History (BA) - Secondary Education Track

Program of Study


Program Map

Plan of Study Grid
First Year
FallCredit Hours
ENGL 1101 English Composition I (minimum grade of C) 3
Select one of the following: 3
Quantitative Skills and Reasoning (or higher)
Introduction to Mathematical Modeling (or higher)
Elementary Statistics (preferred)
Area B1COMM 1110 Public Speaking or foreign language 1001, 1002, 2001, 2002 1 3
HIST 1111 World History to 1500 3
EDUC 2110 Investigating Critical & Contemporary Issues in Education (minimum grade of C) 3
HIST 1000 History Convocation 0
Area B2 ITDS 1779 (2), LEAD 1705 (2), PERS 1506 (1; may be repeated with different topic), PERS 1507 (2) 2
 Credit Hours17
ENGL 1102 English Composition II (minimum grade of C) 3
Foreign Language 1002 3
HIST 1112 World History since 1500 3
EDUC 2130 Exploring Learning and Teaching (minimum grade of C) 3
Area C Fine Arts. Select one of the following: 3
Art Appreciation
Comparative Arts
Music Appreciation
Theatre Appreciation
HIST 1000 History Convocation 0
Area WPEDS course 1
 Credit Hours16
Second Year
AREA FForeign Language 2001 (minimum grade of C) 3
HIST 2111 U. S. History to 1865 3
HIST 3105 History of Georgia (minimum grade of C) 3
POLS 1101 American Government 3
AREA GHIST 3000-level (US history) (minimum grade of C) 3
HIST 1000 History Convocation 0
EDUC 2120 Exploring Socio-Cultural Contexts on Diversity in Educational Settings (minimum grade of C) 3
 Credit Hours18
HIST 2112 U. S. History since 1865 3
AREA DScience/Tech/Math Preferred course is GEOG 2215 Introduction to GIS 3
HIST 3125 Historical Methods (minimum grade of C) 3
GEOG 1101 World Regional Geography (or other Area E World Culture course) 3
SPED 2256 Introduction to the Exceptional Learner in General Education (minimum grade of C; see note below) 3
There is a recent rule change for certification from the GaPSC. As of July 1, 2019, students must make a B or higher in the Exceptional Children's course. The course could be any of the following depending on your major: SPED 2256, EDCI 6228, KINS 4245, SPED 4115, PHED 6219 This rule change will not affect your graduation but you cannot become a certified educator with the state of Georgia until you receive the grade of B or higher in this course.
 Credit Hours15
Third Year
AREA DScience w/ Lab 4
KINS 1106
Lifetime Wellness
or Concepts of Fitness
AREA GHIST 3000-level (European) (minimum grade of C) 3
AREA GGEOG 3000-level or above (minimum grade of C) or POLS 3000-level or above (minimum grade of C) 3
AREA GHIST 5000-level (US) (minimum grade of C) 3
HIST 1000 History Convocation 0
 Credit Hours15
Area EBehavioral Science. Select one of the following: 3
Principles of Macroeconomics
Principles of Microeconomics
Moral Philosophy
Introduction to General Psychology
Introduction to Sociology
AREA GHIST 5000-level (Non-Western or European) (minimum grade of C) 3
Area CHumanities. Select one of the following: 3
World Literature I
World Literature II
Comparative Arts
The Western Intellectual Tradition
Introduction to Digital Humanities
Historical Perspectives on the Philosophy of Science and Mathematics
Introduction to Philosophy
AREA GHIST 3000-level (Non-Western) (minimum grade of C) 3
HIST 1000 History Convocation 0
EDSE 4205 Teaching the Diverse Learner in the Social Studies Classroom (minimum grade of C) 2 3
 Credit Hours15
Fourth Year
AREA GHIST 5000-level (US, Non-Western, or European) (minimum grade of C) 3
EDSE 4245 Teaching Social Studies in Grades 6-12 (minimum grade of C) 6
HIST 4795 Senior Research Seminar (minimum grade of C) 3
AREA DScience Non-Lab 3
 Credit Hours15
EDCI 4485 Student Teaching 2 10
EDUF 4115 Classroom Management (minimum grade of C) 2 2
 Credit Hours12
 Total Credit Hours123

If starting a new language or needing a review, choose the foreign language option.


Requires admission to Teacher Education.

Additional Notes

This program map illustrates appropriate coursework for completing a degree within four years, provided that course grades allow for earned credit. Please consult with your advisor to determine when courses can be switched out with others and taken in a different semester or sequence than illustrated since not all courses are taught every semester.

  • This map is for illustrative purposes only and does not constitute a legal contract on the part of CSU since degree requirements or course offerings could change. As always, check with your advisor.
  •  Students must complete "Area A " (ENGL 1101 English Composition I, ENGL 1102 English Composition II, and MATH 1113 Pre-Calculus or MATH 1131 Calculus with Analytic Geometry I) prior to reaching 30 hours and earn a "C" or higher in all three courses.
  • As of Fall 2013, all undergraduate students are required each semester to meet the 2.0 institutional GPA standard for satisfactory academic progress.

Admission Requirements

Admission into the Teacher Education Program.  During the sophomore year, students intending to complete a teacher education program make formal application to the teacher education program. Normally, this occurs after the student has completed three semesters of full-time course work. Admission to Teacher Education is completed through TK20.  For further information please go to https://cqtl.columbusstate.edu/teacher-education.php.

Admission to the Teacher Education Program is based on the following:

  • Completion of EDUC 2130 Exploring Learning and Teaching (or approved equivalent) with a grade of "C" or better
  • Completion of 45 earned semester hours in the core with an overall GPA of 2.50 or better on all transcripts and a CSU GPA of 2.50 or better
  • Completion of nine earned semester hours at Columbus State University with a minimum institutional GPA of 2.5 (required of all transfer students)
  • Satisfactory performance on the GACE Program Admission test or an exemption based upon satisfactory scores on the SAT (1000 combined score), ACT (43 combined score), or GRE (1030 combined score)
  • Good academic standing during the semester in which admission is requested
  • Completion of FBI background check with fingerprints indicating no criminal record or discharge from the armed services that could prevent recommendation for teacher certification
  • Completion of the Program Entry level (350) of the Georgia Professional Standards Commission's Georgia Educator Ethics Assessment
  • Health and PE majors only: Certificate of successful completion of the Health Fitness Test
  • Have not been withdrawn, removed from or denied admission to a teacher education program or student teaching at CSU or another institution.
  • Failure to disclose information and/or submission of false information may result in immediate dismissal from the College of Education and Health Professions Teacher Education Program.

Additional admissions criteria may be applied at the departmental level. Admission decisions are appealable to the College of Education and Health Professions Undergraduate Council.

Additional Program Requirements

To be eligible for CSU's recommendation for a Georgia professional teaching certificate, students must complete a rigorous program of coursework. They also must meet certain other criteria required by the Georgia Professional Standards Commission. Please contact the COEHP Student Advising & Field Experiences office at 706-568-2191 or 706-568-2194 for further information.


Program Learning Outcomes

  • Explain the causes and consequences of major historical events and processes and situate these events and ideas within a broader historical and thematic context.
  • Compare and contrast historical developments across time, space, and cultures.
  • Analyze a variety of types of primary sources drawing on appropriate historical context.
  • Critically evaluate (compare and contrast and explain the evolution of) different scholarly interpretations of historical evidence.
  • Utilize resources including library catalogs, archives, and electronic databases to assemble primary and secondary sources relevant to a historical question.
  • Frame answerable historical research questions and construct persuasive and clearly written historical arguments drawing on primary and secondary source evidence, using appropriate professional documentation methods.
  • Demonstrate proficiency in planning instruction based on standards and knowledge of students.
  • Demonstrate proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn.
  • Demonstrate proficiencies related to assessing learning and teaching and using assessment data to adapt instruction for improved student learning.
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching