History - Teaching B.A.
History - Teaching Major
The B.A. History - Teaching major requires a minimum of 120 total hours to graduate. This total includes UNIFI/General Education requirements, the Professional Experiences requirements, Educator Essentials requirements, and the following specified major requirements, to complete the minimum of 120 hours.
This major leads to endorsements #158: 5-12 American History and #166: 5-12 World History.
| Required: | ||
| History Core | ||
| HIST 1010 | Introduction to Historical Skills | 3 |
| HIST 1011 | Field Experience: Public History | 1 |
| HIST 1110 | United States History to the Civil War and Emancipation | 3 |
| HIST 1120 | United States History since the Civil War and Emancipation | 3 |
| HIST 1210 | Making the Modern World | 3 |
| HIST 4000 | Senior Seminar in Advanced Historical Skills | 3 |
| Iowa History | ||
| HIST 4200/5200 | History of Iowa | 3 |
| Electives in History | 18 | |
| United States History Electives (choose two of the following, at least one 4000-level class): | ||
| Engaging Sources: (Topic) | ||
| Health in History: (Topic) | ||
| Introduction to Public History | ||
| American Colonial History | ||
| The Early Republic, 1785-1850 | ||
| Civil War and Reconstruction | ||
| Foundations of Modern America: The United States, 1877-1929 | ||
| U.S. History from 1929 to 1960 | ||
| U.S. Environmental History | ||
| History on Film | ||
| Recent United States History | ||
| Popular Culture in the United States | ||
| African-American History | ||
| Religion in America | ||
| United States Women's History | ||
| American Indian History | ||
| The American Radical Tradition | ||
| History of Outdoor Recreation | ||
| World History Electives (choose four of the following, at least one of which must come from the “Pre-1600 History Electives” list; at least one additional course must be at the 4000-level): | ||
| Problems & Perspectives in Global History: (Topic) | ||
| The Modern West: Technology, Science, & Culture | ||
| Conflict and Justice in History: (Topic) | ||
| Conflict and Justice Study Abroad: (Topic) | ||
| Age of Absolutism and the Enlightenment | ||
| Europe from the French Revolution to World War I | ||
| Europe from World War I to the Present | ||
| English History since 1688 | ||
| Modern Mediterranean Europe: History and Culture | ||
| Modern Central and Eastern Europe | ||
| History of Imperial Russia | ||
| History of Soviet Russia | ||
| Great Power Diplomacy from the Congress of Vienna to the Present | ||
| Military History from Napoleon to the Present | ||
| Modern European Women's History | ||
| Modern Latin American History | ||
| Modern African History | ||
| Modern Middle East History | ||
| Mughals and Marauders; Merchants and Mahatmas: A History of South Asia since 1526 CE | ||
| Modern Chinese History | ||
| The Legacy of the Samurai: Japan since 1800 | ||
| Global Studies: (Topic) | ||
| Pre-1600 History Electives (at least one 4000-level course): | ||
| From Mesopotamia to the Middle Ages: The Premodern West | ||
| History of Ancient Greece | ||
| History of Ancient Rome | ||
| Greek and Roman Life and Culture | ||
| Barbarians, Saints, and Pestilence: The Middle Ages | ||
| Rebirth, Reform, and Rebellion: The Beginnings of the Modern World | ||
| History of Ireland | ||
| Kings, Heretics, Witches, and Revolutionaries: England to 1688 | ||
| The Ancient Near East | ||
| African Kingdoms & Societies | ||
| Sanskrit and Sovereigns; Sultans and Sufis: A History of South Asia to 1526 CE | ||
| Pre-Modern Chinese History | ||
| Courtiers, Warriors, and Merchants: Japan to 1800 | ||
| Total Hours | 37 | |
Note: Only courses with an earned grade of at least a C- will count toward the major. The History major may consider a minor in at least one other social science discipline.
Professional Experiences
| Required: | ||
| EDUC 2386 | Teaching Methods l: Introduction to Teaching Social Studies * | 2 |
| EDUC 2486 | Teaching Internship l: Social Studies and History | 3 |
| EDUC 3586/5586 | Teaching Methods ll: Methods of Teaching Social Studies *, ** | 3 |
| EDUC 3686/5686 | Teaching Internship ll: Social Studies and History | 2 |
| EDUC 4138 | Secondary School Teaching | 12 |
| Total Hours | 22 | |
- *
A grade of C (2.00) or higher is required for all Methods courses.
- **
History Teaching majors can count EDUC 3586/5586 Teaching Methods ll: Methods of Teaching Social Studies for category 5 of Educator Essentials.
Educator Essentials
| Required: * | ||
| Select one of the following in each category: | ||
| Category 1: The Learner | 3 | |
| Reflections on Learning | ||
| Development and Learning in Sociocultural Contexts | ||
| Creativity and Higher Order Thinking in the Classroom | ||
| Rethinking the Learning Society: Education and Its Future(s) | ||
| Category 2: Social Contexts of Learning | 3 | |
| Social & Cultural Foundations of Education | ||
| A Modern History of Education in the United States | ||
| Education Policy and Politics of Education | ||
| Language Today | ||
| Category 3: Education for All | 3 | |
| Adapted Physical Education | ||
| Education, Power, and Change | ||
| Social Movements and Education | ||
| Interdisciplinary and Intersectional Study of Education for All | ||
| Meeting the Needs of Diverse Learners in Classrooms | ||
| Content Area Strategies for English Language Learners | ||
| Category 4: The Classroom Environment | 3 | |
| Deeper Motivation and the Highly Engaged Classroom | ||
| Level Up: Gamified Learning Environments | ||
| Early Childhood Curriculum Development and Organization | ||
| Playful Learning and Project-Based Experiences: Techniques for Ed and Recreational Environments | ||
| Critical Perspectives on Technology and Education | ||
| Category 5: Effective Pedagogy | 3 | |
| Expressive Learning Assessment | ||
| Technology, Pedagogy, and Learning in the Digital Age | ||
| Assessment for Learning | ||
| Effective Teaching through Differentiation, Technology and Assessment | ||
| Category 6: The Professional Educator | 3 | |
| Child, Family, School and Community Relationships | ||
| Teacher Leadership & Educational Change | ||
| Collaborative Partnerships for Educators | ||
| Total Hours | 18 | |
- *
A grade of C (2.00) or higher is required in each Educator Essentials course.
Four-Year Plan
History Teaching, B.A.
This is a sample plan of study with a suggested sequencing of classes for the major. University electives may be applied to earn additional academic majors, minors, or certificates. Students should regularly meet with their academic advisor to plan their specific semester schedule to include UNIFI/General Education program and/or university elective hours required.
| Freshman | ||
|---|---|---|
| Fall | Hour | |
| HIST 1110 | United States History to the Civil War and Emancipation | 3 |
| HIST 1210 | Making the Modern World | 3 |
| UNIFI/General Education or University Electives | 9 | |
| Hours | 15 | |
| Spring | ||
| HIST 2011 | Engaging Sources: (Topic) | 3 |
| HIST 1120 | United States History since the Civil War and Emancipation | 3 |
| Educator Essentials Course | 3 | |
| UNIFI/General Education or University Electives | 7 | |
| Hours | 16 | |
| Sophomore | ||
| Fall | ||
| HIST 1010 | Introduction to Historical Skills | 3 |
| HIST 1011 | Field Experience: Public History | 1 |
| HIST 3110 | Conflict and Justice in History: (Topic) | 3 |
| HIST 2000/3000 Course | 3 | |
| UNIFI/General Education or University Electives | 3 | |
| Educator Essentials Course | 3 | |
| Hours | 16 | |
| Spring | ||
| EDUC 2486 | Teaching Internship l: Social Studies and History | 3 |
| EDUC 2386 | Teaching Methods l: Introduction to Teaching Social Studies | 2 |
| Educator Essentials Course | 3 | |
| UNIFI/General Education or University Electives | 3 | |
| HIST 2000/3000 Course | 3 | |
| History Electives | 3 | |
| Hours | 17 | |
| Junior | ||
| Fall | ||
| Educator Essentials Course | 3 | |
| History Electives (include the "to 1600" requirement) | 3 | |
| UNIFI/General Education or University Electives | 9 | |
| Hours | 15 | |
| Spring | ||
| History Electives | 3 | |
| UNIFI/General Education or University Electives | 12 | |
| Hours | 15 | |
| Senior | ||
| Fall | ||
| HIST 4000 | Senior Seminar in Advanced Historical Skills | 3 |
| EDUC 3686/5686 | Teaching Internship ll: Social Studies and History | 2 |
| EDUC 3586/5586 | Teaching Methods ll: Methods of Teaching Social Studies | 3 |
| Educator Essentials Course | 3 | |
| UNIFI/General Education or University Electives | 3 | |
| Hours | 14 | |
| Spring | ||
| EDUC 4138 | Secondary School Teaching | 12 |
| Hours | 12 | |
| Total Hours | 120 | |
Learning Outcomes
History - Teaching, B.A.
Writing Skills (University Goal: Communication):
- Students will be able to use their research to create a cogent, well-organized and readable historical essay.
- Students will demonstrate evidence of revision in their written work.
- Students will be able to demonstrate writing as a process of understanding complex issues rather than a simple summary of information.
Analytical Skills (University Goal: Critical Thinking & Discipline-Specific Skills):
- Students will be able to identify levels of analysis in historical writing, from narrative to historicism.
- Students will be able to create an original approach to a topic by placing it within an analytical framework consisting of 1) possible historical contexts; 2) possible analytical lenses, including politics, class, race, gender, identity, and geography or place.
- Students will be able to develop a thesis in relationship to relevant scholarly literature.
Historical Research Skills (University Goal: Discipline Specific Knowledge and Skills):
- Students will be able to develop original research that uses both primary and secondary sources.
- Students will be able to navigate a library and / or an archive, using finder’s guides and databases for books, articles, and documents.
- Students will be able to create correctly formatted citations (footnotes or endnotes) and bibliographies using the “Chicago style” or “Turabian style” of citation.
Historical Knowledge (University Goal: Discipline Specific Knowledge and Skills):
- Students will be able to identify historical contexts.
- Students will be able to demonstrate an adherence to historical accuracy.
- Students will be able to demonstrate a recognition of diversity in people and perspective.
- Students will be able to avoid timeless, universal, or ahistorical explanations for past events.
History Teaching Skills (University Goal: Discipline Specific Knowledge and Skills):
- Students will be able to design, implement, and assess their own instruction that actively engages secondary students in history that aligns with the recommendations of national and state standards