B.A. in History & Social Science – Secondary Education

Introduction to Earth science, including the sciences that explore Earth and its space environment. Units on Earth structure, tectonics, rocks and minerals, geologic history, water resources, oceans, climate and weather, astronomy, and the scientific method. Primarily for IDS majors. Three credit hour lecture with one credit hour lab.

Survey of economic concepts and systems, including both micro- and macro-economics. Students examine the American economic system while exploring the impact of the international market. Topics include markets and competition, price, supply and demand, aggregate performance, fiscal policy, and international trade and finance. This course is not open to business majors.

Investigation of the spatial distribution of cultures and regions. Emphasis on defining key geographical concepts, identifying major political boundaries, illustrating current and recent national and ethnic conflicts, exploring economic and social processes that are leading to increasing global interaction, examining the variation religious practices and beliefs and assessing the basis for international disparities in economic development.

Explores some of the main fields within the discipline of government (e.g., comparative politics, political theory) as well as some of the main approaches to the study of government (e.g., interpretivism, behavioralism, institutionalism). Various theories of integration for the study and understanding of government are also introduced.

Investigates the global problems that influence and shape contemporary and future government decision-making. Attention is given to such important problems as terrorism, poverty, human trafficking, disease, the digital revolution, the global economy, immigration as well as to how governments are responding to such challenges.

Provides an analysis of the founding of the United States through an investigation of the important philosophical, constitutional, and political questions surrounding the Declaration of Independence, Articles of Confederation, the Constitutional Convention, and the creation and development of the U.S. Constitution. Attention is given to federalism, and the Constitutional institutions of the Presidency, Congress, and the Supreme Court.

Investigates such issues as political participation, public opinion and voting behavior, interest groups and political parties, and civil rights and liberties.

Uses the tools of economics to examine decision-making in non-market institutions with a particular emphasis on government decision-making. Cross-listed with ECON 290. Prerequisite: ECON 120 or ECON 260.

Evaluates the internal processes of the House and Senate as well as the place of Congress in the American political system. Some of the topics studied include the Congressional functions of representation, law-making, and policy-making as well as Constitutional and historical responsibilities. Prerequisite: GOVT 240.

Examines the Constitutional and historical responsibilities of the Presidency. Attention is given to the administrative, domestic, and diplomatic functions of the Presidency as well as to the growth of presidential power over time and the relationship of the Presidency to the other U.S. political institutions. Prerequisite: GOVT 240.

Analyzes the U.S. judicial system with a concentrated emphasis on the internal processes of the federal judiciary and the U.S. Supreme Court as well as the Constitutional and historical responsibilities of the U.S. Supreme Court. Prerequisite: GOVT 240.

Study of the political, social, and economic development of American society from about 1607 through the end of the Civil War era in 1877. Students consider native American perspectives and the interaction with Europeans. Topics include the formation and establishment of the new nation as well as the international impact of the birth of a nation.

Study of the political, social and economic development of American society from the post-Civil War era to the present. Students investigate the development of a party system of government, industrial development, labor issues, the impact of the reconstruction, American involvement internationally, and the present state of American society.

Study of the events, peoples, groups, ideas, institutions, and trends that shaped western civilization from the prehistoric era to 1650. Emphasis on the rise and fall of empires, the legacy those empires left and the impact of religion on the ancient, medieval, and early modern western world. The multiple perspectives of gender, class, religion, and ethnic groups are explored. Students investigate historical accounts of civilization and engage in personal reflection and response.

Study of the events, peoples, groups, ideas, institutions, and trends that shaped western civilization from 1650 to the present. The multiple perspectives of gender, class, religion, and ethnic groups are explored, including reference to the interaction among the peoples of the modern world. Students investigate historical accounts of western civilization and its interaction with non-western cultures and engage in personal reflection and response.

Survey of the history of civilization from its beginnings in both the Middle East and Asia to the growing dominance of the West over non-western civilizations in Asia, Africa, and the Americas that began in the 16th century age of exploration. Special attention given to the cultural exchanges, interactions, and adaptations that occurred among these civilizations.

Cultural, political, and economic history of the Commonwealth and its role in the nation to the present. Prerequisite: HIST 201 or HIST 202 or HIST 250.

Examination of the study of history, historical methodology, and the philosophy of history. Emphasizes current epistemological and methodological issues related to the study of history and evaluates various Christian and non-Christian historiographical perspectives. Prerequisites: One 300-level HIST course and Junior standing.

Attention to special and alternative education to federal, state and local guidelines; and to the influence of educational philosophies on programs and instruction in the secondary setting. Prerequisite: Admission to Teacher Licensure Program.

Presents effective intervention strategies and the link between discipline and character development, while exploring various models, methods, and approaches for managing and modifying students’ classroom behavior. Explores instructional design principles congruent with the Virginia Standards of Learning.

Explores the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on knowing and understanding theories of human development to incorporate children’s individual differences and guide learning experiences. Considers individual differences (socio-economic, racial, ethnic, religious, physical and mental) with the approximate timing and effects of age-related changes and at-risk factors such as attention deficit disorder, substance abuse, child abuse and neglect, and family disruptions on normal development. Analyzes children within the context of family, culture, and community. Emphasizes the importance of partnership with families and communities in the teaching and learning process. Cross-listed with UEC 441 and ETLC 541.

Study of the foundations of education in the U.S. Explores the historical, philosophical, and sociological development and organization of American education. A portion of the course is devoted to education and the law -- both federal and state -- and to the legal status of teachers and students. Establishes a philosophical foundation of education and surveys various worldviews that affect education today. Contemporary issues in education are examined, such as class management, as well as reflection of personal educational philosophies, attitudes, and aptitudes for teaching. Professional growth and a commitment to life-long learning are emphasized. Cross-listed with ETLC 542.

Developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject to meet individual learner needs.

An observation and participation practicum taking place in a public or private school for at least 45 hours under the supervision of Regent faculty. Students will complete reflective journals and coursework demonstrating an understanding of the roles of teachers. (Middle school placement for secondary licensure candidates.)

Additional In-depth participation and micro-teaching practices in public or private school settings for at least 45 hours under supervision of Regent Faculty. Instruction and follow-up will occur. Prerequisite: UED 480A Practicum I. (High school placement for secondary licensure candidates).

Current practices in teaching History and Social Science in secondary education. Emphasis is on current issues, research literature, and the role of technology in History and Social Science. Teachers will also explore how to teach History and Social Science to diverse learners.

Current practices in teaching History and Social Sciences in secondary education. Emphasis is on the use of best practices with emphasis given to History and Social Science discussions, writing across the curriculum, ability to analyze data to improve student performance, the relationship among assessment, instruction, and monitoring student progress, the use of media and computers, and methods of improving communication between schools and families.

One semester (500-hour) supervised student teaching field placement experience in an appropriate classroom setting. Cross-listed with EFND 595.

Use of electronic performance portfolios to document student learning and professional reflection (Taken concurrently with the Elementary Pk-6 internship experience.) Prerequisite: UIS 350. Cross-listed with EFND 596.

Introduction to current issues in education and various facets of the Elementary educator’s role. The course includes an observation of PreK-6 classes to assist students in evaluating their qualifications and motivation for teaching. Students distinguish required state and national assessments as well as competencies necessary for licensure in Virginia. Includes supervised field placement. Prerequisite for upper level UIS and UED courses. Pass/No Pass.

Technology integration with a macro-level framework: planning, implementation and evaluation. Virginia technology standards introduced Issues regarding usefulness and effectiveness of technology integration in education.