Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in
Social Science-History will be required 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) In addition to the standards for all
social science teachers that are set forth in Section
27.200,
those who specialize in the teaching of history shall be required to meet the
standards described in this Section.
b) The competent history teacher understands
major trends, key turning points, and the roles of influential individuals and
groups in United States history from the colonial era through the growth of the
American republic.
1) Knowledge Indicators -
The competent history teacher:
A) understands
the interaction of European and Native American societies through the mid-19th
century.
B) understands the
development of political, religious, and socioeconomic institutions in the
American colonies.
C) understands
the role of the American Revolution in the development of United States
society.
D) understands the impact
of the industrial revolution, the institution of slavery, and westward
expansion on regional and national development.
2) Performance Indicators - The competent
history teacher:
A) identifies political
ideas that influenced the development of U.S. constitutional
government.
B) assesses factors
that contributed to the Age of Exploration and evaluates the consequences of
the Columbian Exchange.
C) explains
the social, economic, and political tensions that led to the American
Revolution.
D) explains the factors
that accounted for the differences between societies in New England, the
mid-Atlantic, and the lower South.
E) explains the effect of the revolution on
social, political, and economic relations in the new nation.
F) explains the evolution of the two-party
system.
c) The
competent history teacher understands major trends, key turning points, and the
roles of influential individuals and groups in United States history from the
Civil War through World War 1.
1) Knowledge
Indicators - The competent history teacher:
A) understands events that contributed to the
U.S. Civil War.
B) understands the
role of reconstruction in rebuilding the nation.
C) understands the role of big business in
the transformation of U.S. society in the late 19th century.
D) understands the influences of Populism and
Progressivism on U.S. society in the late 19th and early 20th
centuries.
E) understands the
composition and significance of late 19th century immigration.
F) understands the role of the U.S. in world
affairs through World War I.
2) Performance Indicators - The competent
history teacher:
A) explains the effects of
the Civil War on U.S. society.
B)
evaluates reconstruction policies and their impact on U.S. society.
C) identifies the effects of
industrialization and urbanization on the U.S.
D) traces the patterns of immigration
settlement in different regions of the country.
E) describes the obstacles, opportunities,
and contributions of immigrants.
F)
assesses the relationship between business and labor.
G) explains the political, social, cultural,
and economic contributions of Populism and Progressivism.
H) explains the causes of World War I and the
reasons for U.S. involvement in the war.
d) The competent history teacher understands
major trends, key turning points, and the roles of influential individuals and
groups in United States history in the twentieth century and beyond.
1) Knowledge Indicators - The competent
history teacher:
A) understands the effects
of the Great Depression on the United States.
B) understands the relationship between the
New Deal and the development of welfare policies after 1932.
C) understands the origins of World War II
and of U.S. involvement in the war.
D) understands the social transformation of
the post-war United States.
E)
understands the origins of the Cold War and its impact on the United
States.
F) understands the
significance of landmark events in foreign and domestic policies since
1945.
G) understands United States
involvement in the Vietnam War.
2) Performance Indicators - The competent
history teacher:
A) evaluates the causes of
the Great Depression and its impact on the United States.
B) explains reasons for U.S. participation in
World War II.
C) evaluates the role
of the United States in World War II and the impact of the war on the United
States.
D) explains the origins of
the Cold War and its impact on the United States.
E) identifies the origins and the course of
post-1945 social movements, particularly the Civil Rights Movement.
F) explains the relationship between U.S.
domestic and foreign policies in the 20th century.
G) assesses the U.S. military engagement in
Vietnam and its effect on the United States.
e) The competent history teacher understands
major trends, key turning points, and the roles of influential individuals and
groups in world history from prehistory to the Age of Exploration.
1) Knowledge Indicators - The competent
history teacher:
A) understands the
transition from prehistory to early civilizations, including non-western
empires and tropical civilizations.
B) understands the development of classical
civilizations from 1000 BC to 500 AD (sometimes also referred to as "BCE" and
"CE", respectively).
C) understands
the fragmentation and interaction of civilizations from 500 to 1000
AD.
D) understands the
centralization of power in different regions from 1000 to 1500
AD.
2) Performance
Indicators - The competent history teacher:
A) describes the populating of major world
regions by human communities.
B)
identifies and compares centralized and decentralized states.
C) explains the major achievements of Greek
and Roman civilizations.
D)
identifies factors contributing to the break-up of the Roman Empire.
E) explains the role of feudalism in the
growth of European monarchies and city states.
F) describes major political, social, and
economic developments in non-western states.
f) The competent history teacher understands
major trends, key turning points, and the roles of influential individuals and
groups in world history from the Age of Exploration to the present.
1) Knowledge Indicators - The competent
history teacher:
A) understands cultural
encounters, global change, and revolution from 1450 to 1850.
B) understands imperialism and its effects
from 1850 to 1914.
C) understands
the ideas, institutions, and cultural legacies of the twentieth
century.
D) understands the causes
and courses of the world wars.
E)
understands the motivations and effects of decolonization.
2) Performance Indicators - The competent
history teacher:
A) describes the origins and
consequences of encounters between Europeans and peoples of Africa, Asia, and
the Americas.
B) identifies the
cultural and religious significance of the scientific revolution.
C) describes the relationship between
political and industrial revolutions on social and cultural change.
D) explains the causes and effects of
European, American, and Asian imperial expansion.
E) describes the causes and consequences of
20th century wars.
F) describes the
causes and global consequences of economic development.
G) describes the causes and consequences of
the Holocaust.
H) describes the
independence movements related to decolonization.
g) The competent history teacher
understands major trends, key turning points, and the roles of influential
individuals and groups in the State of Illinois from the colonial era to the
present.
1) Knowledge Indicators - The
competent history teacher:
A) understands the
evolution of political ideas, institutions, and practices and their role in
Illinois.
B) understands the
influence of geography, technology, agriculture, urbanization, industry, and
labor on the development of the Illinois economy.
C) understands the effects of migration of
people and cultures and several religious traditions that have shaped
Illinois.
D) understands the roles
of family and local history in their relation to the larger context of U.S. and
global history.
2)
Performance Indicators - The competent history teacher:
A) describes the development of political
ideas, institutions, and practices in Illinois.
B) traces the development of the Illinois
economy.
C) assesses the impact of
cultural migration and religious traditions on Illinois.
D) relates Illinois family and local history
to U.S. and world history.
h) The competent history teacher understands
comparative history.
1) Knowledge Indicators -
The competent history teacher:
A) understands
methods of comparative history.
B)
understands effects of broad historical developments (e.g., industrialization,
modernization, imperialism, globalization) on diverse cultures.
C) understands different meanings and
implications of broad historical developments on diverse cultures.
D) understands differences and similarities
from one generation to the next within the same culture.
2) Performance Indicators - The competent
history teacher:
A) identifies similarities
and differences within and between cultures.
B) evaluates the impact of broad historical
developments on diverse cultures.
C) assesses the different meanings and
implications of historical developments on diverse cultures.
D) describes continuities and changes within
and among generations.
i) The competent history teacher understands
the major interpretations in the field of history.
1) Knowledge Indicators - The competent
history teacher:
A) understands the various
and changing definitions of history.
B) understands the origins and interpretative
frameworks of significant theories of history.
C) understands the tentative nature of
historical interpretation.
2) Performance Indicators - The competent
history teacher:
A) differentiates among and
evaluates various definitions of history.
B) employs and assesses interpretive
frameworks in analyzing historical events.
C) evaluates major debates among
historians.
