EDUC354

Description

The essential work of historians and social scientists-at all levels of learning-is the examination of evidence to construct meaning and draw conclusions. Whether students are analyzing photographs and maps in an elementary classroom or engaging in document-based writing in secondary settings, the core practices of historical inquiry remain consistent. This course supports teachers in developing the content knowledge, disciplinary practices, and pedagogical skills required by the Massachusetts Content Knowledge Expectations for Teachers in History and the Social Sciences. Using a workshop-based approach, participants will explore how educators can support students in thinking, reading, writing, and questioning like historians and social scientists. The course emphasizes historical thinking skills expected of Massachusetts-licensed educators, including analyzing and interpreting primary and secondary sources; understanding chronology, causation, and change over time; applying geographic reasoning; and examining civic ideals, institutions, and power structures across historical contexts. Grounded in the Massachusetts History and Social Science Curriculum Framework and the Worcester Public Schools Vision of a Learner Framework, the course prepares teachers to design standards-aligned, inquiry-driven curriculum that reflects the depth and breadth of disciplinary and content knowledge (U.S. History, World History, Geography, Civics, Economics, Law) required for licensure. Participants will engage with U.S. and world history, geography, civics, and economics through primary sources, picture books, historical fiction, and inquiry-based projects, strengthening their ability to make complex content accessible and meaningful for diverse learners. Course facilitators will model effective instructional practices using exemplary curricula and lessons currently implemented in Massachusetts schools. Throughout the institute, participants will collaborate, reflect, and begin designing a curricular unit aligned to their grade-level licensure expectations and instructional responsibilities. By the end of the course, participants will understand that providing students with authentic opportunities to engage in the work of historians and social scientists is a central expectation of history and social science teaching in Massachusetts and an essential pillar of strong curriculum, effective instruction, and meaningful learning.