Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart B - FUNDAMENTAL LEARNING AREAS
Section 27.200 - Social Science
Universal Citation: 23 IL Admin Code ยง 27.200
Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in Social Science will be required to complete a program aligned to the NCSS National Standards for the Preparation of Social Studies Teachers (2017), published by the National Council for the Social Studies, 8555 Sixteenth Street, Silver Spring MD 20910, and available at https://www.socialstudies.org/standards/teacherstandards. (No later amendments to or editions of these guidelines are incorporated.) The standards effective until September 30, 2024 are as follows:
a) All social science teachers shall be required to demonstrate competence in the common core of social science standards. In addition, each social science teacher shall be required to demonstrate competence in at least one of the social science areas for which standards are described in Sections 27.210 through 27.260: economics, geography, history, political science, psychology, and/or sociology and anthropology.
b) The competent social science teacher understands the connections among the behavioral sciences, economics, geography, history, political science, and other learning areas.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the structure, purpose, and methodology of the social
sciences.
B) understands the
interdependence of the social science disciplines.
C) understands the use of social science
concepts to interpret human actions.
D) understands the relationship between the
social sciences and other learning areas.
2) Performance Indicators - The competent
social science teacher:
A) explains the
methods social scientists employ to answer questions about the human
experience.
B) integrates concepts
from the social sciences in constructing discipline-specific lessons and
units.
C) develops
interdisciplinary approaches to the teaching of general social
science.
c) The competent social science teacher understands the use of analysis, interpretation, and evaluation.
1) Knowledge
Indicators - The competent social science teacher:
A) understands the value of informed opinion
based on systematic analysis of evidence.
B) understands the strengths and weaknesses
of primary and secondary sources of evidence.
C) understands the importance of multiple
sources of information.
D)
understands the complexity of causation.
E) understands the tentative nature of
interpretations about human actions.
F) understands the difference between fact
and conjecture and between evidence and assertion.
2) Performance Indicators - The competent
social science teacher:
A) demonstrates the
ability to compare and contrast.
B)
differentiates between facts and interpretations.
C) analyzes cause-and-effect
relationships.
D) compares
competing narratives and multiple perspectives.
E) identifies the central questions addressed
in a narrative.
F) analyzes data
from a variety of sources before reaching a general conclusion or
interpretation.
d) The competent social science teacher understands how to use the tools of social science inquiry to conduct research and interpret findings.
1) Knowledge
Indicators - The competent social science teacher:
A) understands the tools of social science
research.
B) understands the use of
research in reaching conclusions and developing interpretations.
C) understands ethical approaches for
conducting research and interpreting findings.
2) Performance Indicators - The competent
social science teacher:
A) gathers data,
using appropriate methods and technology.
B) assesses the credibility and authority of
sources and research findings.
C)
formulates appropriate questions by observing and analyzing evidence.
D) organizes and presents findings in an
appropriate format.
e) The competent social science teacher understands basic political concepts and systems.
1) Knowledge Indicators - The competent
social science teacher:
A) understands
concepts used in the study of government and politics.
B) understands the basic purposes and
functions of government (e.g., executive, legislative, and judicial).
C) understands the types of political systems
(e.g., democracy, oligarchy, monarchy - limited and unlimited).
2) Performance Indicators - The
competent social science teacher:
A) explains
the basic concepts used in the study of government and politics (e.g.,
political socialization, representation, and authority).
B) explains why governments exist and the
basic functions they perform.
C)
compares the characteristics of democracy, autocracy, oligarchy, monarchy, and
totalitarianism.
f) The competent social science teacher understands the formation and implementation of public policy in the United States and other nations.
1) Knowledge
Indicators - The competent social science teacher:
A) understands the role played by officials
in the legislative, executive, judicial, and administrative branches of
government.
B) understands the role
played by interest groups, political parties and candidates, public opinion,
and the mass media.
2)
Performance Indicators - The competent social science teacher:
A) analyzes public policy issues from the
perspectives of different groups, individuals, and government
officials.
B) explains how public
policy is formed and carried out at local, State, and national
levels.
C) evaluates the role of
political parties, interest groups, and the media in public policy
debate.
D) identifies examples of
political leadership influencing public policy.
g) The competent social science teacher understands the principles of constitutional government in the United States and Illinois.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the historical development of United States and Illinois
constitutional government.
B)
understands the principles of representative government that form the
foundation of constitutional democracy.
2) Performance Indicators - The competent
social science teacher:
A) explains how
historical events and significant individuals have affected the development of
United States constitutional government.
B) analyzes the fundamental principles (e.g.,
separation of powers, checks and balances, individual rights, and federalism)
that led to the development of democratic government in the United States and
Illinois.
h) The competent social science teacher understands the organization and functions of government at national, State, and local levels in the United States.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
organizational structure of national, State, and local government.
B) understands the operations of the
executive, legislative, and judicial branches of government.
C) understands the functions of national,
State, and local governments.
2) Performance Indicators - The competent
social science teacher:
A) explains how and
why powers of the national government are distributed, shared, and limited in a
federal system.
B) analyzes the
relationships among national, State, and local governments.
i) The competent social science teacher understands the rule of law and the rights and responsibilities of individual citizens in a democratic society, with an emphasis on the United States and Illinois.
1) Knowledge Indicators
- The competent social science teacher:
A)
understands the sources, purposes, and functions of law (e.g., basic legal
rights and responsibilities).
B)
understands the rights extended to citizens through the Bill of Rights and
other amendments.
C) understands
the role of the Supreme Court in defining, expanding, and limiting individual
rights.
D) understands the role of
responsible citizenship.
2) Performance Indicators - The competent
social science teacher:
A) evaluates the
rights and responsibilities of the individual in relation to his or her family,
social groups, community, and nation.
B) evaluates historical and current issues
regarding the judicial protection of individual rights (e.g., landmark court
decisions and amendments).
C)
examines the implications of responsible citizenship (e.g., decision-making,
volunteerism, and voting).
j) The competent social science teacher understands the purposes and functions of international organizations and global connections, with an emphasis on the role of the United States.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
function and global impact of major international and multinational
organizations.
B) understands the
development and implementation of United States foreign policy.
2) Performance Indicators - The
competent social science teacher:
A) analyzes
the influence of international organizations on world affairs.
B) identifies examples of individuals and
interest groups that influence United States foreign policy.
k) The competent social science teacher understands economic concepts, terms, and theories.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
impact of scarcity and opportunity cost on the allocation of
resources.
B) understands the
effects of supply and demand on economic decisions.
C) understands that cost/benefit analysis
influences economic decision-making.
D) understands the role of money in an
economic system.
2)
Performance Indicators - The competent social science teacher:
A) analyzes how allocation of scarce
resources affects a society's standard of living.
B) uses supply and demand theory to analyze
production, consumption, prices, and the market value of labor.
C) uses marginal analysis to analyze the
costs and benefits of voluntary exchange and to evaluate historical and
contemporary social issues.
D)
analyzes the characteristics and functions of money and applies an
understanding of money to personal finance and consumer decisions.
l) The competent social science teacher understands various types of economic systems.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
differences among various economic systems.
B) understands the role of government in an
economic system.
C) understands the
importance of financial institutions in a market economy.
2) Performance Indicators - The competent
social science teacher:
A) compares the
characteristics of command, traditional, and market economic systems and
assesses how values and beliefs influence economic decisions in different
societies.
B) evaluates the costs
and benefits of government policies and how they affect decisions by consumers
and producers.
C) explains how
banks and other financial institutions facilitate saving, borrowing, and
investment.
m) The competent social science teacher understands the components and operation of the United States economy.
1) Knowledge
Indicators - The competent social science teacher:
A) understands the basic principles of free
enterprise, including entrepreneurship.
B) understands the roles of the federal
government and the Federal Reserve System in the U.S. economy.
C) understands the impact of government
policies on economic decision-making.
D) understands the impact of economic
problems such as inflation and unemployment.
2) Performance Indicators - The competent
social science teacher:
A) explores the impact
of competition and monopoly on businesses and households.
B) analyzes the relationships among
households, firms, and government agencies in a market economy.
C) evaluates the effects of taxes, subsidies,
income transfers, interest rates, and other policies on the decisions of
consumers and producers.
D)
analyzes economic problems (e.g., inflation and unemployment).
n) The competent social science teacher understands international economic structures, processes, and relationships.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the interconnectedness of comparative advantage, specialization,
and trade.
B) understands the
effects of economic interdependence and free trade.
C) understands the impact of availability of
resources on economic growth and stability.
D) understands the global effects of resource
supply and demand.
2)
Performance Indicators - The competent social science teacher:
A) analyzes how specialization and
comparative advantage affect global production, consumption, voluntary trade,
and economic interdependence.
B)
evaluates trade incentives and disincentives such as subsidies and quotas, and
examines how the availability of resources affects specialization and trade
among nations and regions.
o) The competent social science teacher understands historical concepts, terms, and theories.
1) Knowledge Indicators - The competent
social science teacher:
A) understands
chronological thinking and periodization.
B) understands cause and effect.
C) understands change and
continuity.
D) understands
historical context.
2)
Performance Indicators - The competent social science teacher:
A) places historical events in the proper
chronological framework and compares alternative models of
periodization.
B) analyzes the
causes and effects of historical events.
C) explains patterns of historical succession
and duration, continuity, and change.
D) explains events in relationship to
historical setting.
p) The competent social science teacher understands major political developments and compares patterns of continuity and change in different regions of the world.
1) Knowledge Indicators - The competent
social science teacher:
A) understands 19th
and 20th century ideologies and their global influence (e.g., liberalism,
republicanism, socialism, Marxism, nationalism, communism, fascism,
nazism).
B) understands the nature
and significance of modern revolutions.
C) understands the origins and impact of
exploration and imperialism.
D)
understands the development of representative government.
2) Performance Indicators - The competent
social science teacher:
A) explains the effect
of European political ideologies on other regions and nations of the
world.
B) describes the causes and
effects of modern political revolutions.
C) evaluates the impact of colonization and
decolonization on colonizers and colonized.
D) describes the origins and development of a
representative government.
q) The competent social science teacher understands major social and cultural developments and compares patterns of continuity and change in different regions of the world.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
evolution and distinctive characteristics of major Asian, African, and American
pre-Columbian societies and cultures.
B) understands the philosophical and cultural
legacies of ancient Greece and Rome.
C) understands the origins, central ideas,
and influence of major religious and philosophical traditions such as Buddhism,
Islam, Confucianism, Judaism, and Christianity.
D) understands the culture and ideas of the
Medieval, Renaissance, and Reformation periods.
E) understands the culture and ideals of the
modern world since the Age of Enlightenment.
2) Performance Indicators - The competent
social science teacher:
A) describes changing
relations among social classes, ethnic groups, religious denominations, and
genders.
B) explains the process of
cultural diffusion.
C) explains the
effect of religious diversity on global society.
D) analyzes the effects of ethnic diversity
within a society.
r) The competent social science teacher understands major scientific, geographic, and economic developments and compares patterns of continuity and change in different parts of the world.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
connections among civilizations accelerated by changing means of transportation
and communication.
B) understands
the major landmarks in the use of the environment from the Paleolithic Period
through the transformation from agricultural to industrial societies.
C) understands the effect of technology on
the environment.
D) understands the
origins and impact of capitalism and other economic systems.
2) Performance Indicators - The
competent social science teacher:
A) describes
the connections between transportation and communication and their effects on
civilizations throughout the course of world history.
B) describes the progression from
hunter-gatherer societies to agricultural and industrial societies.
C) evaluates the effect of technology on the
environment over time.
D) describes
the effect of globalization of the world economy since 1500 AD (sometimes also
referred to as "CE").
s) The competent social science teacher understands major political developments and compares patterns of continuity and change in the United States and the State of Illinois.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the
evolution of American democracy, including its ideas, institutions, and
practices, from the colonial period to the present.
B) understands the evolution of United States
foreign policy and its relationship to domestic affairs and policy.
C) understands the development of political
institutions in Illinois.
2) Performance Indicators - The competent
social science teacher:
A) describes the
origins and development of democracy in the United States.
B) explains the emergence of the United
States as a world power.
C)
describes the influence of domestic affairs on foreign policy.
D) describes the development of government in
Illinois.
t) The competent social science teacher understands major social and cultural developments and compares patterns of continuity and change in the United States and the State of Illinois.
1)
Knowledge Indicators - The competent social science teacher:
A) understands the characteristics of
migration and settlement of people who came to America from different regions
from prehistory to the present.
B)
understands the importance of family and local history and their relation to
the larger context of American development.
C) understands the changing character of
American society, culture, arts and letters, education, religion, and
values.
2) Performance
Indicators - The competent social science teacher:
A) analyzes migration patterns and movement
of people to and within the United States and Illinois.
B) identifies examples of continuity and
change in American culture, arts and letters, education, religion, and
values.
C) explains the concept of
"e pluribus unum."
u) The competent social science teacher understands the major scientific, geographic, and economic developments and compares patterns of continuity and change in the United States and the State of Illinois.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the development of the United States and Illinois economies,
including the agricultural, industrial, and service sectors.
B) understands the relationship between
geography and economic developments.
2) Performance Indicators - The competent
social science teacher:
A) describes the
impact of technological change and urbanization in the United States and
Illinois.
B) describes the changing
role of labor in the United States and Illinois.
C) describes the development and impact of
capitalism in the United States and Illinois.
D) explains the changing role of the United
States economy within the global economy.
v) The competent social science teacher understands geographic representations, tools, and technologies and how to use them to obtain information about people, places, and environments on Earth.
1) Knowledge Indicators - The competent
social science teacher:
A) understands the use
of mental and other maps.
B)
understands the use of aerial photographs and satellite images.
C) understands the advantages and
disadvantages of various geographic representations, tools, and
technologies.
2)
Performance Indicators - The competent social science teacher:
A) describes ways that mental and other maps
influence human decisions about location, settlement, and public
policy.
B) uses geographic tools
and technologies such as aerial photographs and satellite images to pose and
answer questions about spatial distributions and patterns on Earth.
C) evaluates the application of geographic
tools and supporting technologies to solve problems (e.g., urban planning,
location of commercial establishments).
w) The competent social science teacher understands how culture and experience influence human perceptions of people, places, and regions.
1) Knowledge Indicators
- The competent social science teacher:
A)
understands that culture and technology affect perceptions of places and
regions.
B) understands that places
and regions serve as cultural symbols for people.
C) understands the relationships between
cultural change and changing perceptions of places and regions.
2) Performance Indicators - The
competent social science teacher:
A)
identifies ways culture and technology influence perceptions of places and
regions.
B) explains how cultural
processes (e.g., gender roles, resource use, transportation, and communication)
shape the features of places and regions.
C) assesses the relationship between cultural
change and the perception and use of places and regions.
x) The competent social science teacher understands the physical and human characteristics of places and regions.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the elements and types of places and regions.
B) understands changes in places and regions
over time.
C) understands the
connections among places and regions.
2) Performance Indicators - The competent
social science teacher:
A) analyzes human and
physical processes to determine their role in the creation of different types
of places and regions.
B)
identifies human and physical changes in places and regions and explains the
factors that contribute to those changes.
C) explains the significance of connections
among places and regions over space and time.
y) The competent social science teacher understands how physical processes and human activities influence spatial distributions.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands the trends and issues in world population patterns.
B) understands the impact of human migration
on physical and human systems.
C)
understands that cooperation and conflict influence spatial patterns on
Earth.
D) understands that physical
processes contribute to different spatial distributions.
2) Performance Indicators - The competent
social science teacher:
A) analyzes population
trends, issues, and patterns.
B)
explains the causes of, and the spatial patterns that result from, cooperation
and conflict among groups and societies.
C) explains how human migration affects
physical and human systems.
D)
analyzes different spatial patterns to determine the influence of various
physical processes.
z) The competent social science teacher understands the role of science and technology in the modification of physical and human environments.
1) Knowledge
Indicators - The competent social science teacher:
A) understands that human actions coupled
with technology result in modifications to the physical environment.
B) understands the functions, sizes, and
spatial arrangement of human environments (e.g., cities).
C) understands the changes affecting physical
and human environments.
2) Performance Indicators - The competent
social science teacher:
A) explains how
technology expands human capability to modify human and physical
environments.
B) explains the
global impact of human action on the physical environment.
C) proposes solutions to environmental
problems.
aa) The competent social science teacher understands the consequences of global interdependence on spatial patterns.
1)
Knowledge Indicators - The competent social science teacher:
A) understands the causes and effects of
increased global interdependence.
B) understands that the spatial distribution
of resources affects the location and distribution of economic
activities.
C) understands the
spatial implications of international economic issues and problems.
2) Performance Indicators - The
competent social science teacher:
A) explains
the primary causes for and effects of increased global
interdependence.
B) analyzes how
the distribution of resources affects the location of economic
activities.
C) explains how
international economic issues, opportunities, and problems result from
increased global interdependence.
bb) The competent social science teacher understands concepts, terms, and theories related to human behavior and development.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands basic psychological concepts (e.g., cognition, development,
personality).
B) understands
fundamental theories of learning, motivation, and development.
C) understands cognitive, biological, and
emotional influences on behavior.
D) understands main theories of personality
(e.g., psychoanalytic, trait, behaviorism, humanism) and various types of
psychological disorders.
2) Performance Indicators - The competent
social science teacher:
A) explains how
physiology, learning, emotions, and motivation influence behavior.
B) applies knowledge of human development to
examine physical, cognitive, social, emotional, and moral changes associated
with different stages of life.
C)
applies main concepts of personality theory and psychological disorders to
explain behavior.
cc) The competent social science teacher understands concepts, terms, and theories related to the study of cultures, the structure and organization of human societies, and the process of social interaction.
1) Knowledge Indicators - The
competent social science teacher:
A)
understands basic sociological and anthropological concepts (e.g.,
acculturation, ethnocentrism, institutions).
B) understands social organization in various
time periods (e.g., ancient, pre-industrial, industrial,
postindustrial).
C) understands the
impact of social customs, cultural values, and norms on behavior.
D) understands the influence of social class
on life decisions.
E) understands
sociological approaches to conformity and deviancy.
2) Performance Indicators - The competent
social science teacher:
A) applies a
behavioral science point of view to general social phenomena and specific
social situations.
B) analyzes
interactions among individuals and groups within various social institutions
(e.g., educational, religious, military).
C) explains the role played by tradition, the
arts, and social institutions in the development and transmission of
culture.
D) analyzes ways in which
common values and beliefs develop within societies.
E) analyzes conformity and deviancy from a
sociological perspective.
dd) The competent social science teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of social science.
1) Knowledge Indicators - The competent
social science teacher:
A) understands that
the reading process is the construction of meaning through the interactions of
the reader's background knowledge and experiences, the information in the text,
and the purpose of the reading situation.
B) recognizes the relationships among the
four language arts (reading, writing, listening, and speaking), and knows how
to provide opportunities to integrate these through instruction.
C) understands how to design, select, modify,
and evaluate materials in terms of the reading needs of the learner.
D) understands the importance of and
encourages the use of literature for adolescents in the curriculum and for
independent reading.
E) understands
the relationship between oral and silent reading.
F) understands the role of subject-area
vocabulary in developing reading comprehension.
G) understands the importance of the unique
study strategies required of the specific content area in developing reading
comprehension.
H) understands the
importance of the relationship between assessment and instruction in
planning.
2) Performance
Indicators - The competent social science teacher:
A) plans and teaches lessons to help students
develop comprehension of content-area materials through instructional practices
that include analyzing critically, evaluating sources, and synthesizing and
summarizing material.
B) plans and
teaches lessons on how to monitor comprehension and correct confusions and
misunderstandings that arise during reading.
C) plans and models use of comprehension
strategies before, during, and after reading of text.
D) provides opportunities for students to
develop content-area vocabulary through instructional practices that develop
connections and relationships among words, use of context clues, and
understanding of connotative and denotative meaning of words.
E) plans and teaches lessons that encourage
students to write about the content read in order to improve
understanding.
F) plans and teaches
lessons to help students develop study strategies that include previewing and
preparing to read text effectively, recognizing organizational patterns unique
to informational text, and using graphic organizers as an aid for recalling
information.
G) plans and teaches
units that require students to carry out research or inquiry using multiple
texts, including electronic resources.
H) provides continuous monitoring of student
progress through observations, work samples, and various informal reading
assessments.
I) analyzes and
evaluates the quality and appropriateness of instructional materials in terms
of readability, content, length, format, illustrations, and other pertinent
factors.
J) promotes the
development of an environment that includes classroom libraries that foster
reading.
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