History Teaching Major

SSH PEAK

Students who wish to earn teacher certification for secondary grades 6-12 must complete the History Teaching major. This major fulfills the Social Sciences and History (SSH) Peak. Students must complete their Humanities and Fine Arts (HFA) Peak and their Natural Sciences and Math (NSM) Peaks, along with the Professional Foundations (PFE) Peak.

Students must maintain a minimum 2.75 cumulative GPA to qualify for licensure in the state of Idaho. Before student teaching, students must pass their required Praxis exams.

Students should consult with Education Department faculty early in their program to ensure they are on a proper pathway toward licensure.

Major Requirements

86 credits

History and Social Science Courses (45 credits)

Research Methods and Capstone (6-9 credits)

HIS-270	Writing History	3 credits
HIS-390	Research Paper	0 credits
-
HIS-401	Seminar in Historical Methods	3 credits
-	or
HIS-480	Senior Thesis: Historiography	2 credits
-	and
HIS-481	Senior Thesis: Monograph	4 credits

Asia (3 credits)

Complete one course.

HIS-308	The War in Vietnam& America in 1960s	3 credits
HIS-340	Pre-Modern Chinese History	3 credits
HIS-345	Modern China	3 credits
HIS-358	People's Republic of China	3 credits
HIS-384	Modern Japan	3 credits

Europe (3 credits)

Complete one course.

HIS-339	National Socialism & the Final Solution	3 credits
HIS-347	18th-Century Europe: Empires and Modernity	3 credits
HIS-348	19th-Century Europe: Revolutions and Empires	3 credits
HIS-349	20th-Century Europe: Conflict and Unity	3 credits
HIS-350	Creating Russia: Extending Europe into Eurasia	3 credits
HIS-351	History of Science	3 credits
HIS-360	Britain, Empire, and World, 1639-1832	3 credits
HIS-361	Britain, Empire, and World, 1832-2010	3 credits
HIS-362	European Jewish History	3 credits

Latin America (3 credits)

Complete one course.

HIS-232	Mexicans and Mexican-Americans in the Modern United States	3 credits
HIS-234	Twentieth-Century Mexico	3 credits
HIS-377	Women and Feminisms in Modern Latin America	3 credits
HIS-380	Colonial Latin America	3 credits
HIS-381	Indigenous Narratives about the Spanish Conquest	3 credits
HIS-385	Conquest and Encounters	3 credits
HIS-387	Cuba	3 credits
HIS-388	Gender, Race, and Sexuality in Latin America	3 credits

Mediterranean (3 credits)

Complete one course.

HIS-328	Mythology: Classical Hist and Archaeology	3 credits
HIS-331	Ancient Greece	3 credits
HIS-332	Ancient Rome	3 credits
HIS-333	Jews Under Islam	3 credits
HIS-364	The Life of Jesus: History and Archaeology	3 credits
HIS-376	History of Modern Israel/Palestine	3 credits

United States (3 credits)

Complete one course.

HIS-300	The United States Since 1945	3 credits
HIS-301	Vast Early America	3 credits
HIS-305	The Presence of the Past: Intro to Public Hist	3 credits
HIS-307	The American West	3 credits
HIS-310	Jewish History and Culture in the Americas	3 credits

History Electives (18-21 credits)

Complete 21 additional history credits according to student interest. (HIS-204 History of the Modern U.S. and one 300-level U.S. history course are recommended.) Students taking HIS-480 and HIS-481 must complete only 18 additional credits.

HIS-

Elective HIS Courses

18-21 credits

Political Economy (3 credits)

Complete POE-110.

POE-110

United States Political Economy

3 credits

Secondary Education Core (25 credits)

Complete the following:

EDU-202	Introduction to Teaching	3 credits
EDU-301	Foundations of Schooling	3 credits
EDU-305	Literacy in Content Areas	4 credits
EDU-306	Writing Process and Assessment	3 credits
EDU-430	Teaching in a Diverse Society	3 credits
EDU-441	Curriculum and Instruction	3 credits
EDU-442	Teaching Exceptional Children	3 credits
PSY-201	Developmental Psychology	3 credits

Student Teaching (16 credits)

Complete a student-teaching placement in a local school setting.

EDU-471	Instructional Methods and Assessment	3 credits
EDU-488	Secondary Student Teaching	12 credits
EDU-489	Student Teaching Seminar	1 credit

Outcomes

The Learner and Learning

Standard 1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard 4: Content Knowledge. The teacher candidate 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.

Standard 5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

State Specific Standards

Standard 11: American Indian Tribes in Idaho*. The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d’Alene Tribe, Kootenai Tribe of Idaho, Nez Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. *The federal, state, local, and tribal governments of Idaho recognize the unique inherent self-determination of each tribe. The self-determination of each tribe recognizes Indigenous peoples as peoples, rather than populations or national minorities. The tribes are separate and distinct from each other.

Standard 12: Code of Ethics for Idaho Professional Educators. The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.

Standard 13: Digital Technology and Online Learning. The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.