Ongoing Courses

HIS 5450 – History and Social Studies Education – is a graduate course where students works towards a signature pedagogy in secondary history/social studies. Students work throughout the semester on creating a product of learning. This portfolio conveys both their identity as a history educator as well as their approaches to teaching (and reinforcing) historical thinking in the classroom. Participants employ an array of tools and strategies that include new media technologies, digital literacy, globalizing the the curriculum, Understanding by Design, and student-centered learning (among others) in the development of their curriculum materials.

HIS 5595 – Digital History – is a graduate course where students analyze the changes of the last three decades when the “digital shift” has raised interesting possibilities for historians in terms of research, production, and teaching. We will also discuss critical questions about new media and history. For example, what kinds of new research methods are needed to analyze and interpret sources when our present digital archive grows at an explosive rate? And, how do digital publishing platforms challenge traditional historical norms, processes, and authority? Throughout the course, participants will use new media technologies to re-assess the value and meaning of history.

HIS 3626 – Introduction to Secondary History/Social Studies Education (ISHSSE) – introduces students to the craft of teaching history/social studies to high school students. Students examine state and national standards, best practices in curriculum design, and strategies for summative and formative assessments. They analyze how educators foster a learning environment focused on historical thinking skills. ISHSSE is about moving beyond the lecture-PowerPoint-worksheet-video model … and towards an authentic, engaging, and dynamic learning environment in our digitally and globally-connected age.

HIS 3630 – 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 3310 – 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).

HIS 4100 – Senior Seminar – is a capstone course where students analyze primary and secondary source materials, discuss recent scholarship on the middle class, compile annotated bibliographies of academic literature on the subject, and, ultimately, produce a 20-25 page research paper on a related topic of their choice.

In FIFA World Cup: Global History & Soccer, students examine the impact of the FIFA World Cup in world history. The “beautiful game” is indeed the world’s most popular sport. The men’s FIFA World Cup is the largest televised/streamed sporting event — viewed by over 2 billion people every four years. In 2022, the tournament was held for the first time in the Middle East. The host nation, Qatar, is not as well known for international soccer as previous host nations; yet, the region’s passion for كرة القدم (kurat alqadam) is just as strong. Women’s soccer has also seen enormous growth in Europe and Latin America over the last decade. In this course, students analyze soccer as a field of research and focus on a major theme for their senior seminar paper.

In A History of the Middle Class, students examine the notion of a middle class, which is a fairly recent phenomenon in world history. Those who ascribe to this class (or at least a middle-class consciousness) often see themselves as a stabilizing force in society, acting as “go-betweens,” or intermediaries, between the elite/powerful and the poor/powerless by virtue of their education and social ascendancy. What can we learn about a history that is not “from below,” nor “top-down,” but squarely in an imagined middle?

Previous Courses

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. Students 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. Students 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. They assessed sports as civilizing tools. Although fútbol (soccer), béisbol (baseball), and other activities originated with middle-class enthusiasts, they soon became popular with the masses. Students analyzed the origins of sports, politics, and 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 learned what it meant to “do” history online.

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 and deepen our understanding of the region and relevant historiography.