This course is designed to help social studies teacher candidates to prepare for their student teaching experience, investigating and practicing the various attributes of effective, engaging, and ambitious social studies teaching. Students draw upon knowledge and materials from their time in the social studies teaching program, using them to plan and deliver lessons that challenge students.
This course is an integrated study of:
methods of teaching secondary social studies
contemporary issues in the teaching of secondary social studies
application of the scholarship of teaching and learning history to creating curricular materials
40 hours of early field experience.
Introduces the teaching of secondary social studies within state and national frameworks, including expectations and concerns for educators, the context and impact of public education, strategies specific to teaching social studies, and an introduction to contemporary issues in social studies education. Includes a community action project and a 25-hour field experience working in a social studies classroom.
This course accompanies the student teaching practicum which concludes the social studies professional sequence for teacher candidates. AED 402 is a course about professional judgment; how does a teacher, when placed in front of living students (with a myriad of abilities, needs, and other variables), determine the best course of action to take in instruction? How does a teacher diagnose students’ needs and respond in ways that effectively help students progress toward instructional goals?
One of the primary functions of AED 402 is to provide a support network for student teachers. Working together, teacher candidates will address “problems of practice,” time management, organization, and other aspects critical to success as a student teacher. This course also engages in practices and mindsets for navigating the job market and landing a teaching position after graduating from SUNY Cortland, as well as other considerations for ongoing professional development.
This course explores expanding connections between peoples, cultures and political communities in the world from the 16th century to present. In this course, students will examine the rise and development of new economic systems, political institutions, cultures and ideologies, and interactions of people across geographic and national boundaries. This course centers on four overarching and interrelated themes:
interconnectedness
migration and mobility
human-environmental relations
technological change.
This course also introduces students to historical thinking skills, applying them to the analysis of primary sources in modern world history. These skills include sourcing, close reading, contextualization, and corroboration.
This course examines the research-based best practices of how to teach and learn history. The scholarship of teaching and learning (SoTL) is a growing body of systematic knowledge about teaching subject-matter, based on a collective and rigorous examination of what fosters learning. A successful teacher of history in any field or any level (including historians in colleges and universities, public historians, and K-12 history teachers) needs to possess knowledge of the SoTL for history.
This course examines the varying forms of violence employed by imperial powers in the creation, maintenance, and dissolution of their colonial empires in the nineteenth and twentieth centuries. Framing imperial rule in the contexts of physical, psychological, cultural, economic, political, and spatial/environmental forms of violence, students will analyze these practices and their consequences for the peoples and lands subjected to colonial exploitation.
This course examines the intersections among environmental knowledge, ecological change, and imperial expansion in the nineteenth and twentieth centuries. Utilizing a global-comparative approach, students will examine the bilateral relationship between imperialism and environment, drawing on case studies across the British, French, and Russian empires. Topics of comparative analysis will include environmental knowledge, agriculture, resource extraction, public health & disease, conservation, and anticolonial resistance.
This course introduces some of the key themes, historiographical developments, and ongoing discourses within the field of urban history. Examining processes and patterns of urban evolution since the Industrial Revolution, students will analyze both broader global trends and city-specific case studies in the US and abroad. Though only an introduction to a handful of major themes in urban history, students will have the opportunity to dig deeper into topics and themes of interest in a culminating digital exhibit project using ArcGIS StoryMaps.
This course examines the Scholarship on the Teaching and Learning of History, which is premised on the idea that disciplinary learning is, in the language of Sam Wineburg, “unnatural.” The way historians read a historical text, for example, is different from the way most other people read. As historians, we can draw on the science of learning to inform our practice, including the ways we teach and assess the learning of history. This course is therefore an examination of the science of learning (or epistemology) and the discipline of history, which can be used to inform the teaching of history at the secondary or university level, as well as the practice of public history.
AHIS 158 - The World in the 20th Century
HST 166 - Environmental History of Europe
AP Modern World History
AP United States History
Modern World History
Environmental History
Environmental Justice