Course Description
Philosophy and methods for teaching historical reasoning. Topics include evaluating curricular standards, using primary sources in the classroom, teaching with historic places, creating and evaluating assignments, and teaching research methods.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Define different components of historical thinking and explain the relevance of historical reasoning for 21st century learners.
- Apply principles of historical thinking to develop effective learning activities paying particular attention to the role of primary sources for teaching historical thinking and promoting analytical reading.
- Create assessments that effectively address historical thinking.
- Use evidence-based reasoning to explain how learning activities address the challenges of teaching and learning historical thinking.
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Reflections | 10% |
| Classroom activities | 40% |
| Assessments | 40% |
| Online discussion board | 10% |
Course Grade Scale: A 94-100 / A- 90-93 / B+ 87-89 / B 84-86 / B- 80-83 / C+ 77-79 / C 74-76 / C- 73-70 / D+ 67-69 / D 64-66 / D- 60-63 / F 59 and below.
Attendance/Participation:
Attendance/participation is not a graded component included in the student's final grade for this course.
Course Materials Purchased by the Students:
Daniel Immerwhar, How to Hide an Empire: A Short History of the Greater United States (Macmillan, 2020)
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.