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NCSS Institutes and Webinars

July 9, 2019 to July 11, 2019

Join us at the NCSS Religious Studies Summer Institute to increase your professional competency and personal confidence in teaching about religion while developing working relationships with leading experts and your fellow colleagues.

Religious Freedom Center of the Freedom Forum Institute
555 Pennsylvania Ave NW
Washington, DC 20001
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July 14, 2019 to July 17, 2019

Explore connections between US history and popular culture, earn credit, and visit Bethel Woods, the Woodstock festival grounds, and its museum.

Central Connecticut State University
1615 Stanley St
New Britain, CT 06053
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July 22, 2019 to July 23, 2019

Sponsored by C3 Teachers and National Council for the Social Studies, the IDM Summer Institute features hands-on opportunities for teachers to develop inquiry materials for use in their classrooms and to join a larger community of educators who share an interest in invigorating their classrooms through inquiry teaching and learning.

American University
Washington, DC 20016
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August 5, 2019 to August 7, 2019

How do we discuss controversial topics? Often, it seems, we rely upon superficial research of the facts, intimidation, or appeals to emotion. Yet, democracy depends on citizens charitably and accurately engaging each other’s arguments.

Harvard University
25 Quincy St
Emerson Hall in Harvard Yard
Cambridge, MA 02138
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March 26, 2019 - 7:00pm

Registration: FREE for NCSS Members

This hands-on webinar will suggest some starting places and strategies for empowering students to ask questions and seek answers in the collections. 
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March 28, 2019 - 7:00pm to 8:00pm

Registration: FREE

Joining with social studies departments throughout the Country, the Veterans National Education Program (V-NEP) is teaching the lessons of these wars in the classroom. 

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April 2, 2019 - 7:00pm

This presentation highlights a freely available digital game designed to foster young children's engaging inquiry with primary sources. KidCitizen is part of the Congress, Civic Participation, and Primary Sources Project. It is funded by a grant from the Library of Congress. The presenters will introduce KidCitizen and discuss how the models of learning showcased in the KidCitizen templates may be leveraged by teachers to support disciplined inquiry in primary grade instruction.

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April 9, 2019 - 7:00pm

Youth interest in politics, government, and current issues is at an all time high nationwide. However, civic education is minimized in curricula across the country and as a result students have few opportunities to engage with the controversial issues which inform their world and are most relevant to them. 

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February 5, 2019 - 7:00pm to 8:15pm
February 7, 2019 - 7:00pm to 8:15pm
March 14, 2019 - 7:00pm to 8:15pm
April 11, 2019 - 7:00pm to 8:15pm

During this webinar series participants will analyze the vast political, social, and cultural changes that took place in the United States beginning in the 1950s and lasting through the 1960s. We will discuss the vast divisions that developed in American society during this era, and ways that those divisions continue today. We will analyze how new voices emerged on the political scene during this period, and how and why some "radicals" distanced themselves from any form of politics.

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April 16, 2019 - 7:00pm

Registration: FREE for NCSS Members

The Statistics in Schools Program offers free online resources to K-12 teachers. Using real-life current and historical data, teach students statistical concepts to improve their data literacy skills.

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April 25, 2019 - 7:00pm

This webinar will introduce the sociology learning goals for College, Career and Civic ready students. In the first half of the webinar, sociologists will provide an overview of the four learning goals, the assessable competencies for each of the goals, and the connections to the C3 framework. In the second half, the directors of the American Sociological Association's High School program will present sample lessons.

Fee: $25 members/$50 non-members

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May 7, 2019 - 7:00pm

History and social studies educators often face the challenge of how to engage in the study of difficult histories with students. Although best practice in the field of Holocaust studies maintains that primary sources should be a central component of any study of the Holocaust, research demonstrates that most high school history and social studies teachers feel unprepared to teach the subject both in regards to historical content, and curation of primary sources. 

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