History Teaching BA

Program Purpose


The history teaching major is intended for students who are pursuing secondary education licensure through the David O. McKay School of Education. It serves primarily students who anticipate careers as secondary school teachers. The history teaching major gives its students a broad education in history and strives to help students think clearly and communicate effectively to better understand their own and others' cultural traditions. The history teaching major also gives students the analytical and research skills they will need to succeed as secondary school teachers and, in conjunction with pedagogy coursework through the McKay School of Education, the tools they will need to teach secondary school students basic historical skills. In keeping with the institutional aims of the University, the minor also seeks to assist individuals in their quest for perfection and eternal life.

Curricular Structure

Catalog Information

Major Academic Plan

Learning Outcomes


Subject Matter

Candidates can identify the core concepts, tools of inquiry, and standards associated with the history curricula taught in secondary classrooms and can create learning experiences that make these concepts meaningful for students.

Courses that Contribute: HIST 201 HIST 202 HIST 220 HIST 221 HIST 239 HIST 240 HIST 241 HIST 244 HIST 251 HIST 252 HIST 261 HIST 290 HIST 292 HIST 293 HIST 294 HIST 300 HIST 301 HIST 302 HIST 303 HIST 304 HIST 305 HIST 307 HIST 308 HIST 309 HIST 310 HIST 312 HIST 314 HIST 315 HIST 317 HIST 318 HIST 319 HIST 320 HIST 322 HIST 323 HIST 324 HIST 325 HIST 326 HIST 327 HIST 328 HIST 332 HIST 334 HIST 335 HIST 337 HIST 338 HIST 340 HIST 341 HIST 343 HIST 344 HIST 347 HIST 349 HIST 356 HIST 357 HIST 358 HIST 359 HIST 360 HIST 363 HIST 364 HIST 365 HIST 367 HIST 368 HIST 370 HIST 371 HIST 373 HIST 374 HIST 375 HIST 376 HIST 378 HIST 382 HIST 383 HIST 384 HIST 385 HIST 386 HIST 387 HIST 391 HIST 392 HIST 396 HIST 424 HIST 485 HIST 487
Linked to BYU Aims: Human knowledge, Competence
Learner and Learning

Candidates can describe how young people learn and develop, acknowledging individual and cultural differences, in order to create environments that motivate collaborative learning.

Courses that Contribute: HIST 200 HIST 201 HIST 202 HIST 220 HIST 221 HIST 239 HIST 240 HIST 241 HIST 244 HIST 251 HIST 252 HIST 261 HIST 290 HIST 293 HIST 300 HIST 301 HIST 302 HIST 303 HIST 304 HIST 305 HIST 307 HIST 308 HIST 309 HIST 310 HIST 312 HIST 314 HIST 315 HIST 317 HIST 318 HIST 319 HIST 320 HIST 322 HIST 323 HIST 324 HIST 325 HIST 327 HIST 328 HIST 334 HIST 335 HIST 337 HIST 338 HIST 340 HIST 341 HIST 343 HIST 344 HIST 347 HIST 351 HIST 352 HIST 352R HIST 353 HIST 353R HIST 354 HIST 356 HIST 357 HIST 360 HIST 363 HIST 364 HIST 367 HIST 368 HIST 370 HIST 371 HIST 373 HIST 374 HIST 375 HIST 376 HIST 378 HIST 382 HIST 383 HIST 384 HIST 385 HIST 386 HIST 387 HIST 392 HIST 393 HIST 396 HIST 421 HIST 424 HIST 434 HIST 478 HIST 485 HIST 487 HIST 490
Linked to BYU Aims: Communicate effectively, Competence
Instructional Strategies

Candidates use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills, and use assessments to inform instruction.

Courses that Contribute: HIST 200 HIST 201 HIST 202 HIST 221 HIST 239 HIST 240 HIST 241 HIST 244 HIST 251 HIST 252 HIST 290 HIST 292 HIST 293 HIST 294 HIST 300 HIST 301 HIST 302 HIST 303 HIST 304 HIST 305 HIST 307 HIST 308 HIST 309 HIST 310 HIST 314 HIST 315 HIST 317 HIST 318 HIST 319 HIST 320 HIST 322 HIST 323 HIST 324 HIST 325 HIST 326 HIST 327 HIST 328 HIST 334 HIST 335 HIST 338 HIST 340 HIST 341 HIST 343 HIST 344 HIST 347 HIST 349 HIST 350 HIST 351 HIST 352 HIST 352R HIST 353 HIST 353R HIST 354 HIST 356 HIST 357 HIST 358 HIST 359 HIST 360 HIST 363 HIST 364 HIST 367 HIST 370 HIST 371 HIST 374 HIST 375 HIST 376 HIST 378 HIST 382 HIST 384 HIST 387 HIST 391 HIST 392 HIST 421 HIST 424 HIST 425 HIST 434 HIST 477 HIST 478 HIST 485 HIST 490
Linked to BYU Aims: Think soundly, Competence
Professional Development

Candidates continually reflect on and evaluate their teaching practices, actively seek opportunities to grow professionally, engage in ethical behavior, and collaborate with stakeholders (students, parents, and other professionals in the learning community).

Courses that Contribute: HIST 200 HIST 221 HIST 241 HIST 244 HIST 251 HIST 252 HIST 261 HIST 290 HIST 292 HIST 294 HIST 300 HIST 301 HIST 304 HIST 305 HIST 307 HIST 308 HIST 309 HIST 310 HIST 312 HIST 314 HIST 315 HIST 317 HIST 318 HIST 319 HIST 320 HIST 322 HIST 323 HIST 324 HIST 325 HIST 326 HIST 327 HIST 328 HIST 334 HIST 337 HIST 344 HIST 347 HIST 350 HIST 353 HIST 353R HIST 356 HIST 357 HIST 358 HIST 359 HIST 363 HIST 365 HIST 367 HIST 370 HIST 371 HIST 376 HIST 378 HIST 382 HIST 383 HIST 384 HIST 385 HIST 386 HIST 387 HIST 391 HIST 392 HIST 393 HIST 421 HIST 425 HIST 434 HIST 487 HIST 490
Linked to BYU Aims: Think soundly, Communicate effectively
INTASC Core Standards

Demonstrate basic competency in the INTASC Core Standards (Interstate New Teacher Assessment and Support Consortium) as specified by The Council of Chief State School Officers andas established by the Department of Education of the State of Utah.

Courses that Contribute: None
Linked to BYU Aims: Human knowledge, Competence

Evidence of Learning


Assessment Tools

The assessment system that is used to evaluate students' mastery of learning outcomes is a common system used across programs that are associated with the Educator Preparation Program at Brigham Young University. It includes four assessment instruments, with one administered multiple times in order to identify students' development throughout their years in the program.

Before students can graduate with a Teaching Social Science degree or History Teaching degree and meet the state of Utah's requirements for certification, they must pass the Praxis II exam. This test, which is administered through Educational Testing Services at students' expense, measures students' social studies and/or historical content knowledge. It provides evidence of students' mastery of the first learning outcome, Subject Matter.  

As part of their student teaching experience students working toward either the Teaching Social Science or History Teaching degree must complete a Teacher Work Sample (TWS), which is a portfolio that includes teaching materials, evidence of their students' learning, personal reflections, and plans for improving their teaching. The TWS is used to evaluate students' mastery of each learning outcome, with different sections of the TWS associated with different learning outcomes. For instance, the TWS requires student teachers to tell how they made adaptations to instruments to meet the needs of their pupils with special needs. This section of the TWS corresponds with the department's learning outcome dealing with acknowledging learners' individual and cultural differences.

The Professional Dispositional Instrument (PDI) is currently being developed in cooperation with the McKay School of Education. The purpose of this instrument is to assess students' mastery of learning outcomes associated with the learner and learning, instructional strategies, and professional development.

The Clinical Performance Assessment System (CPAS) is an observation instrument used to evaluate students' mastery of learning outcomes during both their practicum field experience and during student teaching. It is used at multiple stages of the students' coursework in order to observe the development of students as they move through the program. The CPAS has 10 items with multiple items measuring each learning outcome. The Educator Preparation Program at BYU is currently developing a new assessment instrument that will replace the CPAS. This instrument is being prepared in collaboration with institutions across the state of Utah and will match more closely a new assessment instrument that is used to assess practicing teachers. The intent in switching to this new instrument is to allow stakeholders to use a standardized assessment to compare teachers across institutions and school districts and across their careers.

All assessment information is kept in the files of the department secretary.

Direct Measures

Praxis II Exam

CPAS (Clinical Performance Assessment System)

TWS (Teacher Work Sample)

PDI (Profesional Dispositional Instrument)

Indirect Measures

At this time, the program does not use any indirect measures, as the direct measures seem to be sufficient.

 

Learning and Teaching Assessment and Improvement


Analysis, Evaluation, and Improvement Process

The data from the assessments is collected by the Teacher Education faculty and shared with the History Department's curriculum committee.  The Teacher Education faculty also coordinate with the other EPP programs on campus to evaluate the data and make recommendations for pedagogical adjustments.