Influence the next generation by becoming a history and social studies teacher.

Individuals looking to share their love for history and social sciences with middle and high school students can become effective and influential teachers by entering the Marian University Bachelor of Science in Broad Field Social Studies Education program.

We help our students by giving them the knowledge, skills, and hands-on experience needed to lead classrooms and cultivate positive and meaningful interactions. Those in the BS in Broad Field Social Studies Education program learn to analyze economics, history, geography, political science, psychology, and sociology to enhance their teaching skills.

Students combine their passion for geography, history, political science, sociology, and anthropology with a foundation of knowledge in student-centered teaching methods, quality classroom management, and assessment.

Broad Field Social Studies Education students are prepared to meet the challenges of today’s schools by giving them the skills they need to positively impact their classrooms and function effectively as a teacher. Upon graduation, students will be recognized by the Wisconsin Department of Public Instruction (DPI) to teach middle and high school and have earned a valuable content area credential in broad field social studies:

  • Early Adolescence-Adolescence Education Grades 5-12
  • Broad Field Social Studies (1701, EA-A)

Learn to teach history in grades 5-12.

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    Students observe teaching strategies, classroom management practices, and student development during their introductory clinical experience as freshmen and sophomores.
    Students engage in authentic practice at one of several discipline-specific 5-12 partner sites as sophomores and juniors while simultaneously studying models of theory and best practice in their selected content area.
    As seniors, students are placed at one site to complete both their pre-clinical and clinical practices. These placements provide students with increasing levels of opportunity and responsibility for demonstrating mastery of the planning-teaching-assessment cycle.

    Becoming a Classroom Leader

    Upon graduation, students will demonstrate:

    • An understanding of the Wisconsin teaching standards, including the expected knowledge, skills, and dispositions. Successful completion of embedded field experiences in partner schools as early as their first semester and consistently throughout each year of the program.
    • Academic competence in a broad base of general education and in a major appropriate for the licensure being sought.
    • An understanding of formative and summative assessments and an ability to design, evaluate, and reflect on student learning assessments.
    • Knowledge of a variety of pedagogy, methods, and materials (including technology) to effectively teach content knowledge, skills, and dispositions to children and adolescents.
    • The ability to design instruction effectively using a variety of strategies and adapting to encourage the development of critical thinking, problem-solving, and performance skills for all students. Candidates also reflect on the instructional process to improve future teaching and learning experiences.
    • An understanding of diverse student populations and the ability to apply appropriate instructional strategies and assessments that honor students’ diverse learning needs.
    • Program-specific professional development and networking opportunities through Marian Student Education Association and Kappa Delta Pi.

    Job Outlook For Teachers

    Source: BLS 8/1/2020

    Learn About Marian’s Unique Teacher Education Program

    Listen to Phil Johnson, Education Instructor, as he tells you how to become a teacher at Marian University. All instructors have real world, K-12 experience, and bring you their expertise in both public and private education. Marian's program is unique in that starting in your freshman year, you get real classroom interaction and observation. Small class sizes and courses that match up with field experiences are additional benefits. Many of our students have jobs prior to graduation.

    Explore Becoming a Social Studies or History Teacher

    Dr. Matthew Szromba, professor of history, walks through the history and broad field social studies programs. Programs are outlined by curriculum and what skills are developed throughout the programs. Students in the history and broad field social studies programs have traveled to Poland as part of a short-term class studying the Holocaust and to Ireland (twice) to learn first-hand about the potato famine among other historical topics.

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    The Program

    The Bachelor of Science in Broad Field Social Studies Education program features our core liberal arts courses and a challenging curriculum built on history and social studies. At Marian University, students find personalized support and instruction delivered by passionate faculty and staff and engage in field experiences as early as their freshman year.

    Wisconsin DPI Licensure: Early Adolescence-Adolescence Education Grades 5-12

    General Education Courses

    As a bachelor’s level student, you are required to take about 30 credits of general education courses as part of the 120 credits required for a bachelor’s degree.  Gen eds are required regardless of your major.

    All students take 10.5 to 17 credits in these areas:

    • Mathematical Reasoning
    • Argumentative and Research Writing
    • Introduction to Christian Theology
    • Interpersonal Communication
    • Introduction to Ethical Reasoning
    • First Year Studies

    Broad field social studies education majors will take courses covering topics such as:

    • History of U.S. from 1877
    • History of England
    • Social studies curriculum and methods
    • American government
    • Educating exceptional children

    For more details regarding this program, view Marian’s Academic Bulletin.

    Sample Course Plan:
    Download Sample Course Plan

    General Education Common Courses

    15-18.5 Credits

    (Freshman standing only)
    The course facilitates students’ transition into the college environment through exploring an issue related to civic responsibility in a multi-cultural world from a variety of academic disciplines. Students are
    introduced to the liberal arts, critical thinking, critical reading and academic research skills. Students learn how to identify their own learning needs and develop plans to meet those needs using campus resources.

    This course establishes essential understandings and skills in interpersonal communication. Students learn to appreciate, comprehend, receive and create messages one to one while using a variety of means to express themselves both verbally and non-verbally, increasing self-awareness that enables them to mindfully engage and interact with others.

    Introduction to public presentations, including topic formation, outlining, informative speaking, special occasion speaking, and use of multi-media. Through lecture, class activities, discussions, and projects, students will gain experience creating and delivering presentations. (COM 115 is recommended prior to this course).


    ENG 105 Expository Writing, or appropriate English placement test score

    A course introducing students to the principles of college research, with emphasis on analytical reading of research material, focused use of sources, and the methodology of citation and documentation. This course will focus primarily on the translation of critical reading and critical thinking into critical writing by reinforcing and expanding upon the rhetorical modes, the foundational mechanics, and the composition skills taught in the Expository Writing Course as well as the critical-thinking, critical-reading and library skills introduced in the First-Year Seminar. In this class, students refine their awareness of the resources of language and of the stages in the writing process. The course aims to make students proficient in standard edited English and to prepare them further for the writing they will do in college and in their careers.


    Introduction to the philosophical study of morality, including the processes whereby one reasons through choices concerning what we ought to do/ought not to do, what kind of person we are/ought to be, and which institutions help us to cultivate a just life with and for others. Besides providing familiarity with the primary questions addressed within moral philosophy and the most influential answers given by well-known philosophers, this course is designed to help students develop their abilities to read, explicate, analyze, and evaluate philosophical literature, write and express themselves well about their own ethical positions, and think critically and analytically about ethical issues.

    An introduction to Christian theology understood as the critical and reflective study of God’s revelation through the person, life, and teaching of Jesus Christ and of the implications of this revelation. Proceeding from the Catholic intellectual tradition and incorporating perspectives of other Christian traditions, this study aims to present theology as a striving for the harmony of faith and reason. Through critical study and reflection, students are introduced to specific concepts, terminology, and methodologies needed to participate well in on-going theological dialogue. Students have the opportunity to apply and reflect on their knowledge in written work, presentations, service-learning, community service, and/or retreat experiences.

    Students will investigate sets, logic and problem solving.

    General Education Areas of Reasoning Courses

    18 Credits

    Middle-Secondary Education Major Courses

    37 Credits

    Introduction to the foundation and philosophical background of education in the United States, through examination of principles, policies, current trends, and history. An overview of the knowledge and performance skills needed to become an effective teacher, including a 10 hour field experience in a partner school classroom.


    The course will focus on the educational implications of psychological principles and theories of child and adolescent development derived from research. The application of theories and principles will emphasize components of the teaching-learning situation.

    Introduces and begins to develop foundational skills for clinical practice such as lesson planning, instructional approach, assessment, integrating technology, and classroom management. Students will plan and deliver micro-lessons and engage in reflective practice. This course includes a 20 hour field experience.


    Critical examination of factors that impact student learning, ie: sexual orientation, gender, religion, socio-economics, language, and age. Forces of discrimination in schools are evaluated. Particular attention is given to critical race theory, educational equity, and critical social justice theory. American Indian culture is studied. Students have opportunities to develop relationships with people from various cultural backgrounds. Includes a 10 hour field experience.

    Pre-student teaching clinical experience for all teacher education candidates. Students complete a 60-hour field experience, under the supervision of the cooperating teacher. Students apply and analyze instructional methods, assessment alternatives, reading strategies, technology integration, co-teaching and collaborative methods, through teaching experiences and reflective practice.


    Permission of faculty


    Pedagogical theories are applied to authentic learning environments. Students compile comprehensive work samples for planning, instruction, and assessment. Student teaching experiences are shared with peers in a supportive manner.


    Permission by faculty


    Students engage in the practical application of educational theory and best practice during a full semester of student teaching that is developmental in scope and sequence, and corresponding to the student’s licensure program(s). Under the supervision of a cooperating teacher and college supervisor, the teacher candidate will assume full responsibility for planning lessons, delivering instruction, and assessing student learning.

    Exploration of theoretical reading foundations and current best practices to develop understanding of literacy in the content areas. Emphasis is placed on motivation, cognition, memory, and verbal processing as applied to reading methodology. Students will develop and implement lessons integrating reading strategies in content areas, assess results, and use data to design subsequent reading interventions.


    Addresses the characteristics of exceptional children and introduces successful inclusive teaching practices. Topics covered may include disability conditions, gifted and talented, legislation, collaboration, planning, assessment, response to intervention, and diversity. Includes a 20 hour field experience.

    3 credits from the following courses based on chosen content area

    A course designed to help the student to acquire the understanding and skills necessary to become an effective teacher of English at the middle and secondary level. The course stresses practical approaches and principles which may be applied during the student teaching experience. Topics include planning, teaching methods, classroom management, evaluation, grading, and curricular trends.

    Designed to assist aspirant social studies teachers in establishing curricular objectives; planning for instruction; evaluating learning in the social studies area; incorporating a variety of strategies and approaches in social studies education; and in promoting a sense of professionalism in the content area. Aspirant social studies teachers interact with area practitioners, make site visits, and engage in other appropriate activities.

    A course in writing objectives, building curriculum models, selecting evaluation procedures, studying existing educational systems, comparing various instructional materials and programs and observing the developmental levels of learning. Emphasis is placed on the application of inquiry in the exercise of scientific method, enabling the student to relate the processes of goal setting, planning, evaluation, and decision making to each investigation.

    A study of the goals and objectives of mathematics education in the middle and secondary school, the current trends in curriculum, instruction, assessment and evaluation, and the methods and materials used in teaching mathematics.

    Other Licensure Requirements

    11.5 Credits


    A study of the organization of ecosystems and human use of natural resources, including problems and opportunities generated by human interaction with the environment. Basic ecological principles are applied to current environmental issues and topics. Environmental case studies and current environmental literature are employed. Laboratory activities include field trips, simulations and other activities designed to enhance lecture topics.

    Introduction to public presentations, including topic formation, outlining, informative speaking, special occasion speaking, and use of multi-media. Through lecture, class activities, discussions, and projects, students will gain experience creating and delivering presentations. (COM 115 is recommended prior to this course).

    An introductory course which studies the nature and purpose of national, state, and local government, the Constitution, and the institutions and pressures of American society.

    A survey of the changes which occur during the entire lifespan as people develop: physical, motor, cognitive, moral, and social-emotional. Developmental theory and research data are critically considered. Application of existing knowledge about the variables which affect the course of development is emphasized.

    Broad Field Social Studies Additional Major Courses

    37.5 Credits

    A survey of world history taught through a theme such as trade, intercultural encounters, conflict, or ideologies, which draws connections across time and geography beginning in the Ancient World and ending in the 20th Century.

    A survey course in which the cultural, political and economic events that have shaped American history from the precontact period to 1877 will be explored. The course will pursue several key topics including the evolution of race and gender relations, independence, the emergence of popular democracy, the era of the Civil War and Reconstruction and the impact of industrialism and urbanization upon American life.

    A survey course in which the cultural, political and economic events that have shaped American history from 1877 to the present will be explored. The course will pursue several key topics including the continuing development of race and gender relations, the impact of industrialism, the world wars and the Cold War upon American life.


    A survey of the cultural, economic, political and social history of Wisconsin from the days of exploration to the present. The class emphasizes independent research and discussion.

    6 credits from the following:


    A study of the development of the church from apostolic times to the Reformation. Significant figures in the history of the church are studied with stress on the interaction of the church and the world.


    A study of church history from the Reformation to the present. The course focuses on the influence of the church on the world rather than on doctrinal matters.


    A survey of English history from ancient times to the present. Special attention will be given to the social, political, and economic developments that have influenced the course of English history.


    A study of the European powers during the period 1815-1914. Concepts such as liberalism, nationalism, conservatism, democracy and socialism are critically examined. The course concludes with an examination of the origins of World War I.

    A study of Europe commencing with World War I and extending to its current political and economic condition. The rise of dictatorships, trials of democracy, World War II, colonialism, post war economic revivals, social and cultural transformation, as well as the course and conclusion of the Cold War are explored.


    A study of various controversies within European history from ancient times to the present. These will include major historiographical controversies.

    An opportunity to study specific topics in the various fields of European history in a seminar type format. The topic(s) is drawn from the interests of the department faculty and students.

    6 credits from the following:


    The class explores the multiplicity of approaches historians use to conduct research, engage in historical preservation, present history to public audiences via historical societies, electronic media, and museums. The course is designed to familiarize the student with not only the historiography of public history, but also the theories and practice behind the presentation of history to public audiences. Pedagogical approaches include in-class study, presentations by public history practitioners, site visits, and through Service-Learning at an appropriate public history venue.

    A study of American federalism from 1787 to the present as manifested in the interpretation of the Constitution by the federal courts. The course focuses upon federal-state relations over time. Upon successful completion of the course students will have developed an understanding of federal supremacy and its changing nature in a political context.


    A survey of major foreign policy issues and the conduct of diplomacy from the end of the eighteenth century to the present. Emphasis is placed on twentieth century involvement of major powers in international conflicts. (Also INS 408)


    A seminar dealing with the political, economic, intellectual and social trends of the United States since 1933. Topics for discussion include the New Deal, World War II, Cold War adn the dramatic political, economic, foreign policy, social and cultural changes in American society during the last forty years.


    A study of the history of American Indians from precontact times to the present. Special attention is given to issues surrounding the continuing effect of contact/discovery, upon American Indians in a cultural, political and economic context.


    A study of the causes and course of the Civil War as well as its consequences for subsequent American history. The course will focus upon the key issues of slavery and race relations, the effect of industrialization upon sectional tensions, southern particularism and the social and political life of the era.


    A study of various controversies within American history from colonial times to the present. These will include major historiographical controversies.


    An opportunity to study specific topics in the various fields of American history in a seminar type format. The topic(s) are drawn from the interests of the department faculty and students.

    6 credits from the following:


    Provides the student with an opportunity to explore topics in ancient history from a Western or non-Western social, political and economic framework.


    A survey of events in the Middle East from the rise of Islam to the current day.


    A survey of economic, political, religious, and social change ad continuity in Latin America from the pre-colonial period to the present day. Latin America is defined as including the Caribbean Islands, Mexico, Central America and South America.


    A topical survey of the history of African peoples from human origins to the present. Regional historical developments; African social and political patterns; the impact of external contacts; imperialism and colonialism; nationalism and independence; current issues in Africa.


    A survey of civilizations in monsoon Asia from prehistory to the present. Emphasis is placed on cultural, political and social development of China, Japan and India, with some attention to Korea, Central Asia and Southeast Asia.


    A study of various controversies within World history from ancient times to the present. These will include major historiographical controversies.


    An opportunity to study specific topics in the various fields of world history in a seminar type format. The topics are drawn from the interests of the department faculty and students.

    7.5 credits as follows:


    An introduction to the overall functioning of an economic system with a view toward understanding the factors underlying income, employment, and prices on the aggregate level. Topics include such monetary and fiscal policies as suggested by the relevant theories discussed.



    This course is an introduction to microeconomics: the study of how households and firms interact and make decisions to allocate limited resources in the markets for goods and services.

    An exploration of the relationships among science, technology and society cross time and geography.

    An introduction to the science of psychology through a survey of the biological, intra-psychic, and social bases of behavior. Major topics include cognition, sensation and perception, motivation and emotion, personality, behavior disorders, and social elements of behavior.

    An introductory course to familiarize students with the field of sociology and the scientific study of human society. Includes study of culture, socialization, status and role, small groups, collective behavior, race, social class, social change and the basic social institutions. Emphasis is given to key sociological perspectives: functionalism, conflict theory, and symbolic interactionism.

    Please visit the Elementary-Middle Education webpage to read the Professional Standards of Marian University’s Education programs.

    Please visit the Elementary-Middle Education webpage to read the Mission and Learning Outcomes of Marian University’s Education programs.

    The Bachelor of Science in Broad Field Social Studies Education program, with a middle-secondary education license through the Wisconsin Department of Public Instruction, allows students to teach any history or social studies class at the middle to high school level. Graduates teach in school districts across Wisconsin and have graduated from law school or worked in government, corrections, the military, and social work.

    2014-15 Annual Analysis: Teacher Education Undergraduate Programs

    The education programs offered by the Marian University School of Education are approved by the:

    Wisconsin Department of Public Instruction

    American Association of Colleges for Teacher Education

    Marian University is accredited by the Higher Learning Commission.

    Please visit the Elementary-Middle Education webpage to read the Admission Progression Criterion of Marian University’s Education programs.

    Philip Johnson, M.S.

    Polly Manske, M.S.
    Assistant Professor


    As part of the Marian University Bachelor of Science in Broad Field Social Studies Education program, students will be met with a balance of theory and practice in social sciences, history, government, economics, geography, international studies, and sociology. With extensive knowledge in these areas, graduates are prepared to teach history and other social studies courses, especially following ample experiences at the front of the classroom.