Content Area Courses

All students need to have sufficient knowledge of the subject they will be teaching.  Illinois State Board of Education requires a minimum of 48 quarter hours (32 semester hours) in the content area subject.  Students should meet with their designated Content Area advisor at the beginning of their program for an official written content evaluation and provide a copy to your academic advisor.  Requirements can be satisfied by undergraduate coursework or courses taken elsewhere.  Content courses must be completed before student teaching.

Requirements for Secondary Education History 

All coursework in the content area must earn a grade of C or better.

  • T&L 455 (also a required graduate class)
  • US History I
  • US History II
  • US History – upper level
  • US History – upper level
  • World History I
  • World History II
  • Non-US, World History – upper level
  • Non-US, World History – upper level
  • Non-US, World History – upper level

Additional licensure requirements:  (one course in each area required)

  • Geography
  • Economics
  • Political Science
  • Sociology/Anthropology

Course Requirements

Pre-Education Introductory Courses: 12 quarter hours required, grade of C or better required.

Advanced Standing Courses: 28 quarter hours required, grade of C or better required.

Graduate Level Content Area Courses: 8 quarter hours required, grade of C or better required.

Two courses in History or the Social Sciences at the graduate level are required.  Courses must be taken before student teaching if pursuing degree (not required for individuals pursuing licensure only).  Courses must be approved by your Content Area Advisor prior to registration and requires graduate level registration.

Student Teaching: 8 quarter hours required

Registration in student teaching requires completion of all requirements and procedures listed in the college core section .   EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.

Recommended/Optional Course

SCG 439 is required for middle school endorsements but is not required for the degree.  If taking SCG 439 for endorsement purposes, a grade of C or better is required.

Master of Arts (M.A.) Degree Requirements: 4 quarter hours required

This is a Master of Arts degree requirement only.  A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required. 

Licensure Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.  Secondary Education History majors must complete the following tests:

  • Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math.  Test is required to qualify for Advanced Standing.  *Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.
  • Social Science: History Content Area Test (test #114) – assesses
    and measures the candidate's core knowledge across history and social science fields.  Test is required before Student Teaching (deadlines apply)
  • Assessment of Professional Teaching (APT) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed; recommended to be taken before Student Teaching.
  • EdTPA - assessment conducted during the student teaching experience including video clips of instruction, lesson plans, student work samples, analysis of student learning and reflective commentaries. Students will submit an electronic portfolio to an outside agency for independent evaluation and a fee will be imposed by that agency as part of the assessment.

Field Experiences​​

Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.​

 

 

EDU 25

BASIC TECHNOLOGY LITERACY

(0 Credit) This online course provides students with a knowledge about assembling, using, and troubleshooting basic technology hardware and software. In this course, students demonstrate understanding of basic computer setup and the use of peripheral devices such as printers, speakers, flash drives, scanners, digital cameras, videos, and computer software.

T&L 424

INTRODUCTION TO SECONDARY EDUCATION

This course is an introduction to the DePaul Secondary Education program as well as the professional world of secondary school teaching. In this course, candidates develop the knowledge and skills necessary for being a reflective practitioner. Candidates focus on understanding themselves (professional identity) and their behaviors in teaching situations with students in schools. These insights, combined with subject-matter knowledge, guide the development of various course assignments. Candidates will learn how to observe effectively in a school setting, to identify school governance issues, to understand school environment and the current social issues that shape it, and will experience a variety of teaching methods and resources for their future teaching. Candidates will acquire knowledge of important social concepts and theories that affect education, especially as they affect educational change in urban societies. As candidates become aware of differences in individual, ethnic, and cultural group attitudes, values and needs, they also will learn to recognize the complexities of teaching and learning in a pluralistic society. Candidates will be committed to teaching as a responsible professional who acts ethically as well as in a collegial fashion. In addition to class attendance, candidates are required to complete 15 daytime fieldwork hours as part of the course. This course is a prerequisite to T&L 425. It is highly recommended that this course be taken concurrently with SCG 406.

SCG 410

INTRODUCTION TO RESEARCH: PURPOSES, ISSUES, AND METHODOLOGIES

(formerly CUG 400) This course will examine the basic questions, issues and theoretical frameworks central to the purpose, conceptualization, conduct, writing, reading and the use of educational research as a means for informing educational theory, practice and policy. Students will be exposed to the multiple frameworks which inform education research, the various methodologies employed in collecting and analyzing data and will examine the advantages, limitations and values implicit in conducting and evaluating research.

HST 393

TEACHING HISTORY AND THE SOCIAL SCIENCES

Teaching History And The Social Sciences (Cross-listed as SE 310/T&L 453)

T&L 453

TEACHING HISTORY AND SOCIAL SCIENCE IN SECONDARY SCHOOLS

Teaching, History and Social Science in Secondary Schools. Prepares for teaching history and social sciences at the middle and secondary school levels. Examines the nature and purpose of history and social sciences curriculum within secondary schools, the current status of social studies materials and practices, and issues confronting today's secondary social studies teachers. Emphasis on alternative teaching strategies, resources for teaching and learning, teachers' responsibilities in curriculum development and decision-making, and methods and materials for addressing cultural diversity. Lesson and unit development, evaluation and classroom management also will be discussed. 30 hours Level 2 Field Experience required.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 611

INDUCTION INTO THE TEACHING PROFESSION: SECONDARY

This course is designed to assist first-year secondary teachers to make the transition from student of teaching to teacher. The course creates a bridge between first-year teachers' formal education and the realities of their classrooms. In particular, the course provides assistance with the following: 1) understanding their induction into the profession; 2) analyzing their new educational contexts; 3) actualizing their educational philosophies; 4) developing their pedagogical knowledge; and 5) identifying and making the most of professional support systems within their schools. Prerequisite: Completion of student teaching or practicing teacher. PREREQUISITE(S): T&L 590 or practicing teacher.
Prerequisites:
T&L 590 is a prerequisite for this class.

TCH 484

TEACHING THE SCIENCES IN THE HIGH SCHOOL 2

This course continues students' immersion into the pedagogical content knowledge development and practices that began in TCH 424 and TCH 474. The course provides students opportunities to continue to explore and develop research-based and theoretically grounded best practices in the teaching of the different sciences, including biology, chemistry, environmental science, and physics with an emphasis on reflective and collaborative practice. The course provides extensive opportunities for planning, using, and evaluating a variety of instructional strategies, including the use of technology resources, through teaching demonstrations and modeling and field experiences. Students will fine-tune and reflect on writing instructional objectives, developing lesson plans, designing a curriculum unit, creating a classroom environment, and implementing instructional delivery strategies and methods that meet the needs of diverse learners, including English language learners and students who speak nonmainstream dialects of English. And like in TCH 471, students will reflect on and clearly articulate orally, in writing, and through practice an educational philosophy and theory. Students will also demonstrate commitment to teaching as a professional who acts responsibly, ethically, and collegially in accordance to Vincentian personalism.