Course Offerings - Summer and Fall 2018

Summer 2018

 

HIS 479-H001 Topics in American History

The Free State of Jones: History and Memory

Dr. Max Grivno

Reg. Code 3282 Session 4W1

MTWRF  10:15-12:10

For over 150 years, Mississippians have debated what happened in Jones County during the Civil War.  Were Newton Knight and his supporters staunch unionists who took a principled stand against secession and slavery, or was the alleged secession of Jones County from the Confederacy nothing more than the desperate action of outlaws?  While some writers have condemned Knight as a traitor to his family and community, others—most notably the creators of the recent motion picture “The Free State of Jones”—have presented Knight as a savior of poor whites and enslaved blacks. In this course, we will read and discuss most of the major books written on this corner of the Piney Woods and discuss how and why the stories about Jones County have evolved.  Through classroom discussions and work in the Special Collections of The University of Southern Mississippi, students will refine their understanding of the subject and write a review essay in which they offer their interpretation of what happened in The Free State of Jones. 

 

HIS 485-H001 Topics in War & Society

African American Military History - Civil War to Present

Dr. Jeremy Maxwell

Reg. Code 3997 Session 4W2

MTWRF  10:15-12:10

This course will present an analysis of the African American experience in the military from the end of the Civil War through present day. This analysis will include topics related to civil-military relations, civil rights struggles in the military and civilian sectors.  Special attention will be given to the use of the military to demonstrate the right to equal freedoms outlined in the Constitution. The course will depend largely on the discussion of primary and secondary source material presented to students.  Assignments will include a number of journal assignments, discussions, and a take-home final composed of essay questions that will be presented to students in the last week of class.  Students will also be exposed to the nature of race relations in the U.S. Military through film and if time permits, a discussion with African American veterans. 

The required texts:

Lanning, Michael Lee. 2004. The African-American Soldier: From Crispus Attucks to Colin Powell. New York: Citadel Press/Kensington – ISBN: 08065269297. 

Maxwell, Jeremy P. 2018. Brotherhood in Combat: How African Americans Found Equality in Korea and Vietnam.  Norman: University of Oklahoma Press – ISBN: 9780806160061.

Students will also be responsible for all articles and documents uploaded to Canvas.

 

 

 

Fall 2018

 

HIS 300-H001 Research Seminar

Dr. Brian LaPierre

Reg. Code 2887

MW  9:45-11:15

This course is a boot camp in the basic skills of the historian’s craft. During the course of a rigorous semester, raw students will be transformed into refined historians who can interpret sources critically, argue their positions rationally, and write clearly and persuasively. In order to demonstrate their successful metamorphosis, students will be expected to participate actively in class, complete a number of assignments and exercises and to formulate, research, write, and rewrite a major historical paper and present it to their classmates. Do you have what it takes to be one of the few and the proud? Take this course and find out.

Mary Lynn Rampolla, A Pocket Guide to Writing in History, 9th ed., (New York: Macmillan

Learning, 2018), ISBN: 978-1-319-11302-5.

 

HIS 300-H002 Research Seminar

Dr. Rebecca Tuuri

Reg. Code 2888

TTh  11:30-1:00

This core history course will introduce new majors to the basics of historical research, methodology, and scholarship. Students will be required to complete a series of assignments including a website critique, book review, oral presentation, and a 12-page research paper. In order to complete these assignments, students will engage in classroom discussion about the process of conducting historical research and writing. They will also visit archival repositories, including the McCain Archives, and the Cook Library to conduct their own primary and secondary source research for their research paper.

This course fulfills students' writing intensive requirement, and they must pass with a C or better.

Books:

Conal Furay and Michael J. Salevouris, The Methods and Skills of History: A Practical Guide, 4th Edition (Wheeling, IL: Harlan Davidson, Inc., 2010), ISBN: 978-1118745441

Mary Lynn Rampolla, A Pocket Guide to Writing in History, Seventh Edition (New York: Bedford St. Martin’s, 2102) ISBN: 978-0312610418

 

HIS 307-H001 Africa 1500-Present

Dr. Douglas Chambers

Reg. Code 2889

MW  1:15-2:45

This course will be an opportunity to explore early African history, to about 1800 CE, with a focus on the several centuries of the “classical era” (12th-18th centuries), including the importance of migration and adaptation, of Islam, of classical empires and kingdoms, of the rise of new civilizations, of the many consequences of the transatlantic slave trade, of the African Diaspora and slave cultures of resistance, and of connections with the larger world (Mediterranean, Atlantic, Indian Ocean worlds). The class will be a mix of lectures and discussion, and with particular attention to historical diversity, cultural history, and change over time.  Basic assignments will includes map quizzes, textbook chapter summaries, a book essay, a midterm exam essay, and a final exam essay.

Texts:

Robert Harms, Africa in Global History, with Sources (2018)

D. T. Niane, Sundiata: An Epic of Old Mali, revised edition (2006)

 

HIS 310-H001 Survey Latin America

Dr. Matthew Casey

Reg. Code 2890

MW  9:45-11:15

This course is designed to introduce students to the social, cultural, and political history of Latin America from pre-Columbian times to the present. The course will focus on three themes of fundamental importance to the region: (1) the challenge of political stability and economic growth, (2) the relationship between Latin America and other regions, and (3) the effects of racial, socioeconomic, and gender inequality in the region. Each unit will begin with a broad overview of the region during a specific time period before focusing on a single country case study. Throughout the semester, students will be exposed to music, film excerpts, paintings, poetry and other non-traditional primary sources in order to understand the cultural history of the region. One of the main goals of this course is to illustrate the ways that individuals and local communities experienced history. In addition to a textbook, students will read two first-person accounts and another book on contemporary Latin America that is yet to be determined. Students will be evaluated on three papers (4 to 5 pages each), two essay exams (a mid-term and a final), and their participation in class discussions.
This class will also have an optional service learning component which will allow students to participate in one or more community service projects that have educational benefits as well.

 

HIS 323-H001 The Vikings

Dr. Courtney Luckhardt

Reg. Code 2891

MW  11:30-1:00

The image of the Vikings in modern popular culture has been as fierce warriors or as Wagner’s opera-singing Viking women.  Another common view of Vikings is that of the blood-thirsty pagan barbarians who descended upon peaceful monks or settlements.  This view is based on the sources written by the early medieval victims of Norse raids.  The later medieval Scandinavian saga literature painted their warrior ancestors as noble savages, and historians have examined the Vikings as one of these two extremes.

However, Viking raids were merely one part of a complex adaptation by the Norse to the marginal lands of Scandinavia. Raids were certainly a portion of that adaptation, but so too were explorations, foreign settlement, trade, and extended subsistence activities at the home in Scandinavia. The Norse were also savvy merchants, gifted craftsmen, hardworking farmers, and cunning political players who built kingdoms in Europe, established relations with the Muslim world, and even made it to the shores of North America. This course will explore the culture, history, arts and worldviews of the Old Norse, including their mythology, the saga literature, and their conversion to Christianity. We will also investigate how the Vikings have been understood and represented through the centuries between their days and ours, and will ask questions about how our knowledge of the Vikings is produced.

 

HIS 333-H001 Europe in 19th Century

Dr. Allison Abra

Reg. Code 2893

TTh  1:15-2:45

 

This course examines the history of Europe during the “long” nineteenth century, from the beginning of the French Revolution in 1789 through the outbreak of the First World War in 1914. This was the period when European societies underwent dramatic social, political, and military transformations, and the continent reached the apex of its cultural influence and global power. Some Europeans experienced expanding political rights, a vibrant culture, and vast wealth, while others – both at home and across Europe’s growing overseas empires – experienced appalling violence, poverty, and oppression. We will explore these fundamental contradictions, as we consider events such as the Atlantic Revolutions and Napoleonic Wars, the development of liberalism, socialism, and feminism, the emergence of nationalism and the nation-state, imperialism and the rise of racial sciences, changing relations of class, gender, and sexuality, the emergence of new cultural movements and popular cultures, the onset of modernity, and the origins of the most devastating war the world had yet seen.

 

Required Books

  • Robin Winks and Joan Neuberger. Europe and the Making of Modernity. New York: Oxford University Press, 2005. ISBN: 978-0195156225
  • Elizabeth Gaskell. North and South. Penguin Classics, 1996. ISBN: 978-0140434248
  • Henrik Ibsen. A Doll’s House. Dover Thrift Editions. Dover Publications, 1992, ISBN: 978-0486270623
  • Adam Hochschild. King Leopold’s Ghost: A Story of Greed, Terrorism, and Heroism in Colonial Africa. Houghton Mifflin, 1999. ISBN: 978-0618001903

 

HIS 370-H001 Mississippi History

Dr. Max Grivno

Reg. Code 2894

TTh  11:30-1:00

Mississippi History has been redesigned for the Fall of 2018!  Revised to serve both prospective teachers and those interested in examining the origins of social problems that continue to plague Mississippi, the new course discusses the development and dispossession of Native American chiefdoms and confederacies, the rise of fall of slavery in the nineteenth century, the creation of Jim Crow segregation, and ongoing struggles to combat economic, health, and racial disparities in the twentieth century.  The course has been aligned with the learning objectives of the state’s social studies curriculum, so those interested in pursuing careers in education will develop a teaching competencies in a range of subjects and will have opportunities to write lesson plans.  New to the course is the creation of service-learning opportunities that allow students to partner with agencies that are addressing homelessness and housing insecurity in the Pine Belt.  The course invites students to consider the origins of Mississippi’s most pressing problems and provides them with opportunities to work with community agencies make in a difference in their state.

 

HIS 373-H001 Afr Am Su 1619-1890

Dr. Rebecca Tuuri

Reg. Code 2895

TTh 9:45-11:15

This course encompasses the history of African Americans from the beginning of slavery in the Americas through 1877. It is a history of great courage, endurance, cruelty, indifference, and sadness. This course will not only provide students with an overview of significant events, movements, and people from the beginning of the Atlantic Slave Trade through Reconstruction, but equally importantly it will illuminate cultural formation and efforts towards freedom and equality within enslaved and free African American communities in North America. We will learn about this history by reading scholarly work about slavery, but also the words of those people—including the enslaved—who lived during this time period.  We will pay extra attention to how larger American society, especially that of white America, has manipulated images and ideas about African Americans from the past to the present.  Finally, we will consider how “memory,” literacy, and access to archival sources affect American and African American historiography. 

Books:

Deborah Gray White, Ar'n't I a Woman?: Female Slaves in the Plantation South [Paperback] (1999) ISBN-13: 978-0393314816

Painter, Nell Irvin. Creating Black Americans: African-American History and Its Meanings, 1619 to the Present [Paperback] (2006) ISBN: 978-0195137569

Smallwood, Stephanie. Saltwater Slavery: A Middle Passage from Africa to American Diaspora. Cambridge: Harvard University Press, 2007. ISBN: 978-0674030688

Gary B. Nash, The Forgotten Fifth: African Americans in the Age of Revolution (Nathan I. Huggins Lectures) [Hardcover] (2006) ISBN 978-0674021938

Wright, Kai. The African American Experience: Black History and Culture Through Speeches, Letters, Editorials, Poems, Songs, and Stories. New York: Black Dog & Leventhal Publishers, 2009. ISBN: 978-1579127732

 

HIS 400-H001 Sr. History Seminar

Dr. Bo Morgan

Reg. Code 2896

MW  1:15-2:45

HIS 400 is the Department of History’s capstone course, the “crowning achievement” of your program of study as a history major.  As such, it requires you to demonstrate the ability to read, write, think, and speak at a level worthy of the recipient of an undergraduate university degree in history.  In particular, you will master, and discuss intelligently, a cluster of readings on a common historical theme, which will provide the basis for an original research paper and one, possibly two, oral presentations.

Required Books:

Herbert Butterfield, The Whig Interpretation of History

Kate L. Turabian, A Manual for Writers       

 

HIS 409-H001 Special Topics in Asian History: A Supernatural History of Asia: From Snake women to Godzilla

Dr. Kenneth Swope

Reg. Code 2897

TTh  3:00-4:30

As a result of exposure to films, manga, anime, and video games among other mediums, the entire world is becoming aware of the rich and varied history of monsters, ghosts, and strange creatures populating the history and folklore of the countries of Asia.  This course will explore the historical context of some of these strange denizens, tracing their cultural and historic significance, and examining their appearance in folk tales, novels, films, and other mediums.  Students will be asked to complete review/reaction essays, in-class essay examinations, and a larger project on a topic of their choice.

Reading List

Strange Tales from a Chinese Studio by Pu Songling and Herbert A. Giles (Clarendon, VT: Tuttle, 2017) ISBN-13: 978-0804849081 [Required]

Dangerous Women: Warriors, Grannies and Geishas of the Ming Dynasty by Victoria Cass (Lanham, MD: Rowman & Littlefield, 1999) 13: 978-0847693955 [Required]

Censored by Confucius: Ghost Stories by Yuan Mei, Trans. by Kam Louie (London: Routledge, 1996) 13: 978-1563246814 {Optional. Required for graduate students in 509}

The Book of Yokai, by Michael Dylan Foster (Berkeley: University of California Press, 2015) ISBN-13: 978-0520271029 {Required}

Japandemonium Illustrated by Toriyama Sekien (London: Dover, 2017) ISBN-13: 978-0486800356 {Required}

Song of Kali by Dan Simmons (New York: Tor Books, 1998) ISBN-13: 978-0312865832 {Required}

Folktales from India by A.K. Ramanujan (London: Pantheon, 1994) ISBN-13: 978-0679748328 {Required}

Godzilla on my Mind by William Tsutsui (New Yortk: St. Martin’s, 2004) ISBN-13: 978-1403964748 {Required}

 

HIS 415-H001 World War I

Dr. Andrew Wiest

Reg. Code 2898

TTh 9:45-11:15

This course investigates what is often referred to as the Great War from a military and a cultural perspective.  Though often ignored in favor of World War II, the Great War was indeed one of the pivotal events of the twentieth century.  The approach of war was met with great joy and expectation – only to clash with the fundamental realities of industrialized total war on the brutal battlefields of the Western Front.  In many ways the modern world was conceived in the hell of the Somme and Verdun.  The course will investigate the tactics of the Great War, which gave rise to the tactics of every war since.  The course will also investigate the cataclysmic effect of the Great War on the society and politics of Europe and the world.

Students will read four books including: Fussell, The Great War and Modern Memory (the classic account of the interplay between war and society); Kennedy, Over Here: The First World War and American Society, Travers, The Killing Ground (the seminal study of the intellectual background to the military tactics used in the war); and Hart, The Somme: The Darkest Hour on the Western Front

Students will produce a book review on each of their readings – which will account for 33% of the overall course grade. 

 

HIS 459-H001 His Religion Amer

Dr. Bo Morgan

Reg. Code 2900

TTh  1:15-2:45

Was American founded as a Christian nation?  If so, has it remained so?  What does the Constitution say about the relationship between religion and government?  This course will explore, but not necessarily answer, such questions.  As a survey of the history of religion in the United States, it will trace the interaction between religious belief, in its bewildering variety over the course of four centuries, and other aspects of American life: social, political, ethnic, and economic.

Grades will be based on quizzes and writing assignments on the readings and two, possibly three, major exams.

Required Text

Edwin Gaustad and Leigh Schmidt, The Religious History of America

Additional Required Books

Edmund S. Morgan, The Puritan Dilemma: The Story of John Winthrop

Timothy L. Smith, Revivalism and Social Reform: American Protestantism on the Eve of the Civil War

Patrick Allitt, Religion in America since 1945

 

HIS 467-H001 Colonial South

Dr. Joshua Haynes

Reg. Code 2901

MW  11:30-1:00

This course surveys the colonial history of the American South from the precontact era through the American Revolution. It explores the interaction of Native American, European, and African people in the Colonial South from about 1500 to 1783. The course addresses major problems in colonial history such as the inherent greed and violence of colonialism, expansion and Indian wars, slave life and culture, the differences between the backcountry and port cities, and the lives of women. The course will consist of a mix of lectures, discussions, and student projects.

 

HIS 469-H001 The New South

Dr. Bo Morgan

Reg. Code 2902

TTh  3:00-4:30

“Tell about the South,” says Quentin Compson’s Harvard roommate in William Faulkner’s Absalom, Absalom.  “What’s it like there.  What do they do there?  Why do they live there?  Why do they live at all?”  This course will explore such questions—perhaps even the last one—as they relate to the South since 1877.  The major themes encompass Southern distinctiveness (they don’t teach courses on “the North,” after all), change and continuity in Southern culture, and the tensions inherent in a biracial society.  Specific topics include the protracted process of, and resistance to, modernization; movements of protest and reform (populism, progressivism, and civil rights); and the rise and fall of black disfranchisement, legal segregation, and the “solid (one-party) South.”

Required readings:

Edward L. Ayers, Southern Crossing:  A History of the American South, 1877-1906

Wilbur J. Cash, The Mind of the South

William Faulkner, Absalom, Absalom!

C. Vann Woodward, The Strange Career of Jim Crow

Grades will be based on quizzes and writing assignments on the readings and two exams.

 

HIS 473-H001 U.S. Foreign Relations

Dr. Heather Stur

Reg. Code 2903

TTh  11:30-1:00

This course explores the interactions between the U.S. and the world throughout American history. Through lectures, readings, and writing assignments, the course aims to help students understand U.S. history as part of international history, examine the ways in which ideas and events at home shaped U.S. foreign policy, see America’s relationship with the world today as the legacy of a complicated past, and sharpen critical thinking and writing skills through the analysis of sources. Grades will be based on exams, written assignments, and class participation.

 

Required texts:

Dennis Merrill and Thomas G. Paterson, Major Problems in American Foreign Relations, Concise Edition; ISBN 978-0618376391

Andrew Clapham, Human Rights: A Very Short Introduction; ISBN 978-0198706168

Martin Bunton, The Palestinian-Israeli Conflict: A Very Short Introduction; ISBN 978-0199603930

Eugene Burdick and William J. Lederer, The Ugly American; ISBN 978-0393318678

 

HIS 476-H001 History of American Popular Culture (Intellectual & Cutural History of the USA)

Dr. Andrew Haley

Reg. Code 2904

MW  9:45-11:15

In the early nineteenth century, it was Shakespeare.  In the Gilded Age, it was dime novels.  In the fifties, it was television.  Today, it is YouTube.  Lawrence Levine defined it as the “folkways of industrial society,” but that seems rather pompous.  It is Ronald McDonald and Uncle Tom’s Cabin, it is Saturday Night Live and the minstrel show, and it is Hello Kitty and Wolfman Jack.  Popular culture is the stuff that clutters our closets, hangs on our walls, and gets lost under the couch.  It is the stuff we love and the stuff we love to hate.  It is the material culture that defines generations and often provides historians with the best glimpse at what mattered to people in the past.

This course explores the history of popular culture in the United States.  We will examine music, plays, novels, television, film, stardom, advertising, and dance (and we may even study the toys that come in cereal boxes) with an eye to understanding how Americans have for over two hundred years defined themselves and have resisted being defined by others.

This course is an upper-division history course.  It is recommended, but not required, that students take History 202 before taking this class.  Jim Cullen’s Popular Culture in American History will serve as the textbook, but the text will be supplemented with extensive primary source readings, photographs, films, radio broadcasts, television shows, and songs.  Each week the instructor will introduce a new era and genre of popular culture in a lecture, and then the class will explore the topic more thoroughly in a seminar discussion.  Students who take the class should be prepared to contribute to a weekly online discussion board, to do regular projects (everything from a photo story book to mini-research papers on pop culture icons), and to complete an informed, argumentative research paper on a topic of your choosing related to the role of popular culture in American history.

 

HIS 478-H001 Topics Afr-Am His

Dr. Rebecca Tuuri

Reg. Code 2905

MW  11:30-1:00

 

This course will explore the history of the African American civil rights movement of the 1950s and 1960s but also examine threads of the movement that have taken place before and after that main time period. In addition to introducing students to a timeline of significant events, this course will also encourage them to engage with questions of memory.  To do this, students will read and respond to seminal works about the movement but also consider recent scholarship on how class, gender, sexuality, religion, and region change our understanding. This course will engage the student in multiple ways to consider not only how history has been written in secondary sources, but also how it has been publicly remembered. 

This course will also bring students in contact with local historical actors, expose them to the rich archival collections here on Southern Miss' campus, and give them the opportunity to showcase their work on the Civil Rights Movement. Students will learn how the Civil Rights Movement was not only a historical moment, but also an era that can still offer guidance for achieving a more just world.

This class fulfills an upper level American history major requirement and counts towards the black studies minor, human rights minor, and Southern Studies concentration in the Bachelors of Interdisciplinary Studies degree.

 

Books:

Sandra Adickes, Legacy of a Freedom School. New York: Palgrave Macmillan, 2005. ISBN: 978-1403972132 (should be around $35.00. Do not purchase anything priced much higher)

John Dittmer, Local People: The Struggle for Civil Rights in Mississippi. Champaign: University of Illinois Press, 1995. ISBN: 978-0-252-06507-1

Lawson, Steven and Charles Payne, Debating the Civil Rights Movement, 1945-1968. New York: Rowman & Littlefield Publishers; 2nd edition, 2006. ISBN #: 978-0742551091

Martin, Gordon. Count them one by one: Black Mississippians fighting for the right to vote. Jackson: University Press of Mississippi, 2010. ISBN: 978-1604737899

Ownby, Ted ed. The Civil Rights Movement in Mississippi. Jackson: University of Mississippi Press, 2013. ISBN: 978-1617039331

 

HIS 479-H001 Native American History since 1840

Dr. Joshua Haynes

Reg. Code 2906

MW 1:15-2:45

This course is about the making of modern American Indian nations.  We will examine broadly the varied experiences of American Indian peoples from 1840 to the present and approach this study with the understanding that American Indians were actors in history and not just hapless victims of Euro-American imperialism and power.  Over the next eight weeks, we will focus on the ways indigenous peoples in the United States acted and responded to the host of stresses that accompanied the rapid and often violent social, cultural, and environmental transformations of the nineteenth and twentieth centuries.  We will endeavor to understand how, over time, American Indians negotiated their encounters with other indigenous groups as well as with non-Indian peoples. We will pay particular attention to the ways Indians adapted and changed to meet the challenges they confronted as they persisted in their efforts to preserve their homelands, their cultures, their sovereignty, and their rights to self-determination.

 

HIS 487-H001 Social Studies Methods

Dr. Jill Abney

Reg. Code 2907

Wednesday  3:00-6:15

This course is designed to offer an introduction to Social Studies teaching methods for 7-12 classrooms.  We will examine the Social Studies and History Standards, lesson planning, and teaching strategies.  Special emphasis will be given to the National Council for Social Studies’ Thematic Standards and Mississippi’s Curriculum Framework for Social Studies, and their impact on teaching and assessment.  The course will also focus on the NCSS Ethical Standards for Social Studies teachers and the Mississippi Educator Code of Ethics as well as the dispositions emphasized by the University History Licensure program.  Other major issues will include the Common Core Standards, especially those that deal directly with history and social studies; ethical conduct for Social Studies teachers; the use of primary sources in the classroom; literacy strategies in the social studies classroom; community resources; integration of technology; development of strategies for a variety of learning styles; the Mississippi Department of Education’s directives on Depth of Knowledge and Teacher support teams; formative and summative assessments; academic competitions; and preventative classroom management.

 

HIS 488-H001 Social Studies Practicum

Dr. Jill Abney

Reg. Code 2908

HIS 488 is a practical application methods class for pre-service Social Studies teachers. The class acquaints candidates with the current environments in middle and high schools, discusses the teacher’s roles in these, and looks at how Social Studies disciplines are and can be taught to prepare candidates for the realities of the classroom.  The course seeks to provide candidates with the knowledge and skills necessary to become competent, responsible, and effective practitioners through academic activities and the practicum placement of a minimum of 36 observation/involvement hours.  Students will meet at a local school placement from 8-11:30am on Wednesdays each week.  During those field-experience hours, candidates are to develop teaching competencies through observation, assistance, and eventually “hands-on” teaching.  Students will be evaluated by both the mentor teacher in the practicum placement and the university instructor.

 

HIS 490-H001 Student Teaching I

Dr. Jill Abney

Reg. Code 2909

This course consists of two six-credit hour student teaching courses required of candidates for Social Studies grades 7-12 licensure.  One involves a seven-week field experience in a junior high or middle school; the other involves a seven-week field experience in a high school.  Both course provide extensive opportunities to develop strengths, skills, competencies, and “hands-on” teaching experiences in diverse school settings.  Candidates gradually assume full responsibility for their mentor teacher’s teaching schedules; they must complete a minimum of two weeks with a full teaching schedule.  Formative and summative evaluations by both the University Supervisor and mentor teachers are conducted during each experience.  Students will assume the role of teacher, under the supervision of a mentor teacher.  In that role, students will design and implement lessons, create a thematic unit, and work with the mentor teacher to participate in all other aspects of teaching.

 

HIS 491-H001 Student Teaching II

Dr. Jill Abney

Reg. Code 2910

This course consists of two six-credit hour student teaching courses required of candidates for Social Studies grades 7-12 licensure.  One involves a seven-week field experience in a junior high or middle school; the other involves a seven-week field experience in a high school.  Both course provide extensive opportunities to develop strengths, skills, competencies, and “hands-on” teaching experiences in diverse school settings.  Candidates gradually assume full responsibility for their mentor teacher’s teaching schedules; they must complete a minimum of two weeks with a full teaching schedule.  Formative and summative evaluations by both the University Supervisor and mentor teachers are conducted during each experience.  Students will assume the role of teacher, under the supervision of a mentor teacher.  In that role, students will design and implement lessons, create a thematic unit, and work with the mentor teacher to participate in all other aspects of teaching.