July 1997 -- Reformatted 8/01

Professional Teaching Standards for Secondary Social Studies (7-12)

Knowledge of students.

This is demonstrated by:

• identifying and drawing on the knowledge of cognitive, social, and physical development, and cultural background of students.
• showing an awareness of political, socio-economic, cultural, religious and racial diversity.

Knowledge of subject matter.

This is demonstrated by:

• exhibiting a cohesive understanding of social studies, which may include United States history, world history, Constitutional democracy, economics, geography, political science, civics, and current events.
• showing how knowledge in their subject is linked to other disciplines.
• demonstrating an awareness of environmental issues and how they impact culture, economics, politics, geography, and history.

Knowledge of resources.

This is demonstrated by:

• obtaining support outside of the prescribed curriculum and utilizing specialists in fields related to social studies.
• arranging and encouraging visits to sites outside the school, such as museums, galleries, and tours when appropriate.

Curriculum.

• selecting, developing, or adapting challenging social studies curriculum, and organizing tasks and units which are student-centered, developmentally appropriate, culturally sensitive, and integrated.
• providing students with sustained examination of selected topics rather than superficial coverage of many.
• cultivating higher level thinking skills in students that foster critical thought and analysis.
• selecting, creating, or adapting a varied and challenging social studies curriculum aligned with district frameworks and state essential learnings.

Instructional strategies.

This is demonstrated by:

• enlisting a variety of strategies, skills, and procedures to develop and maintain an integrated and enriched learning environment.
• modeling chronological thinking and the distinction between past, present, and future time concepts.
• comparing and analyzing important historical interpretations.
• teaching research skills by utilizing sources such as journals, diaries, newspapers, primary sources, personal interviews, surveys, maps, charts, graphs, and technology.
• incorporating concepts, themes, and inquiry methods.
• utilizing current world events in the classroom to make connections with the curriculum.
• encouraging intellectual curiosity for learning social studies.

Management.

This is demonstrated by:

• managing the examination of potentially volatile topics in order to facilitate social and political understanding.
• facilitating a safe environment where people are free to express divergent opinions and ideas about history and current events.
• encouraging students to make decisions and choices so that the classroom community becomes a model for rights and responsibilities in the local, national, and global communities, characterized by trust, tolerance, respect, equity, risk-taking, and independence.

Student assessment.

This is demonstrated by:

• assessing students on an ongoing basis using multiple evaluation methods that provide constructive and timely feedback in order to interpret student performance and growth.
• implementing assessments designed to gain perspective on each student’s ability to apply knowledge, and to make connections among various forms of information.
• providing assessment opportunities that apply economic, social, geographic and historical content to media, such as portfolios, demonstrations, performances, and exhibitions.

Student self-reflection.

This is demonstrated by:

• encouraging students to think analytically and to form personal understandings, taking into consideration the multiple viewpoints and controversies inherent in the social studies.
• encouraging students to articulate their growth and learning through dialogue with peers, parents, and teachers

This is demonstrated by:

• providing curriculum and instruction which encourages active involvement in school, family, and community.
• teaching students to apply knowledge of political, economic, and intellectual institutions to their own lives.

This is demonstrated by:

• contributions to the knowledge and skills of other teachers by promoting the field of social studies across the curriculum.
• being involved with professional organizations which support and discuss current trends in social studies education.
• updating and enriching social studies background through workshops, conferences, courses, travels, and readings.
• extending knowledge in subject matter, and reflecting on and refining a philosophy of social studies education.