MAJOR EQUIVALENCE WORKSHEET – HISTORY Wisconsin Teaching Standard 4
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Applicants who do not have a major in the subject area of the license they are seeking must demonstrate the equivalent of a major through any combination of courses, training, teaching experience, or other professional experience.
For each item listed in the chart below, indicate in the right-hand column how you have achieved competence in that area. Draw upon professional experiences, coursework, training, and other experiences. Provide specific details. For instance, if the knowledge or skills was covered in a course, explain what you learned and how you demonstrated proficiency via course assessments; avoid merely listing a course number and name. Or, if you have developed a skill in your current teaching assignment, explain how you demonstrate that proficiency in your work; you might consider how a visitor to your classroom would see or hear that skill on display and describe what would be perceived.
It is likely that you will write 1-3 paragraphs for each item.
Please be specific. Reviewers will use this information in determining whether you have the equivalent of a content major. Incomplete or unclear information could impede approval of your Part 1 eligibility review.
A social studies teacher has a deep knowledge of Wisconsin Model Academic Standards for Social Studies and learning progressions in this discipline.
The major themes, basic principles, philosophic bases, ethics, assumptions, perspectives and schools of thought of the discipline.
The practical applications of the methodology appropriate to the discipline.
The application of knowledge of each discipline to past and present economic, social, cultural, and political events and situations.
The interdisciplinary nature and integrative aspects of the discipline in social studies and their connections with disciplines other than social studies.
The strategies for conducting investigations and research using multiple primary and secondary sources.
State and national laws and current national leadership initiatives in the discipline.
Tracing and analyzing chronological periods and identifying the relationships of significant social, political, and economic themes and key concepts including multiple perspectives and historical and contemporary viewpoints in United States history and western and non-western history from antiquity to modern time as identified in the Wisconsin Model Academic Standards for Social Studies.
Conducting historical research and analysis using primary and secondary sources and historiographic themes to construct historical arguments.
Applying historical knowledge to current issues, situations and events in the world.
The role of change brought about by technological, philosophic, religious, cultural, political, and economic forces.
The interaction of global and national interests in the modern world.
How historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions asked and the evidence used.