TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 64 SCHOOL PERSONNEL - COMPETENCIES FOR
LICENSURE
PART 6 COMPETENCIES FOR ENTRY-LEVEL
HISTORY, GEOGRAPHY, ECONOMICS,
CIVICS AND GOVERNMENT TEACHERS
6.64.6.1 ISSUING AGENCY: Public Education
Department (PED)
[07-15-99; 6.64.6.1 NMAC - Rn, 6 NMAC 4.7.1.5.1, 10-31-01; A, 02-28-06; A, 10-31-07)]
6.64.6.2 SCOPE: Chapter 64,
Part 6, governs the competencies that will be used by New Mexico institutions
of higher education to establish a curriculum for persons seeking an
endorsement in history, geography, economics, civics and government to a New
Mexico educator license.
[07-15-99; 6.64.6.2 NMAC - Rn, 6 NMAC 4.7.1.5.2, 10-31-01; A, 02-28-06]
6.64.6.3 STATUTORY AUTHORITY: Sections 22-2-1,
22-2-2, and 22-10A-3, NMSA 1978.
[07-15-99; 6.64.6.3 NMAC - Rn, 6 NMAC 4.7.1.5.3, 10-31-01; A, 09-30-03]
6.64.6.4 DURATION: Permanent
[07-15-99; 6.64.6.4 NMAC - Rn, 6 NMAC 4.7.1.5.4, 10-31-01]
6.64.6.5 EFFECTIVE DATE: July 15, 1999,
unless a later date is cited at the end of a section.
[07-15-99; 6.64.6.5 NMAC - Rn, 6 NMAC 4.7.1.5.5, 10-31-01; A, 02-28-06]
6.64.6.6 OBJECTIVE: This rule is
adopted by the (hereinafter the PED) for the purpose of establishing
entry-level competencies that are based on what beginning history, geography,
economics, civics and government teachers must know and be able to do to
provide effective history, geography, economics, civics and government programs
in New Mexico pre K-12 schools. The
competencies were developed to ensure alignment with the New Mexico’s content
standards and benchmarks for social studies and with the national standards of
the national council for social studies.
[07-15-99; 6.64.6.6 NMAC - Rn, 6 NMAC 4.7.1.5.6, 10-31-01; A, 02-28-06; A, 10-31-07]
6.64.6.7 DEFINITIONS: [Reserved]
6.64.6.8 REQUIREMENTS:
A. Beginning
teachers seeking an endorsement in history, geography, economics, civics and
government to an initial level 1 New Mexico teaching license, must satisfy all
of the requirements of the license as provided in PED rule for that license,
which includes, among other requirements, 24-36 semester hours from among
history, geography, economics, civics and government and other social sciences
and passage of a content area test that examines the candidate’s knowledge of
history, geography, economics, civics and government.
B. Teachers
seeking to add an endorsement in history, geography, economics, civics and
government to an existing New Mexico teaching license of any level shall meet
one of the following requirements:
(1) pass the content knowledge test(s) of the
New Mexico teacher assessments as provided in 6.60.5.8 NMAC, or predecessor New
Mexico teacher licensure examination or accepted comparable licensure test(s)
from another state in history, geography, economics, civics and government; or
(2) successfully
complete an undergraduate academic major (24-36 semester hours), or coursework
equivalent to an undergraduate major or a graduate degree in history,
geography, economics, civics or government; or
(3) obtain
certification in social studies which includes content knowledge in history,
geography, economics, civics and government for the appropriate grade level of
New Mexico licensure from the national board for professional teaching
standards.
[07-15-99; 6.64.6.8 NMAC - Rn, 6 NMAC 4.7.1.5.8, 10-31-01; A, 09-30-03; A, 02-28-06;
A, 10-31-07]
6.64.6.9 COMPETENCIES
FOR ENTRY-LEVEL HISTORY, GEOGRAPHY, ECONOMICS, CIVICS AND GOVERNMENT TEACHERS:
A. How
the world's people cope with ever-changing conditions, examine issues from
multiple perspectives, and respond to individual and cultural diversity. Teachers will demonstrate a working knowledge
of how:
(1) political,
social, economic, historical, and geographic aspects distinguish New Mexico's
uniqueness;
(2) the United States
developed as a nation including the struggles, accomplishments and roles of
individuals and/or groups as the United States emerged to be a leader of
nations;
(3) nations share
commonalties and differences and that these influences within nations generate
their direction and distinction;
(4)
critical information, ideas, and concepts are
common across societies, social institutions, cultures, and cultural
perspectives.
B. The
purpose of democratic and civic values which act in accordance with democratic
processes and principles to protect individual rights, promote the common good,
and become an effective United States citizen.
Teachers will demonstrate a working knowledge of how:
(1) to gather,
interpret, and report on political processes in New Mexico at the local, state,
tribal, and federal levels;
(2) to compare and
contrast the emergence of different types of governments in the world;
(3) to analyze
factors that continue to support democratic processes and principles
exemplified by the United States constitution.
C. The
use of language, tools, and skills of social studies. Teachers will demonstrate a working knowledge
of how to:
(1) use social
studies vocabulary and concepts;
(2) analyze the reliability and validity of
social studies information sources;
(3) interpret and
report social studies information from diverse sources (e.g., people, media,
technology, the internet, and libraries);
(4) evaluate the roles of citizens and their
involvement in civic projects with emphasis on the United States;
(5) locate, access,
organize, analyze, synthesize, evaluate, and apply information about selected
public issues - identifying, describing, and evaluating multiple points of
view.
D. The
ways in which human beings view themselves and others over time. Teachers will demonstrate a working knowledge
of:
(1) varying
perspectives in historical writing;
(2) how to evaluate
historical inquiry as influenced by culture and society;
(3) how to analyze
historical periods of change within and across cultures.
E. Understand
relationships and patterns in history in order to understand the past and
present and to prepare for the future.
Teachers will demonstrate a working knowledge of:
(1) the use of facts and concepts drawn from
history along with methods of historical inquiry to make informed decisions and
take appropriate action on public issues with emphasis on the United States;
(2) the historical,
political, economic, and social developments of various cultural groups in the
world;
(3) key concepts
(e.g. time, causality, conflict, and complexity) to identify, analyze, and
explain connections among patterns of historical change and continuity.
F. How
personal and group identities are shaped by culture, physical environment,
individuals, groups and institutions.
Teachers will demonstrate a working knowledge of:
(1) the concepts of
role, status, culture, and social class and will use them in describing the
connections and interactions of individuals, groups, and institutions in
society with emphasis on the United States;
(2) how perceptions,
attitudes, values, and beliefs affect the development of personal identity and
decision making;
(3) how media and
expanding technology (e.g. print, Internet, film, television, and radio) affect
the development of personal identity and decision making;
(4) group and
institutional influences on people, events, and elements of culture in both
historical and contemporary settings.
G. Historical
developments of structures of power, authority, governance and the forms and
purposes of governments in the world with emphasis on principles, ideals, and
forms of governments of the United States.
Teachers will demonstrate a working knowledge of:
(1) the organization
of governments (local, state, tribal, and national) and the services they
provide;
(2) historical
development of the different forms of government, with emphasis on the
principles and ideals of the United States;
(3) key concepts
(e.g. power, role, status, justice, and influence) in order to examine
persistent issues and social problems.
H. The
responsibilities, rights and privileges of United States citizens. Teachers will demonstrate a working knowledge
of:
(1) the rights,
responsibilities, and privileges of the individual, in relation to family,
social group, career, community, and nation;
(2) the continuing
influence of the key ideas of individual human dignity, liberty, justice,
equality, and the rule of law;
(3) how to identify,
analyze, interpret, and evaluate sources and examples of citizens' rights,
responsibilities, and privileges;
(4) connections of
social studies content to career readiness.
I. To
develop and employ the civic skills necessary for participatory
citizenship. Teachers will demonstrate a
working knowledge of:
(1) forms of civic discussion and
participation consistent with the ideals of United States citizens;
(2) the influence of
various forms of citizen action on public policy;
(3)
influences of public opinion on policy
development and decision-making;
(4) how to evaluate
ways in which public policies and citizen behaviors reflect the ideals of a
democratic republican form of government.
J. The
impact of economic systems and institutions on individuals, families, careers,
businesses, communities, and governments.
Teachers will demonstrate a working knowledge of:
(1) the roles and
influences of economic institutions on career choice and opportunity;
(2) roles and
relationships of the various economic institutions that comprise economic
systems (e.g. households, business firms, banks, government agencies, labor
unions, corporations, etc.);
(3)
the impact of economic systems and institutions on individuals,
families, businesses, communities and governments including monetary systems,
law of supply and demand, and entrepreneurship;
(4) the domestic and
global economic systems and how they interact.
K. The
diverse, dynamic, and ever-changing nature of culture. Teachers will demonstrate a working knowledge
of:
(1) how language,
literature, the arts, media, architecture, artifacts, traditions, beliefs,
values, and behaviors interact and contribute to the development and
transmission of culture;
(2) societal patterns
for preserving and transmitting culture, while adapting to environmental or
social change;
(3) the importance of
cultural unity and diversity within and across groups;
(4) ideas, theories,
and modes of inquiry drawn from anthropology, psychology and sociology in the
examination of how issues of gender and ethnicity affect intercultural
understanding.
L. Physical
environments and their relationships to ecosystems and human activities. Teachers will demonstrate a working knowledge
of:
(1) the relationships among varying regional
and global patterns of geographic phenomena (e.g. landforms, climate, and
natural resources) and the interactions of human beings and their physical
environment;
(2) how earth's
physical features have changed over time and how historical events have
influenced and have been influenced by physical and human geographic features;
(3) the
interrelationships of physical and cultural patterns that reflect land use,
settlement patterns, ecosystem changes and cultural transmission of customs and
ideas;
(4) geographic tools
and resources to generate and interpret information;
(5) the complexity of
social and economic effects of environmental change and crises.
M. The
impact of science and technology on societies.
Teachers will demonstrate a working knowledge of:
(1) how science and
changing technology have transformed the physical world and human society;
(2) how science and
technologies influence and are influenced by core values, ethics, beliefs, and
attitudes of society, including public policies with emphasis on the United
States;
(3) the
interdependence of science, technology, and society in a variety of cultural
settings.
N. The
role of global connections and interdependence between and among individuals,
groups, societies, and nations. Teachers
will demonstrate a working knowledge of:
(1) how interactions
among the arts, language, technology, belief systems, and other cultural
elements can impact global understanding;
(2) relationships and tensions between
national sovereignty and international interests in such matters as territory,
economic development, use of natural resources, nuclear and other weapons, and
concerns about human rights.
O. In
addition to the general licensure requirements on assessment the secondary
teacher of history, geography, economics, civics and government should possess
the following capabilities, disposition, and knowledge to assess student
learning. Teachers will demonstrate a
working knowledge of:
(1) checking for
understanding;
(2) describing and
demonstrating;
(3) comparing and
contrasting;
(4) analyzing and
evaluating;
(5) inferring and
interpreting;
(6) thinking
chronologically;
(7) predicting,
speculating and extrapolating.
[07-15-99; 6.64.6.9 NMAC - Rn, 6 NMAC 4.7.1.5.9, 10-31-01; A, 02-28-06]
6.64.6.10 IMPLEMENTATION: Institutions
of higher education that prepare teachers shall deliver the competencies in a
PED approved endorsement program within a range of twenty-four (24) to
thirty-six (36) semester hours of credit twelve (12) semester hours of which
must be upper division credit.
[07-15-99; 6.64.6.10 NMAC - Rn, 6 NMAC 4.7.1.5.10, 10-31-01; A, 02-28-06]
HISTORY
OF 6.64.6 NMAC: [RESERVED]