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Erin Conklin’s eyes light up when she talks about the primary and secondary source student book she created for Duval County Public School’s African American Studies elective.
At the grocery store: “ Your students did such a great job documenting our localhistory! The gas station: “ Hey Joe, I heard you had a student doing some research about local mines in our community. What’s the name of that young lady who did a history project about Dickson Mounds? Hey, will you have Cooper call me?
Since 2021, the National Council for HistoryEducation has partnered with the Library of Congress’ Teaching with Primary Sources program on a nationwide program, “The Rural Experience in America”. The Library of Congress is developing a new education center that will break ground in the next few years.
Through a convening of educators and community organizations, new education resources for students spotlight localhistories in engaging new formats, telling stories from right in their own backyards
TCI, a leader in K-12 educational content and curriculum, is proud to announce that its K-6 and 7-12 Social Studies programs have received favorable reviews in the latest textbook adoption reports released by the Office of Instructional Materials & Library Services within the Mississippi Instructional Materials Review Board. More than 4.5
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.
Through my work as director of MIT’s Teaching Systems Lab , I’ve asked the question to teachers, school leaders, coaches, researchers and experts of all stripes (think: learning science, instruction, teacher education, culturally responsive teaching and so on), and it typically elicits more pauses and wonderings than answers.
Some folks know that I started my education career as a middle school Social Studies teacher in Charlotte, North Carolina. It also offers a YouTube channel on which historians discuss their work , making history come alive for contemporary youth. We could find history games at Playing History or Flight to Freedom.
Editor’s note: This story led off this week’s Future of Learning newsletter, which is delivered free to subscribers’ inboxes every Wednesday with trends and top stories about education innovation. Subscribe today! Systemwide, there’s not much emphasis on what students read to practice that skill.
I taught a class on localhistory. When I was a teacher in Washington, D.C. Students got to learn about places they had visited and people they had heard about. I’ve never taught a class where students were more deeply engaged in the actual content of the class.
A Step-by-Step Guide to Designing a 5-6 Day Unit on Native American History: A Collaborative Journey with AI Introduction: As educators, we constantly strive to create units that not only align with educational standards but also address the specific needs and skills of our students—especially those with IEPs.
My first exposure to history was reading the Samantha American Girl books when I was in first or second grade. I quickly became obsessed with petit fours and fancy dresses and my love of history has never gone away! This past weekend I volunteered at my local historical society’s annual cemetery walk.
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.
This article originally appeared on Usable Knowledge from the Harvard Graduate School of Education. These shifting demographics pose unique challenges for rural and suburban schools, many of which are unaccustomed to educating English learners and recent immigrants — or indeed to living in diverse communities.
For the past three summers, teachers rallied across the country to speak out against anti-historyeducation bills and to make public their pledge to teach the truth. Once again, we invite educators, students, parents, and community members to rally across the country and pledge to #TeachTruth and defend LGBTQ+ rights on June 8, 2024.
How do you study Blackness in a place that denies its localhistory of anti-Indigenous and anti-Black structural violence? One of the challenges we face as African Norwegians is that our history in the country we have come to call home often is not well known, both within and outside our communities.
For the past three summers, teachers rallied across the country to speak out against anti-historyeducation bills. The educator-led events received national media attention, providing a valuable counter narrative to the oversized coverage of the well-funded anti-CRT movement. Learn how at HEAL Together classes.)
This week was all about using EduProtocols to deepen understanding and get students thinking critically about history. Sketch & Tell-O and Annotate & Tell made sure students werent just memorizing but actually processing history. Wednesday Wednesday, I wanted to mix things up and bring in localhistory.
We also used Wicked Hydra to spark curiosity, Number Mania to connect history to local stories, and Brain, Book, Buddy, Boss to strengthen review and collaboration. It’s been a week of reflection, practice, and making history come alive through active, creative engagement.
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