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Standards and Position Statements

Call For Comments- NCSS National Standards for the Preparation of Social Studies Teachers

The National Council for the Social Studies National Standards for the Preparation of Social Studies Teachers are intended to provide guidance for a number of different audiences who are either responsible for assuring the competence of social studies teaching professionals (e.g., institutions of higher education, NCATE/CAEP reviewers, state agencies that approve teacher education programs, state licensure offices, testing organizations) or in need of such assurance as they decide which teacher preparation institution to attend or which prospective teachers to employ (e.g., prospective social studies teachers, school system employers, students, parents, citizens). For several decades NCSS has formulated standards for the preparation of social studies teachers. The latest revision occurred in 2002.  
 
This draft of the NCSS National Standards for the Preparation of Social Studies Teachers aligns with the 2011 Specialty Areas Studies Board (SASB) Guidelines by adopting a five-principle organizing framework based on the 2011 InTASC Model Core Teaching Standards. These four principles are: Content Knowledge, Instructional Practice, The Learner and Learning, and Professional Responsibility. The standards and elements in this draft also attempt to integrate concepts and practices from the College, Career, and Civic Life (C3) Framework for Social Studies State Standards in order to better align the expectations for social studies teacher candidates and social studies state standards.
 
Feedback on the NCSS National Standards for the Preparation of Social Studies Teachers  is being solicited from CUFA members, state consultants, NCSS auditors, and social studies teachers. You can access the survey at www.bit.ly/ncssteacherprep 

If you have any specific questions about the standards, please feel free to contact, Dr. Alexander Cuenca, chair of the NCSS Task Force on Teacher Education Standards at acuenca@slu.edu 

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Study about Religions in the Social Studies Curriculum

A Position Statement of National Council for the Social Studies (NCSS)

Approved and published 2014

College, Career, and Civic Life (C3) Framework for Social Studies State Standards

College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

C3 Framework Cover
The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners — local school districts, schools, teachers and curriculum writers — to strengthen their social studies programs. Its objectives are to: a) enhance the rigor of the social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

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Revitalizing Civic Learning in Our Schools

A Position Statement of National Council for the Social Studies

Approved by the NCSS Board of Directors 2013

Introduction

Principles for Learning

Principles for Learning is a joint statement developed by National Council for the Social Studies in cooperation with six other organizations representing 250,000 content-area teachers, administrators, educational technology specialists and other educators. We will use these principles as the foundation of advocacy on behalf of practices and policies that ensure the best education for all learners.

Global and International Education in Social Studies

revised and approved by NCSS Board of Directors 2016

Descriptors

The terms global education and international education are used to describe strategies for:

Media Literacy

This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?

A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy

A Position Statement of National Council for the Social Studies

The function of education is to teach one to think intensively and to think critically… Intelligence plus character–that is the goal of true education.
~Martin Luther King Jr.

Rationale

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