Description
Secondary Social Studies Program Area
The Social Studies Education Program is the only secondary
education program that is housed within the College of Education.
The interdisciplinary nature of social studies creates the
situation that housing the program within history or one of
the social science disciplines is inadequate to the over arching
purpose of the program: the education of individuals to exercise
their rights and responsibilities as citizens.
Please refer to the Academic
Advising Sheet for more information about the following
major areas of study available.
- Historical Perspectives/Economics/Government and Citizenship
- Historical Perspectives/Economics/Psychology
- Historical Perspectives/Economics/Sociology
- Historical Perspectives/Government and Citizenship/Psychology
- Historical Perspectives/Government and Citizenship/Sociology
The National Council for the Social Studies defines social
studies as "the integrated study of the social sciences
and humanities to promote civic competence." Within the
school program, social studies provides coordinated, systematic
study drawing upon such disciplines as anthropology, archaeology,
economics, geography, history, law, philosophy, political
science, psychology, religion, and sociology, as well as appropriate
content from the humanities, mathematics, and natural sciences.
In essence, social studies promotes knowledge of and involvement
in civic affairs. And because civic issues--such as health
care, crime, and foreign policy--are multidisciplinary in
nature, understanding these issues and developing resolutions
to them require multidisciplinary education. These characteristics
are the key defining aspects of social studies.
The ultimate purpose of the secondary social studies program
is the development of reflective social studies teachers.
These social studies teachers possesses a foundation of scholarly
knowledge in history and the social sciences, a theoretical
framework for civic education that enables them to apply the
philosophical and historical traditions that define the social
studies, and pedagogical skills necessary to teach social
studies to middle and high school students. Secondary social
studies students complete a program requiring sixty hours
of course work in one primary and two supporting disciplines.
In the two social studies methods courses, students are introduced
to the general issues involved in planning and organizing
of a social studies lessons and the social studies curriculum.
The initial course, EDCI 423, EDCI 423 Teaching Social Studies
in the Secondary School provides students with an understanding
of the competing rationales for social studies and history-social
science education a simulated School Board hearing provides
students with a forum to argue the merits of competing rationales.
The second component of EDCI 423 involves students in an examination
of the major concepts, skills and values that form the architecture
of the disciplines that they will teach. Interviews with history
and social science professors, the creation of concept webs,
and oral history assignments are designed to enhance the command
of future teachers over the content they will teach. The third
component of EDCI 423 is an in-depth study of the methods
and processes involved in teaching social studies to middle
and high school students. Students participate in “Project
Citizen” and “We the People…” simulations
and they write lesson plans for these activities. Students
create an advance organizer lesson while considering the important
ideas that provide structure to the subjects they teach. The
second course in the sequence, EDCI 433: TEACHING SOCIAL STUDIES
IN THE JUNIOR HIGH/MIDDLE SCHOOL continues to develop students’
ability to create lesson plans that combine theory, content
and teaching strategies. While the course has a middle school
focus, students develop lessons and assessment strategies
that will be applied in their student teaching experience.
Our faculty is committed to the development of collaborative
relationships to enrich and enhance the quality of our teaching,
service, and research. On the Purdue campus social studies
faculty members are engaged in teaching and research with
colleagues in history, economics, and children's literature.
Programs organized by the Ackerman Center bring together teachers,
administrators, and professors united by the common purpose
to improve the quality of social studies teaching.
Members of our faculty serve in leadership positions in a
number of organizations including the National Council for
the Social Studies (NCSS), the Indiana Council for the Social
Studies (ICSS), and the National Council on Economic Education.
Program Standards
Candidate Standards
Related K-12 Student Standards
Purdue University
Teacher Education Program Standards
Faculty
Admission Requirements
Program of Study
Required Professional Education
Courses
Block I - EDCI 205 Exploring Teaching as
a Career / EDCI 285 Multiculturalism and Education
* Students complete 16 hours of field experience at a participating
Block I school.
Purpose of Block I: To introduce students to the field of
teaching by having the students examine issues from a teacher
perspective, emphasizing the importance of multi-culturalism.
Block II - EDPS 235 Learning and Motivation
/ EDPS 265 Inclusive Classroom
* Students complete 14 hours of field experience at a participating
Block II school.
A sincere effort is made to place students in a middle school
and a high school by the time they complete Block II.
Purpose of the Block: To have students explore the processes
involved in student learning and the characteristics and needs
of learners with exceptional needs and talents.
EDCI 433 - The Teaching of Social Studies
in the Junior High / Middle School (three credit hours)
* Students visit their student teaching sites for five full
days.
Purpose of EDCI 433: To increase knowledge of the foundation
of social studies methods, techniques, and strategies of teaching.
Special attention is given to planning, questioning and testing.
Student Teaching, EDCI 498B Supervised Teaching
in the Secondary School - One 10 week
placement.
Uses of Centers
James
F. Ackerman Center for Democratic Citizenship
The center organizes international, national, and regional
programs. The Summer Institute brings together a select group
of Ackerman Fellows, teachers in grades kindergarten through
twelve who interact with nationally recognized authorities
in history, economics, political science, and literature.
They return to their schools to initiate changes in their
social studies programs. Other Ackerman programs include work
in Latvia to develop democratic and economic education programs,
and the Holocaust Remembrance Program. Additional international
and local programs are currently in various stages of development.
Indiana Council for the Social Studies
Housed at Purdue University, ICSS promotes the improvement
of social studies in the state of Indiana by encouraging research
and professional discussion, sponsoring publication of articles
and related presentations, and providing essential services
to establish a professional linkage between members and social
studies educators.
Purdue Center for Economics Education
Located in Purdue's Krannert School of Management, PCEE
conducts inservice programming, curriculum development, and
research on economic education. Under the direction of Professor
Michael Watts, PCEE has developed an international reputation
in economic education.
Uses of Technology
Assessments
Assessments About Candidates
- Fall 2003 Gate Portfolio Assessment Summaries
Assessments About the Program
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* Please
note, this site was prepared for the March 6-10, 2004,
NCATE/IPSB Board of Examiners visit. The information posted
here is available to the public and every attempt is being
made to ensure its completeness and accuracy. If you have
any updates or corrections, or have difficulty accessing or
locating any documents, please contact T. J. Oakes, NCATE
Coordinator, at oakest@purdue.edu
or 765-494-5486, or contact Richard Frisbie, Assessment Coordinator
and WebMaster at rfrisbie@purdue.edu
or 765-494-2360.
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