History Teaching Major (B.A.)

Students who wish to earn teacher certification for secondary grades 6-12 must complete the History Teaching Major. 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

92 credits

Research Methods and Capstone (8 credits)

HIST-2770	Writing History	4 credits
HIST-3080	Research Paper	0 credits
HIST-4980	Seminar in Historical Methods	4 credits

United States (4 credits)

Complete one course numbered HIST-3100 through HIST-3199.

HIST-

Elective HIST course numbered 3100 through 3199

4 credits

Regular offerings include Vast Early America; The American West; The U.S. Civil War Era; and The United States since 1945, but students are not limited to these options.

Asia (4 credits)

Complete one course numbered HIST-3200 through HIST-3299.

HIST-

Elective HIST course numbered 3200 through 3299

4 credits

Regular offerings include Premodern China; Modern China; Modern Japan; People’s Republic of China; and The Vietnam Wars, but students are not limited to these options.

Europe and Mediterranean (4 credits)

Complete one course numbered HIST-3300 through HIST-3499.

HIST-

Elective HIST course numbered 3300 through 3499

4 credits

Regular offerings include National Socialism and the Final Solution; European Jewish History; Creating Russia; Minorities and Migrations in European History; History of Modern Israel/Palestine; and Jews under Islam, but students are not limited to these options.

Latin America (4 credits)

Complete one course numbered HIST-3500 through HIST-3599.

HIST-

Elective HIST course numbered 3500 through 3599

4 credits

Regular offerings include Colonial Latin America; Women and Feminisms in Modern Latin America; and Mexicans and Mexican-Americans in the Modern U.S., but students are not limited to these options.

History Electives (20 credits)

Complete an additional 20 credits of HIST coursework, any level.

HIST-

Elective HIST coursework, any level

20 credits

American Government (4 credits)

POEC-1100

United States Political Economy

4 credits

Secondary Education Core (32 credits)

EDUC-1000	Introduction to Teaching	4 credits
EDUC-3040	Literacy in Content Areas	4 credits
EDUC-3060	Writing Instruction, Process, and Assessment	4 credits
EDUC-3100	Foundations of Schooling	4 credits
EDUC-3200	Teaching Exceptional Children	4 credits
EDUC-4030	Teaching in a Diverse Society	4 credits
EDUC-4050	Curriculum and Instruction	2 credits
EDUC-4055	Instructional Methods and Assessment	2 credits
PSYC-2010	Developmental Psychology	4 credits

Student Teaching (12 credits)

Complete one semester of full-time student teaching at a local school.

EDUC-4581	Secondary Student Teaching	10 credits
EDUC-4590	Student Teaching Seminar	2 credits

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 to 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 the 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 people 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.