Courses

 
A summary of university-level courses taught by Christopher Martell: 
 
CH300/515 Methods of Instruction, Elementary 1-6: Social Studies 
This section of CH 300/515 is designed to increase teachers' confidence and enthusiasm for 
teaching elementary social studies. This course reviews traditional and recent curriculum 
materials in elementary school history and social studies and analyzes social studies 
curricular goals for grades 1-6. The course aims to help teachers develop new 
teaching materials and classroom techniques for social studies education at various 
elementary age levels.

Syllabus: 
CH300-515SyllabusMartell.pdf 
 
SO 566 Developing Historical Literacy 5-12
This course is designed to prepare students to teach history at the secondary level. 
It will explore teaching skills and classroom methods in the discipline of history and how 
the other disciplines of social studies (government, geography, economics, psychology) 
can be integrated into the history classroom. It focuses on historical inquiry and the 
development of historical thinking skills. This course has three aims: To learn about recent
research and conceptual work in history education to help guide practice, to create
history classroom methods, and to share lesson plans with your classmates creating a
repertoire for teachers entering the classroom. By the end of this course, teachers should 
have acquired a substantial number of lesson plans to consider using during their first year 
of teaching.

Syllabus: 
SO566SyllabusMartell.pdf


SO 572 Curriculum and Methods for History and Social Science 
Education 5-12 
This course is designed to build upon earlier courses in the teacher education 
program and prepare students to become secondary social studies teachers. It will 
explore how teaching skills and classroom methods relate to the subject of social 
studies and the disciplines of history, government, economics, psychology, as well 
as other social sciences and the humanities. This course has three aims: To learn 
about recent research and conceptual work in history and social studies education to 
help guide practice, to learn creative history and social science classroom methods, 
and to share lesson plans with classmates creating a repertoire for teachers entering 
the classroom. By the end of this course, teachers should have acquired a substantial 
number of lesson and unit plans to consider using during their first years of teaching. 

Syllabus: 
SO572SyllabusMartell.pdf 
 

SO 930 Doctoral Seminar: The Nature of Social Studies Education
Designed as a readings course, students are assigned readings covering the breadth 
and depth of social studies education. In weekly meetings, the students and 
instructor will discuss the readings, emphasizing ways to connect the topics to 
possible research interests. This course will cover the theoretical and historical 
foundations of and current issues in social studies education. The final assessment 
in this course is the creation of a literature review. 

Syllabus: 
SO930SyllabusMartell.pdf 


SO 933 Doctoral Seminar in History Education 
Designed as a readings course, students are assigned readings covering the breadth 
and depth of history education. In weekly meetings, the students and instructor will 
discuss the readings, emphasizing ways to connect the topics to possible research 
interests. This course covers theory and research on history education. It is organized 
around the three major perspectives found in history education: disciplinary, participatory 
democratic, and critical. The final assessment in this course is the creation of a 
ready-for-publication research or conceptual article. 

Syllabus: 
SO933SyllabusMartell.pdf 


SO 935 Advanced Doctoral Seminar in Civic Education and Engagement 
Designed as a readings course, students are assigned readings covering the breadth and 
depth of civic education and engagement. In weekly meetings, the students and instructor 
will discuss the readings, emphasizing ways to connect the topics to possible research 
interests. This course will cover theory and research in civic education. It is 
organized around the three major themes in civics education: civic engagement and 
political socialization, citizenship education, and global citizenship. The final 
assessment in this course is the creation of a ready-for-publication research or 
conceptual article. 

Syllabus: 
SO935SyllabusMartell.pdf 


RS 620 Action Research and Practitioner Inquiry
Overview of the foundations and techniques for conducting action research and 
practitioner inquiry. Intended for future and current teachers, special educators, 
educational leaders, counselors, and other school-based practitioners. Students 
engage in planning, collecting, and analyzing data through an action research 
project with the intention of improving their professional practice and developing 
an inquiry stance. Students will develop an understanding of inquiry questions, 
conceptual frameworks, methodology, data collection and analysis, and the 
process of presenting work inside and outside schools.
 
Syllabus: 
RS620SyllabusMartell.pdf

SO 210 Confronting Persistent Social Inequalities in American Schools
SO 211 Racial, Cultural, Gender, and Social Identities in Urban Classrooms 
Examines issues of race, culture, gender, and identity in urban elementary classrooms. 
Course taught at the Trotter School; transportation provided. Includes a field placement.
Almost 150 years after slavery was abolished in the United States and sixty years after 
the Supreme Court’s Brown v. Board of Education decision, this nation continues to 
grapple with persistent social inequalities in schooling, often understood in terms of a 
racial achievement gap. This course examines the history, causes, and possible 
solutions for the achievement gap, or what has been astutely relabeled the opportunity 
gap and education debt. This course also examines issues of race, culture, gender, 
and social identity in the context of diverse urban student populations. It seeks to help 
young teachers, passionate about their mission and armed with best teaching practices, 
to thrive in urban classrooms by deepening their understanding of identity issues. 

Syllabus: 
SO210SyllabusMartell.pdf 
SO211SyllabusMartell.pdf 

CT 575 General Methods of Instruction 5-12 
This general methods course is for undergraduate and graduate students enrolled in 
the Boston University teacher preparation program for middle or high school. It includes 
preservice teachers who seek licensure in numerous subject areas including math, 
English language arts, science, history/social sciences, foreign language/English as a 
second language, etc. It is required and a prerequisite for the subject-specific methods 
courses. 
 
Syllabus: 
CT575SyllabusMartell.pdf