Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. These standards
reflect the goal of the Alabama Course of Studies: Social
Studies to develop responsible citizens and the belief of the National
Council for the Social Studies that social studies educators teach students the
content knowledge, intellectual skills, and civic valued necessary for
fulfilling the duties of citizenship in a participatory democracy. The
standards build upon the Alabama Core Teaching Standards.
(2)
Program Curriculum. In
addition to meeting Rules
290-3-3-.03(6)(a)1. -4.,
290-3-3-.03(6)(e)1.(i) -(iii)
and 2.(i)-(iii),
290-3-3-.04,
290-3-3-.05,
and 290-2-2-.14, the teaching field shall require an academic major in
economics, geography, history, political science/civics, or social studies that
includes a minimum of 30 semester hours of credit with at least 18 semester
hours of upper-division credit. Additional information is provided in the
definition for academic major in Rule
290-3-3-.01(2).
At a minimum, coursework must include economics, geography, history, political
science/civics, the social/behavioral sciences, and may include coursework in
other areas of the social studies.
(a)
Content Knowledge. Prior to program completion, candidates
demonstrate knowledge of social studies disciplines and are knowledgeable of
disciplinary concepts, facts, and tools; structures of inquiry; and forms of
representation. Specifically, candidates demonstrate knowledge about:
1. The concepts, facts, and tools in civics,
economics, geography, history, and the social/behavioral sciences.
2. Disciplinary inquiry in civics, economics,
geography, history, and the social/behavioral sciences.
3. Disciplinary forms of representation in
civics, economics, geography, history, and the social/behavioral
sciences.
(b)
Application of Content through Planning. Prior to program
completion, candidates demonstrate the ability to plan learning sequences that
leverage social studies knowledge and literacies, technology, and theory and
research to support the civic competence of learners. Specifically, candidates
demonstrate ability to plan learning sequences that:
1. Demonstrates social studies knowledge
aligned with the Alabama Course of Study: Social Studies, the
National Council for the Social Studies C3 Framework (college, career, and
civic life), and theory and research.
2. Engage learners with disciplinary
concepts, facts, and tools from the social studies disciplines to facilitate
social studies literacies for civic life.
3. Engage learners in disciplinary inquiry to
develop social studies literacies for civic life.
4. Guide students to create disciplinary
forms of representation that convey social studies knowledge and civic
competence.
5. Use technology to
foster civic competence. [According to NCSS, civic competence fosters
"political knowledge, a self-interested investment in political engagement, and
a disposition towards a more inclusive, just, and equitable society."]
(c)
Design and
Implementation of Instruction and Assessment. Prior to program
completion, candidates design and implement instruction and authentic
assessments (including, but not limited to assessing how students explain,
apply, or justify their positions on various social studies topics), informed
by data literacy and learner self-assessment, that promote civic competence.
[According to NCSS, "data literacy for teaching social studies is the ability
to transform information into actionable curriculum, content knowledge,
knowledge of students, and instructional practices by collecting, analyzing,
and interpreting all types of data including student learning outcomes to help
determine instructional decision-making."] Specifically, candidates:
1. Design and implement a range of authentic
assessments that measure learners' mastery of disciplinary knowledge, inquiry,
and forms of representation for civic competence and demonstrate alignment with
state-required content standards.
2. Design and implement learning experiences
that engage learners in disciplinary knowledge, inquiry, and forms of
representation for civic competence and demonstrate alignment with the
Alabama Course of Study: Social Studies.
3. Use theory and research to implement a
variety of instructional practices and authentic assessments featuring
disciplinary knowledge, inquiry, and forms of representation for civic
competence.
4. Exhibit data
literacy by using assessment data to guide instructional decision-making and
reflect on student learning outcomes related to disciplinary knowledge,
inquiry, and forms of representation for civic competence.
5. Engage learners in self-assessment
practices that support individualized learning outcomes related to disciplinary
knowledge, inquiry, and forms of representation for civic competence.
(d)
Social Studies Learners
and Learning. Prior to program completion candidates demonstrate ability
to use knowledge of learners to plan and implement relevant and responsive
pedagogy, create collaborative and interdisciplinary learning environments, and
prepare learners to be informed advocates for an inclusive and equitable
society. Specifically, candidates:
1. Use
knowledge of learners' socio-cultural assets, learning demands, and individual
identities to plan and implement relevant and responsive pedagogy that ensures
equitable learning opportunities in social studies.
2. Facilitate collaborative,
interdisciplinary learning environments in which learners use disciplinary
facts, concepts, and tools, engage in disciplinary inquiry, and create
disciplinary forms of representation.
3. Engage learners in ethical reasoning to
deliberate social, political, and economic issues, communicate conclusions, and
take informed action toward achieving a more inclusive and equitable
society.
(e)
Professional Responsibility and Informed Action. Prior to program
completion, candidates reflect and expand upon their social studies knowledge,
inquiry skills, and civic dispositions to advance social justice and promote
human rights through informed action in schools and/or communities.
Specifically, candidates:
1. Use theory and
research to continually improve their social studies knowledge, inquiry skills,
and civic dispositions, and adapt practice to meet the needs of each
learner.
2. Explore, interrogate,
and reflect upon their own cultural frames to attend to issues of equity,
diversity, access, power, human rights, and social justice within their schools
and/or communities.
3. Take
informed action in schools and/or communities and serve as advocates for
learners, the teaching profession, and/or social studies.
Previous Rule.20 was renumbered.22 per certification
published August 31, 2021; effective October 15,
2021.
