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Responding to a summer of riots: Principles for teaching about sensitive issues in the history classroom

Becoming a History Teacher

Photo by Mathias Reding on Pexels.com We both began our teaching careers shortly after the September 11th attacks on the World Trade Center in 2001. But how should we approach this in the history classroom? As history teachers we often problematise controversial issues to ‘see both sides of an issue’. Grosvenor (2000, p.157),

History 121
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The Limitations of Being a Disconnected Nomad

A Principal's Reflections

The problem is that the majority of educators in 2014 still feel this way. I offer up this walk down history lane as a call to action. There still are too many disconnected nomads leading schools and teaching our students who have yet to experience the unlimited potential that connectivity offers. Image credit: [link] ?I

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Lincoln’s Emancipation Proclamation: Sorting the Real from the Myth

Teaching American History

Ray Tyler Ray Tyler was the 2014 James Madison Fellow for South Carolina and a 2016 graduate of Ashland UniversitysMasters Program in American History and Government. The post Lincoln’s Emancipation Proclamation: Sorting the Real from the Myth appeared first on Teaching American History.

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Most Mississippians can’t pass U.S. citizenship exam. Is American history education the problem?

The Hechinger Report

citizenship test, which assesses basic knowledge of American history, according to new survey results released earlier this month by the Woodrow Wilson Foundation. Officials from the Woodrow Wilson Foundation say these results point to longstanding problems with the way American history is taught in schools. history to be lacking.

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OPINION: Why it’s time to diversify and modernize science teaching

The Hechinger Report

Between 1998 and 2014, the percentage of freshmen intending to major in science increased among most ethnic and racial demographics and also among women, according to a study by the National Science Foundation. History proves otherwise. There has been some progress. As of 2018, membership was still only 9 percent female.

Teaching 124
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Why I Teach Women's Studies at an All-Girls Catholic School

ED Surge

I teach at the only all-girls school in the state of Minnesota. To build on our founders’ mission, the school began offering a women’s studies elective titled “Women and Society”, which I have proudly taught since 2014. The course covers the history of feminism then and now, which includes an extensive lesson on gender violence.

Teaching 107
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Teaching kids not to be scared of math might help them achieve

The Hechinger Report

In the fall of 2016, increasingly frustrated by his inability to motivate his students despite his energetic teaching style and popularity inside the classroom, he was drawn to the idea that addressing emotional barriers might help them. In 2014, 83 percent of the school’s students graduated within four years; last year, 91 percent did.

Teaching 110