After graduating from Southwestern University in 1986, I began my teaching career in East Texas at Union Grove High School. I taught 9 and 10th grade English. Having been raised in Dallas, life in East Texas was a bit of an adjustment (I jokingly refer to it as my 'peace corps' years). Aside from the cultural shock, teaching at a small rural school was a wonderful opportunity. I then moved to Fort Worth and taught 6th grade reading and 8th grade English. I know, you are wondering how did I end up in History? History is actually my first love but it is a difficult field to break into unless you also happened to be a coach. (I should have pursued volleyball in college!!) After I earned my Masters in History at Texas State, I finally got a chance to teach US History. I have been doing that since 1993. Along with teaching the freshman surveys, I also supervise student teachers in secondary social studies and teach a methods course for future social studies teachers. Currently any free time I have is spent working on a Master's Degree in Instructional Technology from Virginia Tech via the internet.When I first started teaching in 1986, I thought that instruction was the information that you taught. I saw the teacher as the all knowing leader who controlled her class with an iron fist. I took to heart the adage, 'don't let them see you smile until Christmas." Subsequently my first year in the classroom was awful and I was exhausted from trying to control my actions and those of my students. With experience both in the classroom and with my family, my definition has undergone a rather dramatic transformation. I now believe that instruction is the process of guiding others in exploring and learning new concepts, information and ideas. The duty of the teacher is to create opportunities for students to discover what they need to know.
HIST 1310 UNITED STATES SURVEY TO 1877 - ONLINE
HIST 1320 UNITED STATES SURVEY SINCE 1877 - ONLINE
History 1310/1320 Online does not meet as a class except for prescheduled testing dates (students can also opt to take the test at an independent testing center rather than coming to campus). I will have face to face office hours the first and second week of each term for students who need help but I have attempted to design the course to be extremely user friendly. In place of the traditional lecture, there are 9 online tutorials in each course that reviews critical information and images. Students are also required to participate in weekly discussion boards to analyze information in preparation for each of the three unit tests. In addition to the tests, students in each course will be asked to demonstrate their analytical writing skills in a variety of formats. In the 1310 section, students will be required to complete 2 short analysis papers of secondary source articles. In the 1320 section, students will be expected to create or complete an online webquest activity and develop an annotated bibliography of historical web resources.
Communication between students and between the instructor and students is primarily maintained through emails and discussion boards. It is an asychronized environment--meaning that there is never a time when the entire class will be online simultaneously. As the course is taught online, it is expected that students have reliable access to the World Wide Web as well as to a computer.
HIST 4200 RESOURCES AND PRACTICES OF THE SOCIAL STUDIES TEACHER - ONLINE
4200 is a capstone class for future social studies teachers at the secondary level. If you are planning to teach either in the 4-8 or 8-12 classrooms this is a course you should consider. If you are an undergraduate student seeking social studies composite certification, this is a course you must take as part of your degree program. The course is taught online and requires that students have reliable access to the World Wide Web as well as a computer. It is recommended that students take this course either while participating in their CI courses or the semester prior to student teaching.
The overall purpose of this course is to assist students in their transition into the role of social studies teacher. Readings, activities and discussions in this course are designed to encourage participants to develop a strong philosophical rationale for teaching all areas of the social sciences in our public schools. Emphasis is placed on participants developing their own plans that utilize various teaching methods and the Teks Standards.
Important to note that this course will not satisfy a core requirement of upper divisional elective hours nor is it designed for non-social studies major.