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Principals across the dynamic landscape of schools today are searching for educators who possess a strong blend of content knowledge, teaching skill and critical reasoning.
GCU‛s Bachelor of Arts in History for Secondary Education opens the doors for a scholar to become a middle school or high school social studies or history teacher. The program meets the competitive demands of a teacher who thrives in a classroom setting. It provides a solid foundation in historical content and the classroom skills for a successful career in teaching.
The contemporary history programs at GCU explore the discipline thematically, as an alternative to the more common chronological approach. This program engages scholars in historical contexts that are relevant to their interests and contemporary society.Alignment to Standards
The College of Humanities and Social Sciences‛ 120 credit history for secondary education program at GCU consists of 54 required credits from the College of Education, and a semester long student teaching placement.
The coursework aligns with the requirements set by the National Council for Social Studies (NCSS) and meets the academic standards of certification in Arizona. The NCSS sets national standards for an institution‛s curriculum, to ensure future social studies and history teachers are equipped with frameworks for teaching, learning and assessment.
Learners will have the education to teach in any state curriculum. However, requirements for certification do vary from state-to-state and candidates must be aware of the guidelines set by the respective states they intend to pursue certification in.
The secondary education history program could serve as a platform to obtain the necessary credentials, such as a masters or doctoral level degree, to pursue a teaching assignment at the community college or university level.Program Highlights
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University‛s General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits||4 credits|
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
COM-263, Elements of Intercultural Communication: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301.||CWV-101/301, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments. Students are required to take 3 credits of college mathematics or higher.||MAT-144, College Mathematics: 4 credits||3-4 credits|
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||INT-244, World Religions: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
Required General Education Courses
|Course #||Course Title||Credits|
|HIS-110||World History Themes||4|
|HIS-144||U.S. History Themes||4|
|HIS-255||Historical Research and Applied Methods||4|
|Required General Education Course Total Credit:||12|
|Course #||Course Title||Course Description||Credits|
|EDU-230||Cultural Diversity in the Classroom||This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. Fingerprint clearance not required.||4|
|EDU-210||Foundations of Education||This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Fingerprint clearance not required.||4|
|HIS-350||Survey of Asian Empires||This course provides a historical survey of Asia, including India, China, Southeast Asia, Korea, and Japan. Emphasis is placed on political, economic, and social developments.||4|
|POS-301||Arizona and Federal Government||This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.||2|
|EDU-225||Instructional Technology||This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. Fingerprint clearance not required.||4|
|ESL-223N||SEI English Language Teaching: Foundations & Methodologies||The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum/field experience hours: 10. Fingerprint clearance required.||3|
|HIS-386||War and Revolution||This writing-intensive course examines the political, economic, and social aspects of selected wars and revolutions. It provides a comparative study of social conflicts with an emphasis on the patterns of individual and collective action, violence, and social changes.||4|
|EDU-213||Educational Psychology||This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Fingerprint clearance not required.||4|
|HIS-325||Ancient Mediterranean History||This course examines the historical and cultural developments of ancient worlds including Egypt, Greece, and Rome with an emphasis on social, political, and economic developments.||4|
|SED-454||Reading and Learning Strategy for Middle and Secondary Schools||This course develops a broad range of reading (from decoding skills to higher level critical thinking applications), teaching, and learning strategies to effectively enhance the learning of middle and secondary school students. A major emphasis is given to utilization of these strategies in the midst of today‛s socially and culturally diverse classrooms. Subsequently, teachers should be able to understand, evaluate, and promote effective adolescent literacy pedagogy. Practicum/field experience hours: 30. Fingerprint clearance required. Prerequisites: EDU-230, and one of the following: EDU-215 or EDU-210.||4|
|SPE-226||Educating the Exceptional Learner||This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum/field experience hours: 15. Fingerprint clearance required.||4|
|HIS-450||U.S. History Since 1945||This course examines the principal social, political, economic, and global events that have shaped the American experience during the Cold War era.||4|
|HIS-304||Methods of Teaching History in Secondary Schools||This course is designed to help secondary school teachers find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession. Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|SED-444||Secondary Methods and Data Driven Pedagogy||This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession. Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum/field experience hours: 30. Fingerprint clearance required.||4|
|SED-435||Adolescent Literacy||This course is designed to assist teacher candidates in understanding, evaluating, and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher level critical thinking applications. Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum/field experience hours: 30. Fingerprint clearance required.||4|
|EDU-450||Classroom Engagement and Management||This course is designed to allow prospective teachers the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space with consideration of diverse populations and environments. Prerequisites: EDU-230 and EDU-210.||4|
|SED-455||Secondary Curriculum Development and Assessment||In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: SED-444.||4|
|ESL-433N||Advanced Methodologies of Structured English Immersion||In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ESL-223N.||3|
|HIS-466||Southwest Borderlands||This course examines the political, social, economic, and cultural history of the Southwest Borderlands region, focusing on topics related to the American West, Native Americans, frontier/colonial theory, environment, and Chicana/o history.||4|
|SED-490||Student Teaching: Secondary Education||The student teaching experience includes practical classroom experiences, research and analysis, and teaching to support compilation and creation of a Teacher Work Sample (TWS). Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; senior status; a 2.8 GPA; successful completion of state mandated basic skills and content area exams or Praxis I® (Basic Skills) and Praxis II® (Content Area); and approval and placement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessment (AEPA) or the National Evaluation Series (NES). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.||8|
|Required Course Total Credit:||80|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||0 - 6 credits|
|Total Degree Requirements:||120 credits|
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. As of fall 2014, our 179-acre campus serves a growing student population of approximately 11,000. New modern classrooms, suite-style residence halls, popular dining options, resort-style swimming pools and a focus on creating a rich student life make GCU a top choice for high school graduates and transfer students.
The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.
* Please refer to the Academic Catalog for more information. Program subject to change.