College of Arts and Letters2021-2022

Department of History

Secondary Education - History and Social Studies, Bachelor of Science in Education

Learning Outcomes

Purpose Statement

The Bachelor of Science in Education, History and Social Studies program prepares competent and professional educators who will teach and make a positive difference in secondary social studies classrooms. The program equips future teachers with historical and social science knowledge and understanding by exposing them to a variety of narratives, perspectives, and disciplinary skills and by introducing them to diverse local, state, national, and global communities. Students gain insight in the critical reading of these narratives and arguments, practice the historical craft by constructing evidence-based narratives and arguments from primary and secondary sources, and discussing, analyzing, and synthesizing diverse histories. They are also introduced to the disciplines of political science, economics, and geography. The program combines content knowledge and abilities with training in inquiry learning, pedagogical skills and significant practice in secondary classroom. Students practice creating inquiry-rich daily, unit, and year long curriculum plans that are rich in diverse instructional strategies (including the use of technological literacies) and teaching lessons in the secondary classroom. At the end of the program, students should be able to successfully orchestrate learning in secondary classrooms by planning meaningful, standards-based instruction, delivering these lessons successfully in the classroom, assess learning, and modify instruction for diverse learners. 

NAU students in this program are teacher candidates inSecondary Education, History and Social Studies. They work on teaching and learning by practicing skills working with secondary learners in relation to content, assessment, and professional dispositions in order to effectively teach social studies at the secondary level.

NAU students in this program are teacher candidates in History and Social Studies Education; and they work on teaching and learning by practicing skills in working with secondary learners, content, assessment, and professional dispositions in order to effectively teach social studies at the secondary level.

Student Learning Outcomes
 
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Council for the Social Studies, and the Interstate New Teacher Assessment and Support Consortium.

  • Learners, Learner Differences, and Learning Environment: The teacher candidate will be able to
    • create an inquiry-based, productive, collaborative, high expectations classroom setting;
    • engage and motivate secondary-grade learners;
    • develop and refine learning plans appropriate to grade level and a diversity of learners (e.g. differing needs, abilities, race, class, gender, religions, and cultural backgrounds);
    • adapt lessons for different learners’ cognitive, linguistic, social, emotional, and physical development;
    • articulate the relevance of teaching multiple perspectives to a diverse group of learners, recognizing the interconnectedness of all people.
  • Concepts/ Knowledge Application: The teacher candidate can
    • inquire, think critically, and gain content knowledge and application to teach history, geography, government, and economics at the secondary level;
    • practice disciplinary habits of mind, research skills, evidence-based argumentation and interpretation;
    • select and assess the value of primary and secondary sources for use in teaching secondary learners; 
    • incorporate multiple perspectives, drawing on and recognizing relationships among local, regional, and global issues;
    • teach required standards for subject and grade-level taught.
  • Assessment and Instructional Skills/ Abilities: The teacher candidate can…
    • identify and employ enduring understandings and essential questions to teach for deeper meaning;
    • plan instruction that promotes meaningful content knowledge and skill acquisition; 
    • craft pre-, formative, and summative assessments that align with learning outcomes;
    • interpret and analyze the results of assessment in order to teach more successfully;
    • employ a variety of effective instructional strategies appropriate to learners, content, and learning goals;
    • use technological tools appropriate to content and instruction;
    • engage students in building their technological literacies.
  • Professional Responsibility/Dispositions/ Attitudes: The teacher candidate will demonstrate…
    • respect and adaptation for a variety of learners;
    • an ability to self-assess his/her teaching and learning;
    • confidence in and commitment to growth in teaching;
    • patience and reflection in the process of gaining teaching skills;
    • how to use content responsibly and appropriately, presenting and citing research;
    • openness to explore professional growth and collaboration both in terms of content and pedagogy.

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