Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. These standards reflect goal of the Alabama
Course of Study: 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
values 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 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).
(a)
Content knowledge. Prior to
program completion, prospective teachers of history shall demonstrate knowledge
of:
1. World, non-western, United States, and
Alabama history; disciplinary concepts, facts, and tools; structures of
inquiry; and forms of representation.
2. The concepts, facts, and tools in
history.
3. Disciplinary inquiry in
history.
4. Disciplinary forms of
representation in history.
5. The
inter-relationship of history to other social studies including, but not
limited to civics, economics, and geography.
(b)
Application of Content through
Planning. Prior to program completion, candidates demonstrate the
ability to plan learning sequences that leverage history 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. Demonstrate history
knowledge aligned with the Alabama Course of Study: Social
Studies.
2. Engage
learners with disciplinary concepts, facts, and tools from history to
facilitate history literacies for civic life.
3. Engage learners in disciplinary inquiry to
develop history literacies for civic life.
4. Guide students to create disciplinary
forms of representation that convey history knowledge and civic
competence.
5. Use technology to
foster knowledge of history and civic competence.
(c)
Design and Implementation of
Instruction and Assessment. Prior to program completion, candidates
design and implement instruction and authentic assessments, informed by data
literacy and learner self-assessment, that promote civic competence.
Specifically, candidates:
1. Design and
implement a range of authentic assessments that measure learners' mastery of
history knowledge for civic competence and demonstrate alignment with the
Alabama Course of Study: Social Studies.
2. Design and implement learning experiences
that engage learners in using history 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 history
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 history knowledge, inquiry, and forms of representation for
civic competence.
5. Engage
learners in self-assessment practices that support individualized learning
outcomes related to history knowledge, inquiry, and forms of representation for
civic competence.
(d)
History 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 history.
2. Facilitate
collaborative, interdisciplinary learning environments in which learners use
history facts, concepts, and tools in history to engage in disciplinary
inquiry.
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 history 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 history knowledge, inquiry skills, and civic dispositions, and
adapt practice to meet the needs of each learner.
2. Explore 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 history and other social studies.
Previous Rule.22 was renumbered.25 per certification
published August 31, 2021; effective October 15,
2021.
