Those who know me, may be a bit surprised. I am a student in the Special Education department within the Graduate School of Education and Allied Professions, enrolled in a program to earn a master's degree and state certification for K-12 special education. I am particularly passionate about teaching reading. Why, then, middle grade social studies?
There are reasons, of course. Some of them have to do with my career aspirations once I've completed my coursework: to fulfill the"highly qualified" requirements in social studies and literature; and to work with middle grade level students once I'm certified. The more important reasons relate to my educational philosophy, which I haven't yet put to paper (or bytes), that particular assignment not coming up for some weeks yet. But it's percolating, and I want the standard I select now to be consistent with where I want to go, then.
Philosophically, I draw a distinction between three great tasks of education:
- Motivation
- Acquisition of skills; and
- Integration of content.
At this point, I believe that of these three tasks, "educational technology" can provide the greatest support to instructional objectives in content. So I chose the content area that I thought I'd have the most fun with.
(Speaking of holding so many "priorities" simultaneously that we effectively have none at all...) Here are the State of Connecticut content standards, which in turn are supported by the standards defined by the National Educational Technology Standards for Students (NETS-S):
Content Standard 1 (Historical Thinking): Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
Content Standard 2 (Local, US, and World History): Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
Content Standard 3 (Historical Themes): Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
Content Standard 4 (Applying History): Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
Content Standard 5 (United States Constitution and Government): Students will apply knowledge of the U S Constitution, how the U S system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
Content Standard 6 (Rights and Responsibilities of Citizens): Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
Content Standard 7 (Political Systems): Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
Content Standard 8 (International Relations): Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
Content Standard 9 (Places and Regions): Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
Content Standard 10 (Physical Systems): Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
Content Standard 11 (Human Systems): Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
Content Standard 12 (Human and Environmental Interaction): Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
Content Standard 13 (Limited Resources): Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
Content Standard 14 (Economic Systems): Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
Content Standard 15 (Economic Interdependence): Students will demonstrate how the exchange of goods and services by individuals, groups and nations creates economic interdependence and how trade results in change.
1 comment:
Wow, lots of standards here to focus on. Perhaps just pick one for your class assignments?
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