"Why study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally 'salable' skills, but its study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about changes and continuities in the immediate environment—is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works."—Peter Stearns
The secondary education concentration prepares graduates for licensure as social studies teachers, and includes courses in economics, education, geography, and political science.
- To provide students with a general knowledge of history and historical methodology;
- To prepare students, through training in communication skills and in research methods, to gain knowledge of a given area of history;
- To prepare students to continue personal study and learning about specific subject areas in the discipline on an independent basis;
- To prepare students to engage in critical thinking; and
- To introduce students to the theoretical frameworks that serve as the foundation of historical scholarship.
Expected Student Outcomes for the History Program
On completion of the Bachelor’s degree, history majors at CSU Pueblo will:
- Demonstrate literacy–analytical reading and effective writing skills–in general, and for historical content;
- Demonstrate understanding of the history of historical writing, and demonstrate the ability to apply the principles and theories that support historical writing;
- Demonstrate knowledge of specific times and locations studied, and knowledge of the complexities of the past and the diversity of human cultures in those times and places;
- Apply the concepts of historical thinking, for example, in evaluating change over time; and
- Demonstrate skills in historical research, including historical analysis and interpretation.
Outcomes Assessment Activities for the History Program
Portfolio reviews serve as the core, formal assessment tool for the history program. Student portfolios contain papers written for HIST 493 Seminar (3 c.h.). Portfolio papers are reviewed on the basis of the student learning outcomes.
Specific Program Requirements
The Secondary Education concentration for the History Major leads to the Bachelor of Science degree and prepares students for teaching at the middle and high school level. Students must complete the “Core Requirements for the History Major” as outlined above, plus 21 hours of history electives, of which at least 6 hours must be from non US history courses (as determined by the student’s advisor), and of which at least 15 hours must be upper level). In addition, students must complete the social science courses required for certification listed below, and all requirements of the Teacher Education Program.
Students completing a major in history with a concentration in secondary education are required to complete a minor in education and meet all other requirements outlined by the Teacher Education Program
|Required History Core|
|Required History Elective Courses|
|Select 21 credits 1||21|
|Required Social Science Courses|
|ECON 201||PRINCIPLES OF MACROECONOMICS||3|
|GEOG 101||PHYSICAL GEOGRAPHY||3|
|GEOG 103||WORLD REGIONAL GEOGRAPHY||3|
|POLS 101||AMERICAN NATIONAL POLITICS||3.0|
|POLS 102||STATE AND LOCAL GOVERNMENT||3.0|
At least 6 hours must be from non US history courses (as determined by the student’s advisor), and at least 15 hours must be upper level.
Specific Core Requirements
|HIST 110||WORLD HISTORY TO 1500||3|
|HIST 111||WORLD HISTORY SINCE 1500||3|
|HIST 201||U.S. HISTORY I||3|
|HIST 202||U.S. HISTORY II||3|
Specific Requirements for Secondary & K-12 Education/Minor
The student must complete an appropriate major and the following Education courses:
|Select one of the following:|
|PSYC 151||HUMAN DEVELOPMENT 1||3|
|or PSYC 251||CHILDHOOD AND ADOLESCENCE|
|or PSYC 342||EDUCATIONAL PSYCHOLOGY|
|ED 202||FOUNDATIONS OF EDUCATION||3|
|ED 280||EDUCATIONAL MEDIA AND TECHNOLOGY 2||3|
|ED 301||FRAMEWORKS OF TEACHING (Admission to Education is completed in this course)||4|
|RDG 435||CONTENT AREA LITERACY 3, 5||4|
|Special Methods in Education Areas (Prerequisites - Admission to Education) 5, 6||4|
|ED 412||TEACHING DIVERSE LEARNERS 4, 5||3|
|ED 485||CAPSTONE SEMINAR IN EDUCATION||1|
|ED 488||STUDENT TEACHING SECONDARY||12|
|or ED 489||STUDENT TEACHING K-12|
|Total Credits 3||37-40|
Music Education students may complete MUS 103 MUSIC AND COMPUTER TECHNOLOGY I (1.00 c.h.) and MUS 306 TECHNOLOGY FOR MUSIC EDUCATORS (2.00 c.h.) for ED 280 EDUCATIONAL MEDIA AND TECHNOLOGY (3.00 c.h.).
English/Language Arts student must also complete RDG 355 LINGUISTICS FOR EDUCATORS (3.0 c.h.)
GPA of 2.6 required
English/Language Arts student must also complete ED 447 TEACHING ENGLISH IN SECONDARY SCHOOLS (4.00 c.h.)
Disclaimer: The Planning Sheet is designed as a guide for student's planning their course selections. The information on this page provides only a suggested schedule. Actual course selections should be made with the advice and consent of an academic advisor. While accurately portraying the information contained in the college catalog, this form is not considered a legal substitute for that document. Students should become familiar with the catalog in effect at the time in which they entered the institution.
Note: Students completing a major in history with a concentration in secondary education are required to complete a minor in education and meet all other requirements outlined by the Teacher Education Program.
*COMR 103 is required for admission to the Teacher Education Program.
|COMR 103||Speaking and Listening (*)||3|
|ENG 101||Rhetoric & Writing I (GT-CO1)||3|
|GEOG 103||World Regional Geography (GT-SS2)||3|
|HIST 110||World History to 1500 (GT-HI1)||3|
|ENG 102||Rhetoric & Writing II (GT-CO2)||3|
|HIST 111||World History since 1500 (GT-HI1)||3|
|Elective Must be one of the following: PSYCH 151, 251, or 342||3|
|ED 202||Foundations of Education||3|
|HIST 201||U.S. History I (GT-HI1)||3|
|Elective 3 credits must be History course.||6|
|ECON 201||Principles of Macroeconomics (GT-SS1)||3|
|GEOG 101||Physical Geography||3|
|HIST 202||U.S. History II (GT-HI1)||3|
|POLS 101||American National Politics (GT-SS1)||3|
|ED 301||Frameworks of Teaching||4|
|Elective 6 credits must be upper division History course.||12|
|ED 280||Educational Media and Technology||3|
|POLS 102||State and Local Government||3|
|RDG 435||Content Area Literacy||4|
|Elective Must be upper division History course.||3|
|ED 412||Teaching Diverse Learners||3|
|ED 451||Teaching Secondary Social Studies||4|
|Elective Must be upper division History course.||6|
|ED 485||Capstone Seminar in Education||1|
|ED 488||Student Teaching Secondary||12|