TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 26 STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION
SECTION 26.150 CURRICULUM: SOCIAL SCIENCE


 

Section 26.150 Curriculum: Social Science

 

The competent early childhood teacher understands the interrelationships among the social sciences; uses historical, geographical, economic and political concepts and modes of inquiry; and promotes the abilities of children as they begin to experience, think about and make informed decisions as members of a culturally diverse, democratic society and interdependent world.

 

a) Knowledge Indicators The competent early childhood teacher:

 

1) understands the basic concepts of and interrelationships among the social sciences and the ways in which geography, history, civics and economics relate to everyday situations and experiences;

 

2) understands geographic concepts and phenomena;

 

3) understands the major ideas, eras, themes, developments and turning points in the history of Illinois, the United States and the world;

 

4) understands the rights and responsibilities of citizenship in the United States;

 

5) understands the basic concepts of economic systems, with emphasis on the United States;

 

6) understands concepts related to the structure and organization of human societies and relationships among social, economic, cultural and political activities and institutions; and

 

7) incorporates the Illinois Early Learning and Development Standards Children Age 3 to Kindergarten Enrollment Age set forth in 23 Ill. Adm. Code 235.Appendix A, the Illinois Early Learning Guidelines Children from Birth to Age 3 set forth in 23 Ill. Adm. Code 235.Appendix C, and the Illinois Learning Standards for Social Science set forth in 23 Ill. Adm. Code 1.Appendix D.

 

b) Performance Indicators The competent early childhood teacher:

 

1) provides opportunities for children to develop beginning concepts, skills and dispositions that focus on how geography, history, civics (participation and citizenship) and economics relate to everyday situations and experiences;

 

2) provides opportunities for children to use maps and symbols, observe and describe physical characteristics of local communities, and explain the interdependence of people, places and regions;

 

3) creates opportunities for children to develop beginning historical concepts involving people, cultures, families, folklore and related events;

 

4) provides opportunities for children to explore the interrelationships among people and the roles of individuals and groups in the world in which they live;

 

5) provides opportunities for children to gather, organize, map and interpret data and to use technology to communicate concepts, information and procedures; and

 

6) creates opportunities for children to understand the relationship of self to others and to social, economic, cultural and political activities and institutions.

 

(Source: Amended at 39 Ill. Reg. 2413, effective February 2, 2015)