Join us for an interactive session to inspire and equip you to teach the history of public school integration in America, and the lasting effects of integration efforts on students, schools, and communities. In this webinar, we'll show you how to use resources from the AMERICAN EXPERIENCE films, The Busing Battleground and The Harvest: Integrating Mississippi’s Schools along with support materials created by GBH Education. Teachers and their students can view film clips and use the support materials to answer essential questions such as "How were the combined efforts of everyday citizens,…

In this article, the author describes one way to teach about religion in elementary school social studies using the C3 Framework IDM model. The compelling question that guides the lesson focuses specifically on whether Judaism is a race, religion, or ethnicity. Each compelling and supporting question in the lesson is connected to one or more picture books that complicate student understandings of what it means to be Jewish. Students use these texts to develop answers to the questions. Throughout the lesson, students are asked to engage in formative performance tasks, but teachers are also…

This session helps teachers understand some of the common misconceptions when teaching about Hinduism. It goes over Hinduism’s core philosophies, as well as important points to keep in mind when discussing the religion and social practices in India. Teachers will be equipped with new teaching strategies, as well as updated, accurate, and culturally competent resources for their classrooms. What if everything you knew about Hinduism was wrong? What lessons have been learned from controversies around the country in World Religions Classes, like field trips, guest speakers, or trying on burkas…

Educators are teaching about religion in an increasingly volatile atmosphere. Islamophobia is on the rise as are incidents of anti-Semitism. Many Americans do not even know it’s legal to teach about religion. In recent years, uproars over world religion lessons, particularly on Islam, have caught teachers and school systems by surprise. In many cases, teachers had used the same activity for a decade, including letting students try on burkas and hijab. Should teachers avoid dress-up exercises, field trips and guest speakers? Or can they put in safeguards to avoid controversy? In this webinar,…

In partnership, the National Council for History Education and the National Council for the Social Studies present “In Pursuit of Equity.” The purpose of this Equity Summit is to engage multiple communities in deliberative discussions about opportunities for and challenges to equity in the United States’ past, present, and future. Drawing upon the complex history of race, ethnicity, enslavement, poverty, and immigration in the American experience, sessions will emphasize opportunities, activism, and student empowerment. This Equity Summit fosters actively engaged and informed…

Listen to an exclusive interview with the sister and brother team of Claire and Ralph Nader! These two longtime civic leaders and advocates for social, economic, and legal justice talk with James Damico, Professor of Curriculum & Instruction at Indiana University, about Claire’s recent book, You Are Your Own Best Teacher! Sparking the Curiosity, Imagination, and Intellect of Tweens. In this video, Claire and Ralph cover a range of topics and questions, including: Learning about your body The Commons How to wage peace What does it mean to be smart? Historical…

Bayard Rustin organized one of the most successful forms of protest in our country’s history—the March on Washington for Jobs and Freedom. Yet, he is often silenced within the PK-12 curriculum because of his sexual orientation as an out, gay man. In this webinar, Corey R. Sell, Associate Professor of Elementary Education at the Metropolitan State University, describes how he ueed the four dimensions of the C3 Inquiry Arc and the Library of Congress resources to design an inquiry that challenges both the dominant and heteronormative narratives of the Civil Rights Movement. Professor Sell also…

To acknowledge societal issues and problem-solve solutions that promote the common good, we cannot conceptualize current issues as “single factual narratives” or universalize our personal perspectives as the “one and absolute truth.” We should not debate whether systemic racism exists, but provide opportunities for students, precluding racist commentary, to analyze the data evidence and establish this conclusion on their own. Welcoming both conservative and liberal opinions into classroom discussion by using open race-related policy questions, like affirmative action, fosters an environment…

Join featured speaker, Dr. Sohyun An from Kennesaw State, to inform our understanding of Asian American experiences during the COVID-19 pandemic and pedagogical practices related to these topics. If you would like to read some of Dr. An’s work, we recommend Dr. An’s 2017 piece in the Journal of Social Studies Research, “Asian Crit Perspective on Social Studies” The presentation is brought to you by Teacher Education Research Collective (TERC).TERC is a project provided by CUFA through the NCSS Teaching with Primary Sources grant from the Library of Congress

Re-imagine social studies to be inclusive of underrepresented groups who are long-overdue to become normalized in "standard" social studies courses. By exploring the racial perceptions of current educators and how they experienced learning about race, we can investigate how racial optics may or may not influence our own curricular choices. Speaker: Julie Muhlenfeld-Johnson, New Market, Alabama