Social Science Education 
Goals

The Social Studies Education program is designed to provide each teacher candidate with: 

- the knowledge of essential content and modes of inquiry of the diverse social sciences 

- the skills and methods of middle and secondary education to facilitate effective learning among his/her students 

- the dispositions to be an effective and caring teacher 

The goals of the program are to: 

1. prepare well qualified social studies teachers for public and private school systems

2. expose candidates to the breadth of content and basic methodology of the social science disciplines

3. enhance the candidates’ awareness of their own cultural heritage as well as develop an appreciation for the cultural heritage of other groups

4. introduce candidates to national standards, as established by the National Council for Social Studies, and state standards (i.e. New Hampshire Curriculum Frameworks) which guide the design of curricula of public and private schools

5. emphasize the importance of the role of social studies education in the preparation of educated and skilled citizens

6. encourage the development of technical competencies for the purpose of application to classroom instruction

7. develop a community of continuous learners who appreciate that their education is a lifelong process

In support of these goals, the following objectives are designed to ensure that successful candidates are able to exhibit mastery in the following areas: 

I.  Knowledge:

1. demonstrate an appreciation for current standards of research, principles, and theories in the various social science disciplines
2. demonstrate an understanding of the inter-relatedness of the concepts and principles of the various social science disciplines
3. guide learners in the utilization of valid sources, both primary and secondary, for the purpose of historical inquiry
4. apply concepts of historical process and change to the changing patterns and periods within and across cultures over time
5. analyze current social conditions in terms of their historical development
6. assist learners in understanding that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer
7. recognize the biases found in public information sources and develop the ability to formulate relatively unbiased judgments
8. utilize the process of comparative analysis in studying different cultures, economic systems and governments
9. develop an understanding of the key concepts and tools of geographic inquiry, focusing on the five themes of geography
10. examine and interpret the causes and effects of the interaction between humans and the physical environment
11. analyze the social and economic implications of environmental change
12. appreciate the cultural diversity of societies throughout the globe, with particular focus on the conflict between globalization and local diversity
13. identify the distribution of physical and cultural phenomena on the earth and recognize the factors which determine their unique spatial patterns
14. encourage an understanding of the influence of different cultural factors on the development of self
15. clarify their own values and apply them to social responsibility and action
16. understand the political behavior of groups and institutions and factors that influence them
17. demonstrate knowledge of the increasing global interdependence in issues of economics, government, and the environment
18. recognize the conflict between the development of individual identity and pressures toward social conformity
19. explain the purpose of government, at various levels, and how its powers are acquired, utilized, and justified
20. identify the ways that states and organizations respond to forces of unity and diversity as they affect issues of order and security
21. analyze the role of supply and demand in the development of economic markets and the determination of what is produced and consumed
22. guide learners in developing an understanding of economic principles as they apply to their personal activity and fiscal responsibility
23. encourage learners to apply economic concepts when analyzing historical events and circumstances
24. analyze and evaluate the influence of changing technology on societal structures and values

II.  Skills:

1. design lesson and unit plans that are responsive to the guidelines established in national and state standards
2. demonstrate effective communication skills through various instructional formats, including lecture, questioning, discussion, guided group activities, and role playing
3. design and implement effective and ability-appropriate evaluation measures
4. guide learners in an inquiry into the role of perceptions, attitudes, and beliefs in the development of personal identity
5. assist learners as they work independently and cooperatively within groups to accomplish goals
6. conduct research in the creation of instructional materials, utilizing primary and secondary sources
7. guide students to consider the ethical dimensions of a given topic and address controversial subjects from a variety of viewpoints
8. analyze and critique the relevance of articles in professional publications
9. write effective and concise communications with school administrators, students, colleagues, and parents
10. review, revise, and adapt published instructional support materials for more relevant age and ability specific needs

III.  Dispositions:

1. exhibit an appreciation for the unique challenges and concerns of students from diverse backgrounds, including race, ethnicity, gender, religion, economic need and sexual orientation
2. emphasize a commitment to social responsibility
3. show an interest in and respect for students’ thinking and demand well reasoned arguments in class discussion
4. develop a learning environment that encourages mutual respect and social courtesy
5. articulate an understanding of diverse learning styles and identify the strategies needed to effectively address them
6. recognize the need to develop a mentoring style which is responsive, reflective, and sensitive to students’ concerns
7. consider the benefits, rights, and responsibilities of membership in professional academic organizations
8. appreciate the potential value of in-service professional development and post-graduate education