department Chair: Dr. Paul Harvey,719-255-4078, [email protected], COH 2055

Department website: www.uccs.edu/history Degree Requirements Courses

History Major (30 hours) The History major requires a minimum of 30 credit hours of course work and a minimum of 18 credit hours of upper-division (3000+ level) HIST course work. History majors are required to have grades of C or better in their history courses. HIST 4990 (Senior Thesis) may not be a transfer course. It is highly recommended that students complete a HIST 4800 series course prior to taking HIST 4990. All auxiliary requirements must be completed in addition to the required major courses.

Course Number Course Title Credit Hours

American Civilization

Complete two courses from the following: HIST 1510, HIST 1520, HIST 1530, HIST 1540

6

Western Civilization

Complete two courses from the following: HIST 1010, HIST 1020, HIST 1030, HIST 1040

6

Non-Western History

Complete one course from the following: HIST 3500, HIST 3510, HIST 3520, HIST 3590, HIST 3890, HIST 3980, HIST 4710, HIST 4730, HIST 4740, HIST 4750, HIST 4760, HIST 4770, HIST 4780

3

HIST 4990 Senior Thesis Seminar: Approaches to the Study of History Can only be taken after completing 9 Hours of HIST courses at UCCS.

3

Electives Complete an additional 12 hours of upper-division (3000+ level) HIST courses.

12

Auxiliary Requirements

ECON 2020 Introduction to Macroeconomics 3

GES 1980 OR GES 1990

World Regional Geography Introduction to Human Geography

3

PSC 1100 The American Political System 3

Education Courses (40 hours) Students should attend a College of Education group advising session prior to applying to the First Tier. NOTE: A grade of “B-“ or better must be earned in all Education courses.

Foundation Courses: Complete the foundation courses before applying to TEP.

CURR 4800 TED 3010

First Tier Courses: Complete all First Tier courses before proceeding to Second Tier courses

SPED 3001 TED 4520

Second Tier Courses: All other course work must be completed before starting Second Tier courses. All Second Tier courses should be taken in the specific semester taken.

TED 4700 (Summer) TED 4710 (Summer) TED 4700 (Fall)

TED 4720 (Fall) TED 4790 (Fall) TED 4940 (Fall)

TED 4730 (Spring)

Composition (6 hours)

Complete ENGL 1310, 1410, and the Writing Portfolio.

ENGL 1310 Rhetoric & Writing I 3

ENGL 1410 Rhetoric & Writing II 3

Writing Portfolio See the English department website for details. 0

Reasoning Skills (3 hours)

Complete one of the courses listed below. Other options exist to fulfill this requirement. See the catalog or your degree audit for details.

ID 1050 ID 2000 MATH 1200

Area Requirements

(36 hours)

All LAS students are required to

complete 12 credit hours in

each of three areas -

HUMANITIES – Complete 12 hours from the list of courses below. Course selection must include one course from PHIL 1000, PHIL 1020 or PHIL 1120, and one occurrence of HUM 3990.

AH 1000 AH 1001 AH 2800 AH 2810 AH 2820 AH 2860

AH 2890 COMM 2250 COMM 3100 COMM 3500 COMM 4000 ENGL 1500

ENGL 2600 ENGL 2610 ENGL 3320 ENGL 3900 FCS 3180 FCS 3190

FCS 3240 FCS 3690 FCS 3890 FCS 4210 FILM 1000 FILM 2000

FILM 3690 FR 3240 GER 3180 GER 3190 HUM 3990 ID 2000


http://www.uccs.edu/history

humanities, social sciences, and

natural sciences. The total

requirement is 36 hours.

Specific Limitations:

> No more than two courses

from any one discipline may be

applied to the area

requirements.

> Courses in the primary major

may not be applied to area

requirements.

> Courses may not be taken

pass/fail.

MUS 1000 MUS 2050 MUS 2850 PHIL 1000 PHIL 1020 PHIL 1040

PHIL 1120 PHIL 3100 PHIL 3160 PHIL 3180 PHIL 4070 SPAN 3690

SPAN 4210 THTR 1000 THTR 3201 THTR 3202 VA 1010 VA 1020

WEST 2050 WEST 3100 WEST 3480 WEST 4210

SOCIAL SCIENCE – Complete ECON 1010, PSC 1010, PSY 1000, and one SOC course.

ECON 1010 PSC 1010 PSY 1000 SOC 1110 SOC 2120 SOC 2200

SOC 2220 SOC 2500

NATURAL SCIENCE – Complete ANTH 1030, one course from GES 1000, 1010, or 1050, and an additional 5 hours from the list below. At least one course must have a lab. Courses with labs are marked with an asterisk.

ANTH 1030 ANTH 3320 ANTH 3340 ANTH 3370 BIOL 1000 BIOL 1050

BIOL 1060* BIOL 1510 BIOL 1530* BIOL 2000 CHEM 1000 CHEM 1010*

CHEM 1020* CHEM 1030* CHEM 1060* CHEM 1100* CHEM 1300 CHEM 1310*

CHEM 1510 CHEM 1530* ENSC 1500 ENSC 1510 ENSC 1600 ENSC 1620*

ENSC 3200 GES 1000 GES 1010 GES 1050 GES 3200 GES 3250

GEOL 1010* GEOL 1020 GEOL 1530* GEOL 3170 GEOL3700 GEOL 4660

ID 2050 PES 1000 PES 1040 PES 1050 PES 1060 PES 1090*

PES 1100* PES 1140* PES 1310 PES 1600 PES 1620* PSY 3270

Oral Communication, Cultural Diversity, and Global Awareness Requirements Students are required to take one course with a substantial component involving oral communication, one course that increases their awareness of cultural diversity, and one course that increases their awareness of global issues.

ORAL COMMUNICATION – Complete TED 4700.

TED 4700

CULTURAL DIVERSITY – Complete SPED 3001. SPED 3001

GLOBAL AWARENESS – Complete either GES 1980 or GES 1990.

GES 1980* GES 1990*

UCCS Bachelor of Arts, History – Secondary Education Option Major Degree Requirements

> A minimum of 120 hours must be completed with a cumulative CU grade point average of 2.0; at least 45 of these hours must be

at the upper-division level (courses numbered 3000-4999).

> No more than 54 hours of HIST course work can count towards the degree.

> The last 30 hours of the degree must be completed while registered in the College of Letters, Arts and Sciences at UCCS.

> Courses numbered below 1000 do not count towards degree completion.

> Check out the History Department blog at uccshistory.wordpress.com for regularly updated information on courses, students and

faculty, and other history issues.

http://uccshistory.wordpress.com/

Four-Year Degree Plan – History – Secondary Education Option The following four-year plan lists all the specific course requirements for the Bachelor of Arts in History degree at UCCS. The order in

which these courses are taken may vary with course availability. Students are responsible for completing all course prerequisites.

Please note that this is a suggested degree program; your program may vary.

Suggested First Year

FALL SPRING

√ Course Hours √ Course Hours

ENGL 1310 Rhetoric & Writing I 3 ENGL 1410 Rhetoric & Writing II 3

American Civilization Course 3 American Civilization Course 3

Western Civilization Course 3 Western Civilization Course 3

PHIL 1000, 1020, or 1120 3 ECON 1010 3

SOC Course 3 GES 1980 or GES 1990 4

Humanities Elective 3

TOTAL 18 TOTAL 16

Suggested Second Year

FALL SPRING


Non-Western History Course 3 Upper Division (UD) HIST Elective 3

ANTH 1030 3 CURR 4800 3

GES 1000, 1010, or 1050 4 ID 1050 3

ECON 2020 3 PSC 1010 3

PSY 1000 3 TED 3010 1

Natural Science Elective 3

TOTAL 16 TOTAL 16

Suggested Third Year

FALL SPRING


UD HIST Elective 3 HIST 4990 3

UD HIST Elective 3 UD HIST Elective 3

PSC 1100 3 HUM 3990 3

Humanities Elective 3 SPED 3001 3

TED 3010 1 TED 3010 1

TED 4520 3 Natural Science Elective 2

TOTAL 16 TOTAL 15

Suggested Fourth Year

FALL SPRING


TED 4700/4710 (TAKEN SUMMER PRIOR) 6 TED 4730 12

TED 4700 3

TED 4720 3

TED 4790 3

TED 4940 3

TOTAL 6/12 TOTAL 12

History Secondary Education Advising Form, College of LAS

American History • Choose 2

o HIST 1510 -‐ U.S.: Birth of a Nation, 1607-‐1789: Survey of the development of the U.S. from the colonial period through the ratification of the Constitution, with emphasis on causes, events, and results of the American Revolution.

o HIST 1520 -‐ U.S.: Expansion and Division, 1789-‐1877: Survey of the major issues related to interpretation of the Jeffersonian and Jacksonian eras with emphasis on the challenges derived from westward expansion and the social, economic, and political factors contributing to disunion and civil war.

o HIST 1530 -‐ U.S.: Emergence of Modern America, 1865-‐1920: Survey of the economic, social and political development of industrial America from the reconstruction through World War I. Approved for LAS Humanities area requirement.

o HIST 1540 -‐ U.S.: Recent America, 1918-‐Present: Survey of America’s social, political, economic and cultural history during the time the U.S. has been a world power. The roots of contemporary society, with emphasis on the emergence of a multicultural America.

World History

• Choose 2 o HIST 1010 -‐ The Ancient World: A survey of major political, economic,

religious, and social themes of the ancient world, from the beginnings of civilization in the Near East to the end of the Roman empire in the West. Students will read a selection of original sources.

o HIST 1020 -‐ Medieval World: A survey of major political, economic, religious and social developments in Europe from the end of the Roman Empire to 1500. This also includes a brief examination of the rise of Islam and the survival of Byzantium. Students will read a selection of original sources.

o HIST 1030 -‐ The Rise of Modern Europe, 1500-‐1815: A survey of major political, economic, social, and cultural developments from the Reformation through the era of the French revolution. Students will read a selection of original sources. Approved for LAS Humanities area requirement.

o HIST 1040 -‐ Modern Europe, 1815-‐Present: A survey of major political, economic, social, and cultural developments from the fall of Napoleon until today. Students will read a selection of original sources.

Non-‐Western History

• Choose 1 o HIST 3500: Chicano History to 1910: A broad sketch of Chicano history up

to 1910. This course integrates events, ideas, and personalities from both sides of the border to illuminate the evolution of Spanish-‐speaking people of the American Southwest.

o HIST 3510: Chicano History Since 1910: A broad sketch of Chicano history since 1910. This course integrates events, ideas, and personalities from both sides of the border to illuminate the evolution of Spanish-‐speaking people of the American Southwest.

o HIST 3520: History of Latinos in the U.S.: Course covers the history of U.S. Latino communities and Latin American immigrants to the U.S. from the 1820s to the present.

o HIST 3590: Latin American History Through Film: Exploration of major themes in the history of Latin America such as conquest, colonialism, cultural clashes, revolution, and nationalism through the use of films and texts

o HIST 3890: History of Colonial India: A history of India that details the colonization of South Asia. Topics of special attention are British imperialism, rebellions against British control, and the Indian struggle for freedom and independence.

o HIST 3980: The Vietnam War Through Film: A survey of the war in Southeast Asia through the eyes of Hollywood. Major periods include France’s war with Vietnam, early American involvement, the war through Asian eyes (as portrayed in Hollywood), the soldiers’ war back home, and the fall of Vietnam.

o HIST 4710: Asian American History: Course will trace the social, political, economic, and cultural history of Asian Americans from the early settlements of the 19th century to the present.

o HIST 4730: Early China: A history of China from archaeological origins through the Imperial Ages, the Mongol years to the final dynastic era -‐ the Qing. Special attention focuses on early philosophic ideals, aspects of unity and disunity, as well as social, political and economic events.

o HIST 4740: Modern China: An examination of the fall of the Imperial dynastic system and the rise of new political ideas of governance including republicanism and communism. Important topics include: the 1911 revolution, the warlord years, the creation of the nationalist and Communist parties, WWII in Asia and the rise and fall of Mao Zedong.

o HIST 4750: Modern Japan: Included in this semester will be a study of Japan’s contact with the West, the Meiji Restoration and the creation of a modern nation, the expansion of the empire, and the rise of militarism and World War II. The course concludes with the postwar occupation and recovery of Japan.

o HIST 4760: Shoguns of Japan: Course begins with the establishment of the first military feudal regime in 1185 and ends with the “Restoration” of imperial rule in 1868. Included is an examination of the political, cultural, economic, and social aspects of each of the three Shoguns that comprise the era of the Shoguns in Japan.

o HIST 4770: Vietnam Wars: A focus on the country, people and U.S. involvement. Guest speakers will supplement the lectures and give first-‐hand accounts of their participation in the war. ‘Vietnam’ will also define the role of American foreign policy during the Cold War.

o HIST 4780: History of Modern Southeast Asia: The countries of Malaysia, Indonesia, the Philippines, Singapore, Thailand, Laos, Cambodia and Vietnam in 19th and 20th centuries. Students will consider religious, social, economic and revolutionary trends prior to independence and then look at the problems of post-‐colonial independence from a regional point of view.

Cultural Geography • GES 1990 -‐ Introduction to Human Geography: A systematic introduction to the

broad field of human-‐land interactions and spatial order. Emphasis is placed on the major themes of geographic inquiryincluding population numbers and distribution, changing resource use, location decisions, settlements, transportation, political units, and a geography of the future. Approved for LAS Social Science area and Global Awareness requirements.

Physical Geography

• GES 1980 -‐ World Regional Geography: A survey of world regions that explores the diversity of human culture within the wider global context. This issues-‐oriented class examines the cultural, political, economic and environmental forces that shape each region and the impacts of globalization on our increasingly interconnected world. Approved for LAS Social Science area and Global Awareness requirements

• Choose one: o GES 1000 -‐ Environmental Systems: Climate and Vegetation: A general

introduction to energy and mass budgets, including atmospheric motion, solar radiation, and water budgets. Includes consideration of climatic elements as they interact with vegetation, animals, and humans in ecosystems. This class is taught in a variety of learning situations, including lecture, laboratory, web-‐based and tutorials. Approved for LAS Natural Science area requirement.

o GES 1010 -‐ Environmental Systems: Landforms and Soils: An introductory survey primarily concerned with the agents and processes of landform shaping and soil genesis. Major emphasis is on the genesis, distribution, and utility of surface features in a variety of learning situations, including lecture, web-‐based, laboratory, tutorials, and field trips. Approved for LAS Natural Science area requirement.

Political Science

• PSC 1010 -‐ Introduction to Global Politics: Introductory analysis of the contemporary international system and major state and non-‐state actors in world politics. Considerable attention is given to internal political features and to the problems/perceptions of the various actors that shape their external behavior. Approved for LAS Social Science area and Global Awareness requirements.

• PSC 1100 -‐ The American Political System: A general introduction to the American political system with emphasis on the inter-‐relations among the various levels and branches of government, formal and informal political institutions, processes, and behavior. Required of all majors. Not open to those who have had

other beginning courses in American government. Approved for LAS Social Science area requirement.

Economics • ECON 1010 -‐ Introduction to Microeconomics: An analysis of the market system

and its role in allocating goods and services; problems of market failure (e.g., monopoly, environmental pollution, and public goods), and alternative government responses to such problems. Approved for LAS Social Science area requirement.

• ECON 2020 -‐ Introduction to Macroeconomics: An examination of the forces which determine national income, employment, and prices; use of government policy to combat inflation and unemployment; balance of payments problems; theories of growth for developed and less developed economies, poverty, and consideration of alternative economic systems. Approved for LAS Social Science area requirement. Prer., ECON 1010 or ECON 1050

Psychology

• PSY 1000 -‐ General Psychology: An introduction to the scientific study of behavior. Covers psychoanalytic and Jungian theory, physiological bases of behavior, behaviorism and humanistic/existential theories. Includes psychology discipline areas of clinical, experimental, developmental, abnormal, and social. Approved for LAS Social Science area requirement.

Sociology

• Choose 1 o SOC 1110 -‐ Introduction to Sociology: General survey of the field of

sociology. Sociology as a science; society and culture; social groups; social institutions; social interaction; social change. Approved for LAS Social Science area requirement.

o SOC 2120 – Introduction to Social Research: An elementary examination of the various methods used in social research with emphasis on the scientific method and the role of empirical inquiry in sociology

o SOC 2200 – Introduction to Racial and Ethnic Groups: A survey of contemporary racial and ethnic group relations in the U.S. and globally. Includes discussion of the history and development of contemporary minority groups, emphasizing comparisons of social situations, discrimination, and cultural identity formations.

o SOC 2220 – Communities in a Global Environment: Examines the challenges in developing sustainable communities within a framework that is sensitive to both social and environmental justice. Special attention is devoted to the impact of the process of globalization on community development and organization. SOC 2500 – Social Problems: An introduction to the sociological perspective on social issues and problems such as deviance, race and ethnic relations, aging, crime and delinquency, war, drug abuse, alienation, mental illness, etc.

Anthropology • ANTH 1030 -‐ Introduction to Human Origins: Evolution of humanity and its

cultures from their beginnings through the early metal ages. Covers human evolution, race, prehistory, and the rise of early civilization. Approved for LAS Natural Science area requirement. GT-‐SS3.

Social Studies Course Requirement Descriptions

TEACHER EDUCATION AND LICENSURE PROGRAM (TELP) Post-Baccalaureate Secondary Social Studies Advisement 2012-13

1

I. CONTACT INFORMATION Name: Date: Address: Zip Code: Home Telephone: Cell Telephone: Work Telephone: UCCS Student Number: Email: II. EDUCATION

Degree Earned Institution Major Date Degree Conferred

III. HISTORY CONTENT REQUIREMENTS The Colorado Department of Education’s basic requirements for an initial teaching license include (a) an academic degree appropriate for the license from a regionally accredited university and (b) completion of an approved educator preparation program. In order to be licensed to teach social studies in the State of Colorado, the following social studies requirements (or accepted equivalents from other institutions) must be completed to be qualified as Highly Qualified in Social Studies.

Required Course/Content: Course or Equivalent: Met

or Need?

History

3 hours in each of the following • Colorado History • U.S. History • World History

1. 2. 3.

Geography

3 hours of Cultural Geography • Examples:

o Socio-cultural o Religions

3 hours of Physical Geography

o Examples o Environmental Systems o Regional Climate o Vegetation o Landforms

1. 2.

Political Science

3 hours of Political Science • Examples

o U.S. Government o Comparative Governments o Local Government

1.

Economics 3 hours of Economics

• Examples o Microeconomics

1.

o Macroeconomics o Global economics

Behavioral/Social

Sciences

3 hours of Behavioral/Social Sciences • Examples

o Psychology o Sociology o Anthropology

1.

IV. CORE EDUCATION REQUIREMENTS You must receive a B- or better in each of the required courses. (Complete left side for licensure only; complete right side for Post-Bac who wish to apply 9 credits toward a master’s degree within 5 years.) Status Licensure Only Status Graduate TED 3010-3 Early School Experience*

*1 hr credit/30 hrs in a local school. Max 2 hrs credit in any one semester.

TED 3010-3 Early School Experience* *1 hr credit/30 hrs in a local school. Max 2 hrs credit in any one semester.

CURR 4800-3: School, Society and Diversity or EDU 221: Intro to Ed (PPCC)

CURR 5800-3: School, Society, and Diversity

TED 4520-3 Educational Psychology TED 5520-3 Educational Psychology SPED 3001-3 Intro. to Special Ed. SPED 5001-3 Intro. to Special Ed. TED 4800-3 ESL for Educators TED 5800-3 ESL for Educators V. TESTING REQUIREMENTS The Praxis II or PLACE must be taken by May of the year in which you will begin the professional program. Go to http://www.cde.state.co.us/cdeprof/content_tests.htm for information on test dates and registration.

Exam (Select One) Status (Date Taken) Score PRAXIS #10081 Social Studies Test Code PLACE #06 Social Studies Test Code VI. PRE-PROFESSIONAL YEAR SUMMARY Has met all requirements Needs to complete (see boxes marked “Needs” above) If you are on track to complete these requirements prior to your professional year, complete the TELP application and return it to the Student Resource Office no later than February 1. VII. PROFESSIONAL YEAR OVERVIEW The table below lists the courses you will take during your professional year with notes about scheduling.

Summer TED 4700-3 School Experience - Secondary These courses are both taken in June TED 4710-3 Methods for Secondary Education

Fall TED 4700-3 School Experience – Secondary This course starts when the school year for your PDS starts –

which could be as early as July. You will be at your school all morning and attend monthly seminars on campus on Fridays.

TED 4720-3 Teaching Reading and Writing in Content Areas These courses meet on campus in the afternoon. TED 4790-3 Secondary Curriculum, Instruction and Evaluation

TED 4940-3 Secondary Social Studies Methods Spring

TED 4730-12 Student Teaching This course starts when the semester at your PDS starts. You will work the same full school day that your clinical teacher does.

VIII. GENERAL COMMENTS

Has been informed about. . . the TELP application process and deadlines

Faculty Advisor: Date: Advisee: Date:

the interview process the mandatory orientation on Wednesday and Thursday of the last week in May Other notes:

Secondary SS Advising form, Post-Bac, College of Ed

TEACHER EDUCATION AND LICENSURE PROGRAM (TELP) Undergraduate Secondary Social Studies Advisement 2012-13

1

I. CONTACT INFORMATION Name: Date: Address: Zip Code: Home Telephone: Cell Telephone: Work Telephone: UCCS Student Number: Email: II. EDUCATION

Year entered UCCS Current # Semester Hours Major Anticipated Date of Graduation

III. HISTORY CONTENT REQUIREMENTS The Colorado Department of Education’s basic requirements for an initial teaching license include (a) an academic degree appropriate for the license from a regionally accredited university and (b) completion of an approved educator preparation program. At UCCS, the History major requires a minimum of 30 credit hours of course work and a minimum of 18 credit hours of upper-division (3000+ level) HIST course work. History majors are required to have grades of C or better in their history courses.. Yes No Advising Form/Degree Audit signed by Student Success Center advisor?

Required Course/Content: Course or

Equivalent: Met or

Need?

American Civilization

Complete two courses from the following (Total of 6 credits): • HIST 1510: U.S. Birth of a Nation 1607-1789 • HIST 1520: U.S. Expansion & Division 1789-1877 • HIST 1530 • HIST 1540: U.S. Recent America 1918-Present

1. 2.

Western Civilization

Complete two courses from the following (Total of 6 credits): • HIST 1010: The Ancient World • HIST 1020: The Medieval World • HIST 1030: The Rise of Modern Europe 1500-1815 • HIST 1040: Modern Europe

1. 2.

Non-Western History

Complete one course from the following (Total of 3 credits): • HIST 3500: Chicano History to 1910 • HIST 3510: Chicano History Since 1910 • HIST 3520: History of Latinos in the U.S. • HIST 3590: Latin American History Through Film • HIST 3890: History of Colonial India • HIST 3980: The Vietnam War Through Film • HIST 4710: Asian American History • HIST 4730: Early China • HIST 4740: Modern China • HIST 4750: Modern Japan • HIST 4760: Shoguns of Japan • HIST 4770: Vietnam Wars • HIST 4780: History of Modern Southeast Asia

1.

Electives

Complete an additional 12 hours of upper-division (3000+ level) HIST courses. 1. 2. 3. 4.

OTHER REQUIREMENTS HIST 4990: Senior Thesis Seminar: Approaches to the Study of History

Complete one course from the following (Total of 3 credits):

• GES 1980: World Regional Geography • GES 1990: Intro to Human Geography

1.

PSC 1100: The American Political System IV. CORE EDUCATION REQUIREMENTS You must receive a B- or better in each of the required courses. (Complete left side for licensure only/UG; complete right side for UG who wish to apply 9 credits toward a master’s degree within 5 years.) Undergraduates can ONLY use graduate credits if NOT needed for completion of UG degree. Status Undergraduate/Licensure Only Status Graduate TED 3010-3 Early School Experience*

*1 hr credit/30 hrs in a local school. Max 2 hrs credit in any one semester.

TED 3010-3 Early School Experience* *1 hr credit/30 hrs in a local school. Max 2 hrs credit in any one semester.

CURR 4800-3: School, Society and Diversity or EDU 221: Intro to Ed (PPCC)

CURR 5800-3: School, Society, and Diversity

TED 4520-3 Educational Psychology TED 5520-3 Educational Psychology SPED 3001-3 Intro. to Special Ed. SPED 5001-3 Intro. to Special Ed. TED 5800-3 ESL for Educators V. TESTING REQUIREMENTS The Praxis II or PLACE must be taken by May of the year in which you will begin the professional program. Go to http://www.cde.state.co.us/cdeprof/content_tests.htm for information on test dates and registration.

Exam (Select One) Status (Date Taken) Score PRAXIS #10081 Social Studies Test Code PLACE #06 Social Studies Test Code VI. PRE-PROFESSIONAL YEAR SUMMARY Has met all requirements Needs to complete (see boxes marked “Needs” above) If you are on track to complete these requirements prior to your professional year, complete the TELP application and return it to the Student Resource Office no later than February 1. VII. PROFESSIONAL YEAR OVERVIEW The table below lists the courses you will take during your professional year with notes about scheduling.

Summer TED 4700-3 School Experience - Secondary These courses are both taken in June TED 4710-3 Methods for Secondary Education

Fall TED 4700-3 School Experience – Secondary This course starts when the school year for your PDS starts –

which could be as early as July. You will be at your school all morning and attend monthly seminars on campus on Fridays.

TED 4720-3 Teaching Reading and Writing in Content Areas These courses meet on campus in the afternoon. TED 4790-3 Secondary Curriculum, Instruction and Evaluation

TED 4940-3 Secondary Social Studies Methods Spring

TED 4730-12 Student Teaching This course starts when the semester at your PDS starts. You will work the same full school day that your clinical teacher does.

VIII. GENERAL COMMENTS

Faculty Advisor: Date: Advisee: Date:

Has been informed about. . . the TELP application process and deadlines the interview process the mandatory orientation on Wednesday and Thursday of the last week in May Other notes:

Secondary SS Advising form, undergrad, College of Ed

Skaka

COE Mission:

We prepare teachers, leaders, and counselors who

embrace equity, inquiry and innovation.

COE Student Resource Office Office Hours

8:00am-5:00pm M-F

Contact

[email protected]

Phone: 719-255-4996 Fax: 719-255-4110

Columbine Hall

1420 Austin Bluffs Parkway Colorado Springs, CO 80918

http://www.uccs.edu/~coe/

Instructor: Sarah Kaka Office: Columbine 2024 Phone: 255-4020 E-mail: [email protected] Office Hours: Required Textbooks: Cushman, K. (2003). Fires in the bathroom: Advice for teachers

from high school students. New York: The New Press. Loewen, J. W. (2007). Lies my teacher told me: Everything

your american history textbook got wrong. New York: Simon & Schuster.

National Council for the Social Studies. A framework for

teaching and learning. Maryland: NCSS. Course reader purchased at the UCCS Bookstore Additional Resources (or Recommended Textbooks): Burden, P. R., & Byrd, D. M. (2013). Methods for effective

teaching: Meeting the needs of all students (6th ed.). Boston: Pearson.

Drake, S. (2012). Creating standards-based integrated

curriculum: The common core state standards edition. (3rd ed.). Thousand Oaks: Corwin.

Course Format: This course consists of presentations, use of audio and visual media, readings from required text and supplementary journal articles, classroom discussions, technology-mediated interactions, guest subjects/speakers, student presentations, and in-class small group activities. Course Overview: This course gives students an overview of standards- and inquiry-based teaching, while learning the theory and practice of teaching secondary social studies. Students will learn how to integrate problem solving strategies, technology, and the student-centered methods in order to create dynamic lessons that will allow their students to meet all expected National Council of Social Studies Standards and Colorado Academic Content Standards. This course continues the emphasis of unit design, lesson planning, the development of rubrics, authentic and other assessments, implementation of classroom management philosophies, and ethical and professional responsibilities as important foundations to success in an interactive social studies classroom.

Secondary Social Studies Methods TED 4940 Fall 2013

2

Course Expectations: In abiding by the general considerations for this course, students will display respect for diverse opinions and ideas, demonstrate professionalism, be committed to course goals and objectives, maintain accountability for successful completion of the course, and actively participate in a dynamic learning environment. Course Objectives & Accreditation Standards: As a result of participating fully in the experiences of this course, teacher candidates will be able to:

1. Create standards-‐based lesson plans and units for the social studies classroom that will demonstrate an understanding of the Colorado Academic Content Standards for Social Studies, as well as the National Council for Social Studies Standards.

2. Develop and apply a variety of instructional methods in lesson and unit planning to include integrated instruction, cooperative learning, differentiated instruction, and other effective learning strategies to meet a variety of student needs, interests, and learning styles.

3. Create authentic assessments and rubrics that effectively measure objectives 4. Reflect on their practice. 5. Demonstrate proficiency in using technology not only as a teaching tool, but also as

a practical method of professional communication with colleagues, professors, parents and students.

6. Develop a personal philosophy of teaching social studies and a reflection that evaluates one’s performance in the class and a plan for future professional development.

7. Integrate reading and writing for students designed to build an understanding of a variety of texts, of themselves, and the cultures of the United States and the world.

8. Learn to work collaboratively with students, peers, clinical teachers, and parents. 9. Synthesize their knowledge of the social sciences with their knowledge of

educational theory and pedagogy. Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course. Additionally, students' presence and participation contribute to an interchange of ideas and experiences that benefit everyone. The instructor reserves the right to reduce a student's grade for consistent lack of participation. If you must miss a class, please inform the professor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade. Resubmission of Assignments: The resubmission of assignments will be accepted only if the original assignment was submitted on time and the assigned grade falls below the B-‐ level. The highest possible assigned grade for significantly improved resubmitted work will be a B-‐. This policy is consistent among and between all faculty in the TED Program at UCCS. Resubmitted assignments must be turned in the next class period. This policy only applies to assignments that were turned in completed and on time but did not meet the grading requirements.

3

Late Policy: Assignments will be due on the designated date on the schedule presented in the syllabus. No late assignments will be accepted unless prior approval is gained. Assignments received later than the due date will receive an automatic 10% reduction in grade for every day late. Assignments turned in on the due date but after the time they are due will receive an automatic 5% reduction. Written Assignment Criteria: All written material should be typed, double spaced, and submitted in APA 6th edition format. If you have difficulty in the area of written communication skills, please seek the assistance of the Writing Center in Columbine Hall, room 316 (719-‐255-‐4336). Additional resources include the UCCS Kraemer Library Website and the American Psychological Association website at http://apastyle.org/ When constructing your written materials, special attention must be given to the following:

• grammar, punctuation, spelling • sentence and paragraph structure • tense and parallel usage • organization, neatness, and content knowledge • be specific, say what you mean

Professional Behavior: Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success. Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online research databases. Knowledge of the use of technology-‐supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources in the COE and at UCCS. Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily. If you email me then I will do best to respond to your email within 24 hours. Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education. Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual

4

with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation. To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-‐255-‐3354 or [email protected] . Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences. In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful. Student Appeals: Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is: (1) denied admission to professional education program (2) denied permission to student teach or complete professional internship (3) removed from a professional education program or internship (4) denied permission to graduate due to missing requirements (5) requesting an exception to specific policies, procedures, or requirements (6) requesting a grade change This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair. UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-‐conduct/student-‐code-‐of-‐conduct.html UCCS Student Rights and Responsibilities: http://www.uccs.edu/orientation/student-‐rights-‐and-‐responsibilities.html

5

UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-‐019%20StudentAcademic%20Ethics.pdf ASSIGNMENTS POINTS DUE DATE FORMAT Attendance/Participation/Quiz/Reflections (10 pts/week)

150 weekly

Loewen Lesson 50 varies Teach lesson History lesson plan 50 10/17 Taskstream Civics lesson plan 50 10/24 Taskstream Geography lesson plan 50 10/31 Taskstream Economics lesson plan 50 11/7 Taskstream Behavioral Sciences lesson plan 50 11/14 Unit plan 200 12/5 Taskstream

and hardcopy to me

Philosophy of Education on teaching and learning in the social studies

25 12/12 Paper in class

Total 625 **Note: Submissions to TaskStream are due by the beginning of that day’s class at 1:40 pm. UCCS Grading Scale: A 94% -‐ 100% A-‐ 90% -‐ 93%

B+ 87% -‐ 89% B 84% -‐ 86% B-‐ 80% -‐ 83%

RT= Required text BB= BlackBoard CR= Course Reader Date Readings/assignments to be

completed for that week Topic Objectives

Standards Week 1 8/29

Read Diane Ravitch Articles (BB) -‐“History’s Struggle to Survive in the Schools”

• Introductions • Syllabus • Course expectations • History of history and social

studies education in the US • Initial TC philosophies of

education

Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2

Week 2 9/5

Read -‐Loewen Introduction and Chapter 1 (RT) -‐Bruce VanSledright, “And Santayana Lives On: Students’ Views on the Purposes of Studying U.S. History,” (BB)

• The purpose of history and social studies education

• Starting to think like a historian

Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2

Week 3 9/12

Read -‐NCSS Standards Chapter 1 & 2 (RT)

• Unpacking the standards • Aligning CAS to NCSS

Obj: 4, 9 InTASC: 4,

6

Bring: • Ask your clinical teacher for:

o Curriculum Calendar o Standards, Frameworks o Pacing Guide o Syllabus o Assessments o Whatever they use in

planning the course • CAS Social Studies Standards

• Designing social studies curriculum

• Discuss the organization and planning of Social Studies Instruction – Integration, Content, Curriculum

• Backwards planning • Discuss how the culture of

their sites and classrooms affect their planning.

5, 9 CTQS: 1, 4

Week 4 9/19

Read -‐Chapter 7 of Best Practices, “Best Practice in Social Studies” (CR) -‐Bruce VanSledright, “What does it mean to think historically…and how do you teach it?” (BB)

• Thinking and teaching like a historian

• Understanding how historical perspective can help you in the classroom

Obj: 6, 9 InTASC: 4, 5, 7 CTQS: 1, 2:

Week 5 9/26

Read -‐Abbot, Ellinwood, Horton, and Kobrin. “Learning History by Doing History.” (BB) -‐Chapter 2 of Best Practices, “The Seven Structures of Best Practice Teaching” (CR)

• Loewen lessons Chapters 2-‐4 • Teaching beyond the text • Engaging students: discussion,

document use

Obj: 7, 8 InTASC: 2, 3, 9, 10 CTQS: 1, 2, 5

Week 6 10/3

Read -‐Loewen 11-‐13, afterward (RT) -‐Chapter 4, A Practical Guide to Middle and Secondary Social Studies, pg 121-‐124, 126-‐127 (CR)

• Loewen lessons Chapters 5-‐6 • Teaching beyond the text • Engaging students: role play,

simulations

Obj: 8 InTASC: 3, 9, 10 CTQS: 2, 5

Week 7 10/10

Read -‐Teaching U.S. History Beyond the Textbook, the CSI Approach (CR)

• Teaching History beyond the textbook

• Using primary sources to promote understanding of bias and perspective

Obj: 1, 9 InTASC: 1, 4, 5, 7 CTQS: 1, 3, 6

Week 8 10/17

History Lesson Plan due Read -‐Chapter 7, A Practical Guide to Middle and Secondary Social Studies, pg 210-‐219 (CR)

• Loewen lesson Chapters 7-‐8 • Teaching Civics

Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6

Week 9 10/24

Civics Lesson Plan due Read -‐Chapter 8, A Practical Guide to Middle and Secondary Social Studies, pg 238-‐240, 250-‐257 (CR)

• Loewen lesson Chapter 9 • Teaching Geography

Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6

Week 10

10/31

Geography Lesson Plan due Read -‐Johnson, “Implementing Cooperative Learning.” (CR) -‐Cohen, “Giving Everyone a Part to Play.” (CR)

• Loewen lesson Chapter 10 • Teaching Economics and the

other social sciences

Obj: 1, 8 InTASC: 1, 3, 4, 5, 7, 9, 10 CTQS: 1, 2, 3, 5, 6

7

Week 11 11/7

Economics Lesson due Read -‐“Authentic Assessment” by Linda Biemer (BB) -‐“Performance Assessment” by Wisconsin Education Association Council (BB)

• Creating authentic Assessments

• Creating and using rubrics in social studies

• Designing, administering, scoring, and interpreting data from curriculum-‐based assessments

Obj: 1, 3 InTASC: 1, 4, 5, 6, 7 CTQS: 1, 3, 6

Week 12

11/14

Behavioral Sciences Lesson due Read -‐Tomlinson, “Routines in a Differentiated Classroom Once the Work Begins.” (CR) -‐Fires in the Bathroom, pg ix-‐61 (RT)

• Meeting the needs of diverse learners in the social studies

• Adapting social studies instruction to individual needs

Obj: 5 CTQS: 2, 3

Week 13

11/21

Work on Unit Plan • No class, I’ll be in St. Louis at NCSS Conference

Obj: 1, 2

Thanksgiving Break Week 14 12/5

Unit Plan Due Read -‐Fires in the Bathroom, pg 62-‐122 (RT)

• Present and share unit plans and provide peer feedback

Obj: 1, 2, 3, 4 InTASC: 1, 4, 5, 6, 7, 8, 9 CTQS: 1, 2, 3, 4, 6

Week 15

12/12

Philosophy of Education on teaching and learning in the social studies due Read -‐Fires in the Bathroom, pg 123-‐190 (RT) -‐Bring an example of an Ed Tech tool that would be useful in a secondary setting

• Integrating Technology into social studies lessons

• Incorporating media literacy into lessons

Obj: 6 InTASC: 5, 7 CTQS: 1, 2

Week 16

12/19

Read -‐Improving Student Achievement in Social Studies (CR) -‐Ayers & Alexander, Chapter 4, Building Bridges, from To Teach: The journey comics. (CR)

• Making sense of it all • Share reflections and goals for

student teaching • Share philosophies of

education • Consider non-‐instructional

tasks, professional responsibilities, and experiences

Obj: 4, 6 InTASC: 5, 7, 9 CTQS: 1, 2, 4

8

STANDARDS

Course Objective Assignment, Activity, or Required Reading(s)

NCSS Colorado TQS

INTASC COE Conceptual Framework

1. Create standards-‐

based lesson plans and units for the social studies classroom that will demonstrate an understanding of the Colorado Academic Content Standards for Social Studies, as well as the National Council for Social Studies Standards.

Readings/Assignment(s): • Chapter 7 of Best Practices, “Best Practice in Social Studies” • Chapter 8, A Practical Guide to Middle and Secondary Social Studies, pg 238-‐240, 250-‐257 • Content Area Lesson Plans • Unit Plan

1, 3, 6 1,4,5,7 2.A 2.B

2. Develop and apply a variety of instructional methods in lesson and unit planning to include integrated instruction, cooperative learning, differentiated instruction, and other effective learning strategies to meet a variety of student needs, interests, and learning styles.

Readings/Assignment(s): • Tomlinson, “Routines in a Differentiated Classroom Once the Work Begins.” • Johnson, “Implementing Cooperative Learning.” • Cohen, “Giving Everyone a Part to Play.” • Content Area Lesson Plans • Unit Plan

1,2,3,6 1,4,5,8 1.B 1.C 2.B

3. Create authentic assessments and rubrics that effectively measure objectives.

Readings/Assignment(s): • “Authentic Assessment” by Linda Biemer (BB) • “Performance Assessment” by Wisconsin Education Association Council (BB) • Unit Plan

3. 6 1, 6 2.A 2.B

4. Reflect on their practice.

Readings/Assignment(s): • Unit Plan reflection • Reflections on the readings

4 9 3.A 3.C

5. Demonstrate proficiency in using technology not only as a teaching tool, but also as a practical method of professional communication with colleagues, professors,

Readings/Assignment(s): • Unit Plan • Show and share technology integration

2, 3 2.A 2.B 3.B

9

parents and students.

6. Develop a personal philosophy of teaching social studies and a reflection that evaluates one’s performance in the class and a plan for future professional development.

Readings/Assignment(s): • Philosophy of Education on teaching and learning in the social studies

1, 2 5, 7 1.A 2.A 3.A

7. Integrate reading and writing for students designed to build an understanding of a variety of texts, of themselves, and the cultures of the United States and the world.

Readings/Assignment(s): • -‐Chapter 7 of Best Practices, “Best Practice in Social Studies” • -‐Chapter 2 of Best Practices, “The Seven Structures of Best Practice Teaching”

1, 2 2 1.A 1.C 2.A

8. Learn to work collaboratively with students, peers, clinical teachers, and parents.

Readings/Assignment(s): • Johnson, “Implementing Cooperative Learning.” • Cohen, “Giving Everyone a Part to Play.” • Loewen lesson

2, 5 3, 9, 10 1.B 1.C

9. Synthesize their knowledge of the social sciences with their knowledge of educational theory and pedagogy.

Readings/Assignment(s): • Improving Student Achievement in Social Studies • Content area lesson plans • Unit plan

1 4, 5 2.A 2.B

TED 4940, Secondary Social Studies Methods Syllabus

Assessment #1: Content Knowledge Assessment via Licensure Exams

1. Description of the Assessment All candidates applying for initial licensure are required to have demonstrated professional competencies in subject areas as specified by rules and regulations of the Colorado State Board of Education by passing a content knowledge assessment in their subject area, pursuant to Section 22-‐60.5-‐203 C.R.S. All candidates must pass either the Social Studies Praxis II (#10081) test or the PLACE (006) field licensure exam (Program for Licensing Assessments for Colorado Educators) prior to student teaching in the spring semester of the TELP Professional Year. These tests measure the academic proficiencies of prospective teachers. Both licensure exams’ content aligns with the NCSS Thematic Standards, as shown in the tables included in this assessment and outlined below. 2. Alignment to the NCSS Standards Teacher candidates in Colorado have a choice as to which standardized licensure exams they would like to take—either the Praxis II or the PLACE. Both content knowledge exams cover NCSS standards 1.1-‐1.7 and 1.10. Please see the tables below that address which subscores are aligned with each of the standards. The Praxis II #10081 is a multiple-‐choice test which assesses the candidate’s knowledge in the following categories: US History, World History, Politics, Geography, Economics, Behavioral Sciences. A table illustrating the alignment between the exam categories and NCSS Standards is shown below.

NCSS Standards

II Test Category Brief Description of Key Content Understanding Assessed

1.2 US HISTORY Chronology, foreign policy, government, politics, presidents, themes of society/culture, invention, industry, technology

1.2 WORLD HISTORY Cultural characteristics, broad historical processes and concepts

1.6, 1.10 GOVERNMENT/CIVICS

US civics, international politics, political philosophy

1.3 GEOGRAPHY Skills, maps, climate, environmental factors on culture

1.7 ECONOMICS Theory, application to modern situations, causes and effects of historical events, financial literacy

1.1, 1.4, 1.5 BEHAVIORAL SCIENCES

Anthropology, psychology, sociology

NCSS Standards

Praxis II Test Category Brief Description of Key Content Understanding Assessed

The PLACE 006: Social Studies exam is a criterion-‐referenced, multiple-‐choice test with approximately 100 questions. It includes the following subareas: History, Geography, Political Science, Economics, Behavioral and Social Sciences, Social Studies Inquiry and Skills. A table illustrating the alignment between the standards and test categories is shown below. NCSS Standards

PLACE Test Category Brief Description of Key Content Understanding Assessed

1.2 HISTORY Chronology, foreign policy, government, politics, presidents, themes of society/culture, invention, industry, technology, cultural characteristics, broad historical processes and concepts

1.1, 1.3 GEOGRAPHY Landforms and society, maps, climate, environmental factors on culture

1.6, 1.10 POLITICAL SCIENCE US civics, international politics, political philosophy

1.7 ECONOMICS Theory, application to modern situations, causes and effects of historical events, financial literacy

1.1, 1.4, 1.5 BEHAVIORAL AND SOCIAL SCIENCES

Anthropology, psychology, sociology

1.8 SOCIAL STUDIES INQUIRY AND SKILLS

Understand methods for researching & evaluating information from a variety of sources. Formulate questions and hypotheses, analyze and synthesize information, and reach supportable conclusions. Communicate social studies information.

3. Analysis of the findings The Social Studies Praxis II exam provides content knowledge that meets the NCSS thematic standards. The test covers social studies content knowledge in US History, World History, Economics, Geography, Government, and the Behavioral Sciences. The minimum score needed to pass in Colorado is 150. Per the NCATE website,

ETS does not provide content category “scores” for Praxis tests. They provide only the number of test questions answered correctly for each category on the test. ETS urges caution in the use of this information. Category-level information is based on a relatively small subset of questions on the test. Because of this, category performance information is less reliable that the official scaled scores, which are based on, a full set of questions. Also, questions within any given category may vary in difficulty from one test form to another. Therefore, the category performance information on one form of the test may not be comparable to performance on another edition of the test. For these reasons, category scores should not be considered a precise reflection of a candidate’s level of knowledge in that category.

http://www.ncate.org/Accreditation/ProgramReview/PraxisIIDataforNCATEStandardOne/tabid/457/Default.aspx

The PLACE field test in Social Studies is a criterion-‐referenced, multiple-‐choice test. It includes the following content subareas in Social Studies: History, Geography, Political Science, Economics, Behavioral and Social Sciences, Social Studies Inquiry and Skills. The minimum score needed to pass is 220 out of 300. Test-‐takers do not “pass” each subarea; rather, their score is based on areas of strength or weakness, 4 being strongest, 1 is weakest. Each year only a small handful of our candidates choose to take the PLACE. This tends to skew the results when you look at the data in a table, as it is such a small data set. Data shows that undergraduates tended to score lower than the post baccalaureate candidates taking the Praxis II exam as well as the PLACE test. When looking at subscores, Civics/Government are the strongest areas for our candidates. They tend to struggle with the Behavioral Sciences section, though. Undergraduates do better in Geography on the Praxis than on the PLACE. Post-‐Baccalaureate students do better overall in almost every category on both the PLACE and the Praxis, with the exception of Government on the PLACE. We could not get subscores for Praxis II for 2010—we were only able to get them for 2011 and 2012 because the 2010 scores were not reported to us. Moving forward in the future, we have put a new system in place to ensure that this is not a problem. This data is something we will ensure gathered and filed for each student before they begin student teaching. We are aware that our system has had gaping holes in the past, and programs didn’t have the capacity for accurate and systematic data collection. We have taken steps to correct this, including training all of our staff on the requirements of our program, investing in technology infrastructure, and keeping all necessary data electronically. In addition, starting in the spring of 2014, all candidates must have a Praxis or PLACE score before they register for student teaching. This way we can ensure that they have passed and that they don’t slip through the cracks as had happened in the past. A further examination of both tests and their subareas will help guide the program towards greater emphasis in certain subjects as well as course equivalency during transcript reviews. Stronger articulation between LAS and COE will continue to help build strong course offerings that prepare students well for the licensure exams. 4. Interpretation of how the data provide evidence A 97% (36/37 candidates that we have test data on) pass rate shows that candidates have substantial content knowledge of the subjects that they will be teaching. As you can see from the Tables 4 & 5 below, the scores are aligned to each of the NCSS Standards, and the teacher candidates’ scores demonstrate proficiency in each area. Our program needs to take the following results into consideration as we move forward and reflect on the needs of our students.

1. Standard 1.1: Behavioral Science. Praxis and PLACE data show that student performance needs strengthening in this area and the program needs to concentrate more on this content.

2. Standard 1.2: History (U.S. and World). Praxis and PLACE subscores are high in history, which allows us to conclude our students have the knowledge necessary to teach history.

3. Standard 1.3: Geography. Praxis and PLACE subscores are high in geography, which allows us to conclude our students have the knowledge necessary to teach geography.



6. Standard 1.6: Government/Civics. Praxis and PLACE data show that our students are very strong in this area, which allows us to conclude our students have the knowledge necessary to teach civics and government.

7. Standard 1.7: Economics. Praxis and PLACE subscores are relatively high in economics, which allows us to conclude our students have the knowledge necessary to teach this content.

8. Standard 1.8: PLACE subscores are relatively high, which allows us to conclude our students have the knowledge necessary to teach this content.

9. Standard 1.9: N/A 10. Standard 1.10: Government/Civics. Praxis and PLACE data show that our

students are very strong in this area, which allows us to conclude our students have the knowledge necessary to teach civics and government.

These licensure exams are used as one indication of candidate content knowledge. The results suggest that candidates have the necessary knowledge to teach the content standards through course selection and admissions requirements. TELP students in social studies understand the NCSS thematic standards for candidate content knowledge. The pass rate demonstrates candidate understanding of the subjects they are planning to teach. The one student who did not pass in 2010 was unable to complete the program.

Table 1: Test Participation UG= Undergraduate PB= Post-‐Baccalaureate

2010 2011 2012

Students in the program

N= 18 14 UG 4 PB

N= 10 7 UG 3 PB

N= 13 8 UG 5 PB

PLACE N=4 2 UG 2 PB

N=0 N=4 1 UG 3 PB

Praxis N=11 10 UG 1 PB

N=8 6 UG 2 PB

N=9 7 UG 2 PB

No Test Data N=3 2 UG 1 PB

N=2 1 UG 1 PB

N/A

Table 2: Praxis Mean Test Scores 2010 2011 2012

Undergrad Post Bac Undergrad Post Bac Undergrad Post Bac Mean score Praxis

165 171 160 180 162 175

Number passing

10 2 6 2 7 3

% passing 100 100 100 100 100 100

Table 3: PLACE Mean Test Scores 2010 2011 2012

Undergrad Post Bac Undergrad Post Bac Undergrad Post Bac Mean score PLACE

22843 272 N/A N/A 243 258

Number passing

1 1 N/A N/A 1 3

% passing 50 100 N/A N/A 100 100

Table 4: Praxis Mean Subscores & NCSS Standard Alignment

NCSS Standard Alignment

Praxis 2012 UG

Praxis 2012 Post Bac

Praxis 2011 UG

Praxis 2011 Post Bac

United States History 1.2 11.83 13 14 18 World History 1.2 12.5 13 10 16

Government/Civics/Political Science

1.6, 1.10 15.17 16.5 16 15

Geography 1.3 13.67 14 11 13 Economics 1.7 11.83 13.5 11 9

Behavioral Sciences 1.1, 1.4, 1.5 8.17 8.5 8 10

Table 5: PLACE Subscores & NCSS Standard Alignment

NCSS Standard Alignment

Place 2012 Mean Score

Place 2012 UG n=1

Place 2012 Post Bac n=3

Place 2011

Place 2010 Mean Score

Place 2010 UG n=2

Place 2010 Post Bac n=2

History 1.2 2.5 2 3 N/A 2.67 2 4 Geography 1.3 2 3 1 N/A 3.33 3 4 Political Science 1.6, 1.10 3 4 2 N/A 3.33 3 4

Economics 1.7 3 4 2 N/A 2.33 2.5 4 Behavioral & Social Sciences

1.1, 1.4, 1.5 3 3 3 N/A 2.67 2.5 3

Social Studies Inquiry & Skills

1.8 3.5 3 4 N/A 3.33 3 4

Assessment #1: Content Knowledge Assessment via Licensure Exams

Assessment #2, Social Studies Content Knowledge Course Grades Via Transcript Analysis

1. Description of the Assessment Assessment of candidate knowledge of social studies content includes final grades in core courses that are applicable to the NCSS standards. The data collected from Undergraduate work and post baccalaureate experiences for the 2010, 2011, and 2012 cohorts demonstrate candidate knowledge of the content of the social studies thematic standards. The grades help the Teacher Education and Licensure Program (TELP) at UCCS assess student acquisition of knowledge and concepts in the individual disciplines and broader field of social studies. Social Studies Teacher Candidates must complete preparation in each subject area discipline as well as have an area of concentration in history, geography, political science, or economics. The students are typically history majors, but each year there are one or two who concentrated on political science, geography, or economics. Academic advisors in both the College of Education and the College of Letters, Arts and Sciences review all candidate transcripts prior to student entrance into the Professional Year to ensure the acceptable preparation to teach social studies subjects. The TELP Professional Year consists entirely of teacher licensure courses and student teaching. All other content requirements will be completed prior to the summer of their Professional Year. Candidates must have a cumulative GPA of at least 2.5 to be accepted into the teacher education program. Students must then receive a B-‐ (2.7) or better in all Teacher Education (TED) course work in order to continue in the program and complete student teaching. UCCS students have a passion for social studies and it shows in their attitudes, dispositions, and scholarship. 2. Alignment to the NCSS Standards The course work required, as seen in the Advising Sheets and described in the course requirements below, addresses the concepts and themes outlined by NCSS. The data represent a wide breadth and depth of knowledge within the content areas aligned with the content standards. These final grades reflect the candidates’ understanding and ability to use the knowledge gained from the highly qualified faculty in the College of Liberal Arts & Sciences (or equivalents for transfer credits). Informal, ongoing assessments throughout courses keep candidates on track and prepared. TELP candidates must take the minimum of the following courses. Some of these might have been taken during their Undergraduate program if they are Post-‐Bac, but if candidates are missing any they must take them before they are admitted to TELP.

Post-‐Baccalaureate Course Requirements: • 1.1: Thematic Standard: Culture and Cultural Diversity

o 2 courses in American History, 2 courses in World History, 1 course in Non-‐Western History, 1 course in Cultural Geography, 1 course in Sociology or 1 course in Anthropology

• 1.2: Thematic Standard: Time, Continuity, and Change o 2 courses in American History, 2 courses in World History, 1 course in Non-‐Western History

• 1.3: Thematic Standard: People, Places, and Environments o 2 courses in American History, 2 courses in World History, 1 course in Cultural Geography, 1

course in Physical Geography • 1.4: Thematic Standard: Individual Development and Identity

o 2 courses in American History, 1 course in Psychology • 1.5: Thematic Standard: Individuals, Groups, and Institutions

o 2 courses in American History, 2 courses in Political Science, 1 course in Sociology or 1 course in Anthropology

• 1.6: Thematic Standard: Power, Authority, and Governance o 2 courses in American History, 2 courses in World History, 2 courses in Political Science

• 1.7: Thematic Standard: Production, Distribution, and Consumption o 2 courses in American History, 2 courses in World History, 2 courses in Economics

• 1.8: Thematic Standard: Science, Technology, and Society o 2 courses in American History, 2 courses in World History, 1 course in Cultural Geography

• 1.9: Thematic Standard: Global Connections o 2 courses in American History, 2 courses in World History, 1 course in Cultural Geography, 2

courses in Economics • 1.10: Thematic Standard: Civic Ideals and Practices

o 2 courses in American History, 2 courses in World History, 2 courses in Political Science

Undergraduate Course Requirements • 1.1: Thematic Standard: Culture and Cultural Diversity

o 2 courses in American History, 2 courses in World History, 1 course in Non-‐Western History, 1 course in Cultural Geography, 1 course in Sociology, 1 course in Anthropology

• 1.2: Thematic Standard: Time, Continuity, and Change o 2 courses in American History, 2 courses in World History, 1 course in Non-‐Western History

• 1.3: Thematic Standard: People, Places, and Environments o 2 courses in American History, 2 courses