Standards Considered

The lesson plans in the Introductory “Who am I?” section and in the Chinese American content section are written to be compatible with the following educational standards:

 

Washington State Social Studies Essential Academic Learning Requirements (EALR) and Grade Level Expectation (GLE) standards are considered in selecting learning contents. According to EALRs, adolescent students are ready to deepen their understanding of the Earth and its peoples through the study of history, geography, politics, culture, and economic systems.

  • Goals and Guiding Principles for the Social Studies Grade Level Expectations (GLEs):
    • 1: Understands the key ideals of unity and diversity.
    • 1: Understands and applies the key ideals of unity and diversity within the context of community.
    • 4: Understands how contributions made by various cultural groups have shaped the history of the community and the world.
    • 1: Understands the key ideal of rights set forth in Article ! of the Washington State Constitution.
    • 4: Understands that significant historical events in Washington State have implications for current decisions.
    • 1: Evaluates the effectiveness of a law or policy by explaining how it promotes ideals.
    • 4: Understands and analyzes how individuals caused change in Washington State history.
    • 4: Understands that there are multiple perspectives regarding the interpretation of historical events and created an historical account using multiple sources.
    • Understands how the following themes and developments help to define eras in Washington State history from time immemorial to 1889 (Immigration and settlement – 1881 – 1889)
    • 4: Analyzes how people from various cultural groups have shaped the history of the United States.
    • 4: Analyzes the multiple perspectives and interpretations of historical events in U.S. History.
    • 4: Understands the multiple causes of change and conflict in U.S. history.
  • Classroom-Based Assessments:
    • Causes of Conflict
    • Dig Deep
    • Constitutional Issues
    • Humans and Environment and/or Cultural Interactions

 

  • National Board for Professional Teaching Standards in Social Studies-History are considered and included in the units.
  1. Knowledge of Students:
    • Accomplished teachers understand the cognitive, physical, and social development of young people and the diversity among them, observe them insightfully, and use this information to guide their practice and to form constructive relationships with the students they teach.
  1. Valuing Diversity:
  • Accomplished teachers understand that each student brings diverse perspectives to any experience. These teachers encourage all students to know and value themselves and others.
  1. Promoting Social Understanding
  • Accomplished teachers promote in their students an understanding of how the social aspects of the human condition have evolved over time, the variations in societies that occur in different physical environments and cultural settings, and the emerging trends that seem likely to shape the future.
  1. Developing Civic Competence
  • Accomplished teachers develop in their students the knowledge, skills, and attitudes necessary to be responsible citizens of a constitutional democracy.

VII. Instructional Resources

  • Accomplished teachers select, adapt, and create rich and varied resources for social studies and history and use them productively.

VIII. Learning Environments:

  • Accomplished teachers create and foster for students dynamic learning environments characterized by trust, equity, risk taking, independence, and collaboration.
  1. Assessment
  • Accomplished teachers employ a variety of assessment methods to obtain useful information about student learning and development and assist students in reflecting on their own progress.
  1. Reflection
  • Accomplished teachers reflect on their practice, on students’ performance, and on developments in their field to steadily extend their knowledge, improve their teaching, and refine their philosophy of education.
  1. Family Partnerships:
  • Accomplished teachers understand and value the distinctive role of parents and guardians, and they continually seek opportunities to build strong partnerships with them.

XII. Professional Contributions:

  • Accomplished teachers regularly work with others to foster the growth and development of their colleagues, their school, and their field.
  • Washington State Professional Teaching Certification Standards:

The successful teacher creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

1) A successful candidate for the professional certificate shall demonstrate the knowledge and skills for effective teaching which ensure student learning by:

  • Using instructional strategies that make learning meaningful and show positive impact on student learning;
  • Using a variety of assessment strategies and data to monitor and improve instruction;
  • Using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment;
  • Designing and/or adapting challenging curriculum that is based on the diverse needs of each student;
  • Demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members;
  • Integrating technology into instruction and assessment; and
  • Informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance.

2) A successful candidate for the professional certificate shall demonstrate the knowledge and skills for professional development by:

  • Evaluating the effects of his/her teaching through feedback and reflection;
  • Using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities; and
  • Remaining current in subject area(s), theories, practice, research and ethical practice.

3) A successful candidate for the professional certificate shall demonstrate professional contributions to the improvement of the school, community, and the profession by:

  • Advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student; and
  • Participating collaboratively in school improvement activities and contributing to collegial decision-making.

Teacher’s Note:

Washington State Professional Teaching Certification candidates may demonstrate competency in Social Studies through modification of presented lesson plans to meet his or her students’ needs, and show implementation of the unit through student work samples and assessment materials.