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Prospective teachers will identify methods for helping their pupils develop a more sophisticated understanding of the nature of hisotyr as a discipline.
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Prospective teachers will identify instructional strategies that help students approach historical inquiry from a more mature epistemic stance.
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Prospective teachers will consider the heuristics historians use in engaging in historical inquiry and how students can be taught to use these heuristics.
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Prospective teachers will consider the wide variety of textual genres that historians and archeologists use as evidence about the past.
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Prospective teachers will consider second order concepts, or metaconcepts, that pupils must understand in order to become historically literate.
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Prospective teachers will practice instructional methods that biuild students' ability to make inferences, engage in historical empathy, and engage in perspective taking, and other skills associated with historical literacy.
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Prospective teachers will explore instructional strategies that help students use historical evidence to support their independently developed historical interpretations.
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Prospective teachers will engage, as students, in model activities designed to build the participants' ability to read, reason, and write with historical texts.
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Prospective teachers will create a series of text sets, including primary sources, that they will be able to use to build their students' historical literacies.
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Prospective teachers will construct lesson plans and will execute these plans in elementary and/or secondary classrooms.
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Prospective teachers will reflect on methods for improving their instructional activities.
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Prospective teachers will review through documents and artifacts major themes in US history.
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Prospective teachers will explore options for curriculum mapping in developing a scope and sequence for a US history course.
