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- HIS 3626 – Introduction to Secondary History Education (ISHE) – introduces students to the craft of teaching history/social studies to high school students. It is a course easily adaptable for those pursuing a career teaching social studies at the middle grades level. The course explores the tools, knowledge, and practical considerations necessary to succeed as a teacher of secondary history (and social studies). Students examine state and national standards, how history is taught at different levels, and how to construct summative and formative assessments. They analyze hoe educators foster a learning environment focused on historical thinking skills. ISHE is about moving beyond the lecture-PowerPoint-worksheet-video model … and towards an authentic, engaging, and dynamic history learning environment in our digital and globally-connected age.
- HIS 3548 – Teaching History in the Digital Age – analyzes how new media and digital tools have changed history education. The digital turn has raised new questions about how we research, write, learn, and teach about the past (“how do audiences engage with the past online?” and “how can educators promote historical inquiry through digital tools and new media?”) Today, historians reach wide audiences online via websites, digitized collections, e-publications, social media, and more. Students thus develop a series of projects (with lesson plans) that make use of digital tools for teaching about the past.
- HIS 3553 – Sports & the Making of the Americas – explores the role of sports in the construction of identities across the Americas. Why sports? Sport reveals to us the collective ways in which people imagine themselves, articulate their values, and make sense of their daily lives. Students study how sports have shaped gender, class, and national identities from Canada to the Southern Cone. They analyze the connections between politics and sportsmen, and how athletics shaped other forms of pop culture, at a hemispheric, national, and regional level (i.e. US South).
Appalachian State University
- HIS 3626 – Issues in Teaching U.S. History – was a course geared towards students who want to become effective teachers and curriculum designers of a U.S. History course. They analyzed national and state objectives (C3 framework, Common Core, and the NC Essential Standards) and considered the differences in teaching U.S. History at different levels (middle vs. high school, AP, honors v regular, IB). Students also learned how to construct assessments for (and of) learning by focusing on historical thinking and inquiry. Students developed U.S. History curriculum materials, a portfolio website, and a philosophy of teaching. [*Course discontinued in 2017]
- HIS 3628 – Issues in Teaching World History – was a course geared towards students who want to become effective teachers and curriculum designers of World History. They analyzed national and state objectives (C3 framework, Common Core, and the NC Essential Standards), and considered the differences in teaching world history at different levels, with a heavy emphasis on a more digital and global approach to teaching world history. Students developed a curriculum materials, a portfolio website, and a philosophy of teaching. [*Course discontinued in 2017]
UMBC (University of Maryland, Baltimore County)
- HIS 355-02 – The History of Sports in Latin America (Spring 2014) – explored the role of sports in the construction of identities in Latin America. Upper & middle class citizens first embraced organized athletics by the late-nineteenth century. They viewed sports as civilizing tools; however, fútbol (soccer), béisbol (baseball), and other activities became quickly popular with the masses. Students analyzed the imperial origins of sports, ties to politics, and concluded with a focus on Latin American athletes in the international sports community.
- HIST 355-02 – An Introduction to Digital History UMBC (Fall 2014) – analyzed the changes that new media and technology tools have brought to the field of history. Students explored the key theoretical and historical issues linked to the digital shift, examined the variety of digital tools used in various fields of history, and developed new skills that could prove useful for future careers. Students participated in class discussions and learned what it meant to “do” history online via social media, blogging (or micro-blogging), and digital-heavy projects.
George Mason University
- EDUC 500 – Latin American History for Teachers (2010-2011) – was a survey course of Latin American History for teachers in Loudon County (VA), with practical application for public school instruction. The primary focus of this course was to analyze primary and secondary sources in Latin American history as a way to deepen our understanding of the region and relevant historiography. A third of the course concentrated on issues from the colonial era, while the remaining two-thirds focused on major themes from the modern era (1820 onward).