Boulder Valley School District’s Post

The #AmericanHistoricalAssociation just published their findings from a two-year study on middle and high school #USHistory. Public school teachers across the country report that the importance of their content and what they teach needs to be recognized, and they need more instructional time dedicated to teaching #USHistory to "help students grow into informed participants in a vibrant #democracy." (Data from 9 states were included in the study: Alabama, Colorado, Connecticut, Illinois, Iowa, Pennsylvania, Virginia, Texas, and Washington.) See: "What are American Students Learning About US History?" #AmericanHistoricalAssociation https://lnkd.in/ep5GRxt5 American Lesson Plan | American Historical Association American Lesson Plan: Teaching US History in Secondary Schools reports on insights gathered during a two-year exploration of secondary US history education. www.historians.org #TeachersOfLinkedIn #CivicsEducation

This is VERY well done by the American Historical Association. Why? Because it leans on the expertise and experiences of actual teachers. More associations should follow this model to combat the misinformation and disinformation circulating about the U.S. #education system. Listen to #teachers.

Curious about what and how students are actually being taught in history class these days? Check out this new report from the AHA. "This report distills insights gathered during a two-year exploration of secondary US history education to illuminate the three levels where decisions are made about what students learn: the state, the district, and the teacher. Combining a 50-state appraisal of standards and legislation with a nine-state deep-dive into local contexts, we commissioned a NORC at the University of Chicago survey of over 3,000 middle and high school US history educators, conducted long-form interviews with over 200 teachers and administrators, and collected thousands of pages of instructional materials from small towns to sprawling suburbs to big cities (Fig. 1). The US education system—diverse, devolved, and divided—could never be captured by the blunt slogans that have dominated partisan media and drawn attention from even more careful observers." https://lnkd.in/g7prMeBb

My latest article on the terrifying Christian Nationalism, rewriting of history and antisemitism on display in the Texas Board of Education testimony on the new curriculum. https://lnkd.in/gFaNYsrM

Keep Those Liberty Lights On... Spread the Gift of Contextual Knowledge of the Founders and their Actual Context to History.... Not the Great Divider Nonsense but the Real Story of People Working Together for Better in the Manner of Continuous Improvements. From Inception the Quakers and others of Faith and Humanity knew better and those of Strong Faith understood the Wrongs and worked for the Rights... Constitutional Rights through God Given Liberties... Unfortunately, as we see all Around us these days Humans are highly corruptible that is precisely why we need strong Constitutional knowledge AND Operable Checks and Balances... Hillsdale College is working to help on Outreach with more than 40 credits of Shared Value through Proud American History of Exceptional Teamwork #togetherforbetter core logic Providential Liberties >>> Constitution >>>> Emancipation >>>> Suffragette >>>> Civil Rights and Continuous Improvements through the Golden Rule and Exceptional Teamwork Accomplished much in less than 250 years and that's what only 10 generations in. Lead from the Bottom Up for better for Americas working and middle class because Our Country needs you for better on Exceptional Teamwork. Learn up and share the knowledge. #BeExceptional #BuildfortheValueonTeamwork #ValueinContext #FactswithCompass

From Panama to Arizona: A Journey Through Education Discover the stark contrast in educational systems between Panama and Arizona through a personal story. Explore the outdated history curriculum in Arizona and ponder the progress made in the education system by 2024. #EducationalJourney #PanamaVsArizona #OutdatedCurriculum #EducationSystem #ProgressInEducation #PersonalStory #EducationComparison #GlobalPerspective #EducationalDiscrepancy #EducationalDevelopment

Alongside 150 colleagues from throughout the University of California system, including many major figures in Middle East Studies: Stacy Fahrenthold, Heghnar Watenpaugh, Patricia Morton, Sholeh Quinn; those engaged in cutting-edge Holocaust research: UCLA's Michael Rothberg, and leading and rising historians and area studies specialists: Marian Schlotterbeck and Archana Venkatesan, we sent a letter to UC President Michael Drake calling on him to rescind his plan to spend millions of dollars imposing “viewpoint neutral history of the #MiddleEast ” on our campuses and students. We explain that if the UC administration determines “how and what we teach” in our field, it will “set a chilling precedent” affecting the teaching of all topics of public concern and critical debate like climate change, histories of racism, #genocide, and mass atrocity. We note that his statements question the academic integrity of “scholars already engaged in the historical study and teaching of the Middle East,” and remind him that “the sole responsibility for maintaining the quality of our universities’ academic programs” rests with the faculty. We ask him to “to reaffirm the independence and integrity of UC faculty to educate without outside interference; to rescind the call for “viewpoint-neutral history” that directly undermines the prerogative and ability of UC faculty to educate students.” And we ask him to reaffirm his commitment to protecting academic freedom and the First Amendment right to free speech for students, faculty and staff around the war in Gaza, Israel/Palestine and any other issue of public concern and debate. #AcademicFreedom #history

Want to learn more about the intersection between math and social justice? Come check out my virtual session on 1/27 at the University of Arizona's MEAD conference titled "Integrating Social Justice into Algebra Instruction." https://lnkd.in/epH-8iDX

Attention Massachusetts secondary history/social science teachers and curriculum coordinators: Join us on June 26, 2024 for a full-day workshop, "Unbroken Bonds: The Meaning of Slavery and Abolition in a Northern Textile City." Lowell is known as a historically significant hub of textile production. Less often, is it examined as a place where, in the antebellum period, capitalism and slavery intersected, prompting Lowellians—Black and white—to actively oppose slavery. During the workshop we will: • Investigate the connection—and tension—between the southern agrarian slave economy and Lowell’s industrial capitalism. • Consider how and why Lowell’s mill workers, whose livelihoods relied on slave-picked cotton, participated in antislavery activities. • Discuss methods for including the perspectives of Black and white Lowellians in teaching about abolition. • Examine ways to help students apply history’s lessons so they, too, become changemakers in their community. This program is funded in part by Mass Humanities. https://lnkd.in/eZU_KR6k

Latest review: "Gavin develops a theoretical framework of the nostalgia spectrum...[and] the important connection that our understanding of positions and roles on the spectrum is greatly influenced by the education we receive in higher educational institutions...the control of college curricula is the battle for history repeating itself and for reinforcing the advantageous social stratification of those who have power in creating policies, ideologies, and practices. https://lnkd.in/g27C8gYz