Social Studies 4-8, Teaching Certificate
Required courses in the major (34 sh)
HIST 253 - Reading and Writing History Hours: 3
This course introduces students to the discipline of history as it is taught at the college level. Students will discover how and why historians debate issues of evidence and interpretation. By studying the “history of history,”students will learn to distinguish between various schools or styles of academic history; to improve reading, note-taking, and library skills; and to formulate meaningful thesis statements. Students will apply the lessons of the course in a hands-on research experience which will result in the preparation and presentation of a finished historical essay in approved scholarly form.
HIST 303 - Historical Geography Hours: 3
A study of the various ways in which history has affected and has been affected by geography, including but not limited to physical, political, cultural, and environmental elements. Topics may include the emergence of ancient civilizations, the spread of Islam, and global commercial relations. Prerequisite and/or Corequisite Hist 253
HIST 306 - The Emergence of the Modern World Hours: 3
This course covers the period from 1500 to the present and will focus on the ecological conditions of globalization, the rise of “formal” imperialism, and the construction and maintenance of colonial/imperial states. Themes covered will include paths to modernity, non-western philosophies of resistance, technological revolutions, and the intersections of world thought, religion, trade, and economy. Special emphasis will be given to the non-Western world. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 333 - Modern Europe, 1848-1991 Hours: 3
This course investigates the momentous events of the late nineteenth and twentieth centuries in Europe and the impact of these developments on the rest of the world. Over the course of the semester, students will explore the formation of European nations, states, and empires; the emergence of ideologies such as nationalism, socialism, communism, and fascism; the impact of technological developments; and the devastation of the wars and genocides that have shaped the modern period. The course, framed by the Europe-wide upheavals of 1848 and 1991, gives special attention to the role of revolution, protest, and mass movements in Modern Europe, and the important contributions that Eastern Europe (including Russia) has made in shaping these events. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 400 - Controversies in History and Social Studies Hours: 3
This course will explore the relationships between and the intersections among the social studies content areas (history, government, economics, and geography). Student work will include analyses of content-area textbooks, state assessments, and established curriculums. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 402 - Colonial North America to 1775 Hours: 3
This course explores the lives and cultures of American Indians,Europeans, and Africans/African Americans in North America, and the experience of colonialism, from the Precontact Period through the imperial crisis leading to the American Revolution. Topics covered include the conflict and cooperation between natives and newcomers,the role of religion in the conquest and settlement of the continent, the economic and political development of British America, the pivotal role of slavery, the evolving social structures of colonial communities, and the souring of relations between the British mainland colonies and Great Britain in the 1770s. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 403 - Revolutionary America and the Early National United States, 1775-1850 Hours: 3
This course examines the rise, progress, and ramifications of the American Revolution that created the United States of America, from its beginnings in the1770s through the development of a radically democratic nation by 1850. Topics covered include the social, economic, and political maturation of British colonial America preceding the Revolution; the War for Independence and the creation of nationhood; the later consequences of independence; the role of religion in early national American society; the conflicts leading to American Indian removal; and the debates over constitutionalism, federalism, slavery and states’ rights that divided North from South. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 405 - The Civil War and Reconstruction, 1850-1877 Hours: 3
This course charts national debate over slavery from the early Republic through secession, addresses topics concerning the conduct and outcome of the war, and discusses the legacy of the conflict in American history with special attention to the period of Reconstruction. The course strikes a balance between military, political, economic, racial, and gender issues in understanding the period. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 411 - Race and Education in the 20th Century US Hours: 3
This course will explore the evolution of the national culture of public education in the U.S. after the Civil War era. Students will examine political efforts used to assimilate minority populations in the U.S. in order to promote citizenship, as well as the impact of legislation and court decisions on public schools. The course will also include an investigation of the effects of education policies on children and their families, and how schools perpetuate racism and discrimination. Topics considered may include the impact of segregation on the educational experiences of African Americans and the consequences of attempts at forced assimilation on American Indian educational experiences. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
HIST 415 - History of Texas Hours: 3
A topical examination of Texas history, this course covers material from the time of Spanish colonization to the present day. The state’s diversity and development take center stage, and the state’s history is placed in the context of national and global trends. This course examines political, economic racial, ethnic gender, and social issues in Texas history. Prerequisite and/or Corequisite Majors: Hist 253. Non-Majors: may enroll with consent of instructor.
PSCI 335 - Political Economy Hours: 3
An introduction to the institutions and processes that shape U.S. domestic political economy including its increasing relationship to the global political economy. Emphasis will be placed on major political actors including Congress, the President, and the Federal Reserve Board and how decisions affect everyday citizens. These topics will be linked to the U.S.’s expanding influence in global institutions such as the WTO. Because this provides a foundation for other upper-level political science (except paralegal courses), it should be taken by political science majors and minors, and composite social studies majors and middle school social studies majors at the earliest possible opportunity in their program in the
Required support courses (48 sh)
PSY 300 - Learning Processes and Development Hours: 3
A course designed to provide the student with information about the application of psychological theory to the learning processes and development of children and adolescents. Principles and procedures of measurement and evaluation are also included. The primary objective is to facilitate a clear understanding of the complex, dynamic processes of learning and development. Note This course is required as part of the Teacher Preparation ProgramTexas Common Course Number (PSYC 2306)
RDG 380 - Comprehension and Vocabulary in Middle and High Schools Hours: 3
This course provides an understanding of factors which influence learning from content area text and teaches specific instructional strategies which promote comprehension, vocabulary development, effective study strategies, and test-taking skills. Includes ways to modify text for diverse learners. Attention is given to the principles of research-based reading instruction.
RDG 450 - Building a Community of Readers Hours: 3
This course focuses on schema theory, metacognitive theory, critical theory, reader response theory, transactional theory, and social cultural theory as each applies to teaching reading at the middle levels. Comprehension processes for both narrative and expository text will be explored for traditional text and the emerging technologies that encompass literacy. Demonstration of effective strategies to support struggling readers and experience with reading assessments will be included.
MLED 314 - Young Adolescent Development Hours: 3
MLED 314 is designed to provide preservice teachers with a knowledge base of the changes and issues that typically affect development in the years from age 8 through adolescence. Students will examine and study the various domains of physical, cognitive, social and emotional development; and will consider how various learning theories, particularly multiple intelligence theory, can inform practices in middle level classroom. The effect of environmental factors on development will also be explored.
MLED 435 - Integrating Instruction: Science, Mathematics and Technology Hours: 3
The field-based course will focus on how middle level children learn and develop knowledge and skills in mathematics and science; varied instructional and assessment strategies that require high expectations and worthwhile opportunities for all students; Texas Essential Knowledge and Skills (TEKS) in mathematics and science; resources for teaching mathematics and science in grades 4-8; and the integration of technology in mathematics and science instruction grades 4-8. Prerequisite MLEd 401 or ElEd 300; Admission to the Teacher Education Program and placement in a NET CPDT Center; and must have passed TSI. Note Field experience required.
MLED 402 - Best Practices in Pedagogy and Assessment Hours: 3
This field-based course provides for examination and implementation of developmentally appropriate instructional and assessment strategies and techniques with an emphasis on problem-based, inquiry-based and technology-based learning; development of extended inter and intra disciplinary learning experiences for middle level learners utilizing appropriate TEKS, resources and materials. Prerequisite Admission to the Teacher Education Program and placement in a NET CPDT Center.
MLED 403 - Organization, Motivation and Management in Middle Level Classrooms Hours: 3
A field-based course concentrating on communication, methodology, and management perspectives consistent with democratic classrooms and organizational structures that focus on student centered inclusive learning of young adolescents from culturally, economically, and educationally diverse student populations. Prerequisite Admission to the Teacher Education Program and placement in a NET CPDT Center
MLED 410 - Fostering School, Family, and Community Relationships
A field-based course emphasizing shared responsibility among educators, students, the family unit, and the community; examining the home-school connections and the roles and responsibilities of educators on a campus. Developing strategies for reciprocal relationships with peers, parents, and the community to promote collaboration while learning to become a reflective and self-assessing practitioner. Includes an investigation of the effects of a collaborative practice such as peer mediation, service learning, or teachers as advisors. Prerequisite Admission to the Teacher Education Program and placement in a NET CPDT Center
MATH 350 - Topics in Mathematics for Elementary Teachers I Hours: 3
Topics include problem solving and reasoning, sets, numeration, the four fundamental operations of arithmetic, number theory, integers, fractions, decimals, mental arithmetic and estimation. Students should already have substantial skills in these areas. The course focuses on underlying concepts and multiple techniques of explaining the concepts in addition to extended problem-solving. Prerequisite : Math 1314 with grade of C or better. Texas Common Course Number (MATH 1350 non-advance credit)
MATH 351 - Topics in Mathematics for Elementary Teachers II Hours: 3
Topics include ratio and proportion, percents, statistics, probability, geometry and measurement. Students should already have substantial skills in these areas. Problem solving under girds all of these topics. The course focuses on underlying concepts and multiple techniques of explaining the concepts. Prerequisite : Math 350 with grade of C or better. Texas Common Course Number (MATH 1351 non-advance credit)SPED 346 - Introduction to Exceptional Children Hours: 3
A survey of exceptional populations with attention given to the cause of these deviations and their effect upon the individual’s development.
ENVS 403 - Environmental Ethics and Law Hours: 3
Course is designed to acquaint the student with the numerous ethical issues and perspectives confronting society and environmental scientists. The course also provides an overview of environmental laws on regulations and practice in navigating through these laws.
ESCI 461 - Earth Science for Teachers Hours: 3
This course is designed for middle school (4-8) teachers with an emphasis placed on the four disciplines of Earth Science: geology, oceanography, meteorology and astronomy. Organization, materials selection, and set up of laboratory activities appropriate for achieving curriculum objectives will also be included. Prerequisite Math 1314 and 8 sh of science.
ELED 452 - Student Teaching in Field-Based Teacher Education Programs
This is a course requiring observation, participation, and directed teaching for residents enrolled in the Center for Professional Development and Technology (CPDT). Prerequisite Admission to teacher education; placement in a NETCPDT center; minimum overall GPA of 2.5 and must have passed TSI
Plus 3 sh from
ELED 300 - Introduction to Teaching Hours: 3
Knowledge and skills concerning the unique needs of special learners are emphasized in this course. In addition, structure, organization, and management of the American school system, as well as legal and ethical aspects of teaching, will receive attention. Prerequisite Sophomore standing, must have passed TSI, and a minimum overall GPA of 2.5. Note Thirty clock hours of professional field experiences are required.Prerequisite and/or Corequisite ElEd 200.
SED 300 - The Teaching Profession Hours: 3
This course provides prospective teachers with a beginning foundation for understanding learners, enhancing student achievement, and understanding the teaching environment. The course will emphasize the structure, organization, management, and governance of the American school system and current issues related to the semiprofessional legal, ethical, and multicultural foundations of teaching also will be discussed. Prerequisite passing scores on TASP with a minimum reading score of 250. Note Thirty clock hours of professional field experiences are required.
Plus 3 sh from
ELED 200 - Schools and Society Hours: 3
A course that explores the culture of schooling and classrooms from the perspective of current political, social, and familial issues impacting schooling and classrooms. Students will participate in early field experiences with varied and diverse student populations;designed to analyze the learning environment and the human experiences of teachers and learners. Note Ten clock hours of professional field experiences are required.
SED 200 - Schools, Community, and Society Hours: 3
This course is an enriched and integrated pre-service course and content experience that allows for active recruitment and support of undergraduates interested in careers in teaching. The course provides opportunities for participation in early field experiences including elementary, middle, and high school classrooms with varied and diverse student populations, and serves as a source of support from college and school faculty, preferably to students in small cohort groups students analyze the culture of schooling and classrooms from the perspective of current political, social, and familial issues impacting learning environments.