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  2. EDU T264C

Teaching History for Inquiry, Equity, and Joy
EDU T264C

Course Information

Description

This course prepares educators to create inclusive, inquiry-centered learning communities that make history meaningful and engaging for diverse learners. Students will develop pedagogical and curricular expertise across four core units: foundations in history teaching, unit planning and evaluation, teaching charged topics, and facilitating discussions. Throughout the course, students will analyze and apply varied teaching strategies, with particular attention to equity, critical inquiry, lesson design, and student support. Students will design lessons and units that reflect contemporary teaching practices, including the thoughtful integration of technology, and will learn to adapt instruction based on student strengths, experiences, and needs. This course bridges educational theory and practice, preparing graduates for careers as reflective, justice-oriented history and social studies educators.

School Graduate School of Education
Credits 4
Cross Reg

Not Available for Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Letter Graded
Learning Goals [SMK.1] Uses evidence-based pedagogical practices that enable all students to develop and apply grade-level knowledge and skills in relevant, real-world contexts. [SMK.2] Supports students in making connections between the subject matter and real-world issues impacting their communities and the world. [SMK.3] Understands the importance of the difference in social and academic language in planning, differentiating, and delivering effective instruction, especially for English learners at varying levels of English language proficiency and literacy. [HES.3] Provides flexible and responsive supports, scaffolds, and tools to meet students' needs. [HES.4] Communicates clear criteria for success (e.g., models, rubrics, exemplars).
Career Focus <p>History/Social Studies teacher preparation</p>
Pedagogy N/A