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OPINION: Too many students just aren’t interested in what is being taught

The Hechinger Report

The best class I ever taught centered on the history of Washington, D.C. I was so excited to teach this class, I spent the summer collecting articles and artifacts from the local library and historical society. They learned about the history of their neighborhoods and the origins of the music they listened to.

Heritage 127
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Building Relationships: Connecting and Reconnecting with Cultural Centers

C3 Teachers

Image of New York State Archives and Museum in Albany, New York Making connections with cultural centers offers educators a measure of expertise outside their own content knowledge and pedagogical skill. Doing so also offers valuable resources that can be used to help bring history to life.

educators

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If I was teaching Social Studies today…

Dangerously Irrelevant

The UC Davis California History Social Science Project frames current events within their historical context , connecting students’ present to the past. We could participate in a number of free Massively Open Online Courses (MOOCs), including over a dozen on Chinese History from Harvard University. And so on… .

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Newcomer Students in Rural and Suburban Communities

Digital Promise

This article originally appeared on Usable Knowledge from the Harvard Graduate School of Education. For districts with very few immigrant or EL students, school leaders should first prioritize: Being culturally responsive to foster a sense of belonging among new families. Read the original version here. Read the original version here.

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“Charette and Jules Verne”

Life and Landscapes

This is “Extraordinary Voyages, t he Magazine of the North American Jules Verne Society” , Volume 31, Number 2, February 2025 It includes my article about “Charette and Jules Verne.” That is until the North American Jules Verne Society [NAJVS] published an article wondering if they had ever met.

History 98