<description>Ep.3: Passionate About Project-Based Learning

Moderator: Jane C. Lo is Assistant Professor of Social Science Education in the School of Teacher Education at Florida State University. She studies social studies education broadly, with a specific focus on civic education. Her recent works on student political engagement and project-based learning can be found in Theory and Research in Social Education as well as Democracy &amp; Education. Reach Jane at jlo@fsu.edu. 

This podcast is an audio extra to her January/February 2018 articles in Social Education, where she served as Guest Editor. Social Education is a journal of the National Council for the Social Studies. 

Link to Jane’s Social Education article here: https://www.socialstudies.org/node/50761

Heard in the Podcast:

John Larmer is editor in chief at the Buck Institute for Education (BIE), where he wrote and edited BIE’s project-based curriculum units for high school government and economics, and the PBL Toolkit Series. In 2015, he co-authored Setting the Standard for Project Based Learning, published by ASCD. For 10 years John taught high school social studies and English and co-founded a restructured small high school. He can be reached at johnlarmer@bie.org or on Twitter @johnlbie.

Stacie Brensilver Berman taught U.S. History for 10 years at Edward R. Murrow High School in Brooklyn, N.Y. She is currently a doctoral candidate in Social Studies Education at New York University writing her dissertation, “Behind the Times: The Struggle to Include LGBTQ History in High School U.S. History Classes.” 

Robert Hallock teaches social studies at Sammamish High School in Bellevue, Washington, and has served as a reader for the AP World History Exam. He can be reached at hallockr@bsd405.org. 
____

Social Education co-authors:

“The ‘Secret Ingredients’ of Problem-Based Learning: A World History Perspective” (page 40)
Robert Hallock (credited above)

Kathryn Smoot currently teaches social studies in Florham Park, N.J. She previously taught AP World History for five years at Sammamish High School in Bellevue, Washington. 
___

“Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement” (page 35)

Stacie Brensilver Berman (credited above)

Diana B. Turk is co-author of  “Teaching Recent Global History” (Routledge, 2014) and Teaching U.S. History (Routledge, 2009), and author of several articles and chapters on innovative approaches to teaching history in middle and secondary schools.


Become a member of NCSS here: https://www.socialstudies.org/membership/join_renew</description>

Ep.3: Passionate About Project-Based Learning

Mo…

Ep.3: Passionate About Project-Based Learning

Moderator: Jane C. Lo is Assistant Professor of Social Science Education in the School of Teacher Education at Florida State University. She studies social studies education broadly, with a specific focus on civic education. Her recent works on student political engagement and project-based learning can be found in Theory and Research in Social Education as well as Democracy & Education. Reach Jane at jlo@fsu.edu. 

This podcast is an audio extra to her January/February 2018 articles in Social Education, where she served as Guest Editor. Social Education is a journal of the National Council for the Social Studies. 

Link to Jane’s Social Education article here: https://www.socialstudies.org/node/50761

Heard in the Podcast:

John Larmer is editor in chief at the Buck Institute for Education (BIE), where he wrote and edited BIE’s project-based curriculum units for high school government and economics, and the PBL Toolkit Series. In 2015, he co-authored Setting the Standard for Project Based Learning, published by ASCD. For 10 years John taught high school social studies and English and co-founded a restructured small high school. He can be reached at johnlarmer@bie.org or on Twitter @johnlbie.

Stacie Brensilver Berman taught U.S. History for 10 years at Edward R. Murrow High School in Brooklyn, N.Y. She is currently a doctoral candidate in Social Studies Education at New York University writing her dissertation, “Behind the Times: The Struggle to Include LGBTQ History in High School U.S. History Classes.” 

Robert Hallock teaches social studies at Sammamish High School in Bellevue, Washington, and has served as a reader for the AP World History Exam. He can be reached at hallockr@bsd405.org. 
____

Social Education co-authors:

“The ‘Secret Ingredients’ of Problem-Based Learning: A World History Perspective” (page 40)
Robert Hallock (credited above)

Kathryn Smoot currently teaches social studies in Florham Park, N.J. She previously taught AP World History for five years at Sammamish High School in Bellevue, Washington. 
___

“Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement” (page 35)

Stacie Brensilver Berman (credited above)

Diana B. Turk is co-author of  “Teaching Recent Global History” (Routledge, 2014) and Teaching U.S. History (Routledge, 2009), and author of several articles and chapters on innovative approaches to teaching history in middle and secondary schools.


Become a member of NCSS here: https://www.socialstudies.org/membership/join_renew

Ep.3: Passionate About Project-Based Learning

<description>Megan Jones is the Director of Education Programs at the National September 11 Memorial &amp; Museum in New York City. In this podcast she discusses how social studies teachers can impart the significance of 9/11 to a generation with no living memory of it, while underscoring its ongoing relevance today. She is joined by Jennifer Lagasse, also of the National September 11 Memorial &amp; Museum in New York City.</description>

Megan Jones is the Director of Education Programs…

Megan Jones is the Director of Education Programs at the National September 11 Memorial & Museum in New York City. In this podcast she discusses how social studies teachers can impart the significance of 9/11 to a generation with no living memory of it, while underscoring its ongoing relevance today. She is joined by Jennifer Lagasse, also of the National September 11 Memorial & Museum in New York City.

Ep.1: The Past is Present: Teaching 9/11 in a Changing World

<description>Andrew Zetts is a social studies teacher at Jenkintown Middle/High School in Jenkintown, Pennsylvania, and a graduate student at Villanova University. In this podcast he uses his experiences studying at the National Archives to discuss ways to use primary sources in the social studies classroom. His topic: Debating the Civil Rights Act of 1875. This podcast is an audio extra to his October 2017 article in Social Education,  journal of the National Council for Social Studies. We thank his co-authors Kimberlee Ried and Andrea (Ang) Reidell  of the National Archives in Kansas City and Philadelphia respectively.

[1] Sumner Civil Rights Bill; 12/1/1873; Records of the U.S. House of Representatives, Record Group 233. Online Version, https://catalog.archives.gov/id/1986640. And, Memorial of the Colored People of Georgia in Favor of the Sumner Civil Rights Bill; 1/26/1874; Records of the U.S. House of Representatives, Record Group 233. Online Version, https://catalog.archives.gov/id/1991057.

[2] Doringo, Ric. “We Need the Lessons of Reconstruction.” Teaching Tolerance. June 8, 2017. http://www.tolerance.org/blog/we-need-lessons-reconstruction.

[3] Rosen, Hannah. “Teaching Race and Reconstruction.” Journal of the Civil War Era 7, no. 1 (2017): 67-95. Accessed July 6, 2017. https://doi.org/10.1353/cwe.2017.0013.

[4] Use the following URL to access the DocsTeach website: https://www.docsteach.org/.

[5] United States Congress. “An Act to Protect All Citizens in their Civil and Legal Rights.” Statutes at Large. 43rd Congress, 2nd Session, Volume 18, Part 3. 1 March 1875. From Library of Congress, A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774-1875. https://memory.loc.gov/cgi-bin/ampage?collId=llsl&amp;fileName=022/llsl022.db&amp;recNum=364. Pages 335-337 of this document provides the entire text for the Civil Rights Act of 1875.

[6] “Black-American Representatives and Senators by Congress, 1870-Present.” History, Art &amp; Archives: United States House of Representatives. Accessed July 26, 2017.http://history.house.gov/Exhibitions-and-Publications/ BAIC/Historical-Data/Black-American-Representatives-and-Senators-by-Congress/

[7] Pindell, James. “Welcome to America’s golden age of political activism.” Boston Globe, January 24, 2017. https://www.bostonglobe.com/news/politics/2017/01/24/groundgame/ oB0e1onE4q6AaztzShw0PM/story.html.</description>

Andrew Zetts is a social studies teacher at Jenki…

Andrew Zetts is a social studies teacher at Jenkintown Middle/High School in Jenkintown, Pennsylvania, and a graduate student at Villanova University. In this podcast he uses his experiences studying at the National Archives to discuss ways to use primary sources in the social studies classroom. His topic: Debating the Civil Rights Act of 1875. This podcast is an audio extra to his October 2017 article in Social Education,  journal of the National Council for Social Studies. We thank his co-authors Kimberlee Ried and Andrea (Ang) Reidell  of the National Archives in Kansas City and Philadelphia respectively.

[1] Sumner Civil Rights Bill; 12/1/1873; Records of the U.S. House of Representatives, Record Group 233. Online Version, https://catalog.archives.gov/id/1986640. And, Memorial of the Colored People of Georgia in Favor of the Sumner Civil Rights Bill; 1/26/1874; Records of the U.S. House of Representatives, Record Group 233. Online Version, https://catalog.archives.gov/id/1991057.

[2] Doringo, Ric. “We Need the Lessons of Reconstruction.” Teaching Tolerance. June 8, 2017. http://www.tolerance.org/blog/we-need-lessons-reconstruction.

[3] Rosen, Hannah. “Teaching Race and Reconstruction.” Journal of the Civil War Era 7, no. 1 (2017): 67-95. Accessed July 6, 2017. https://doi.org/10.1353/cwe.2017.0013.

[4] Use the following URL to access the DocsTeach website: https://www.docsteach.org/.

[5] United States Congress. “An Act to Protect All Citizens in their Civil and Legal Rights.” Statutes at Large. 43rd Congress, 2nd Session, Volume 18, Part 3. 1 March 1875. From Library of Congress, A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774-1875. https://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=022/llsl022.db&recNum=364. Pages 335-337 of this document provides the entire text for the Civil Rights Act of 1875.

[6] “Black-American Representatives and Senators by Congress, 1870-Present.” History, Art & Archives: United States House of Representatives. Accessed July 26, 2017.http://history.house.gov/Exhibitions-and-Publications/ BAIC/Historical-Data/Black-American-Representatives-and-Senators-by-Congress/

[7] Pindell, James. “Welcome to America’s golden age of political activism.” Boston Globe, January 24, 2017. https://www.bostonglobe.com/news/politics/2017/01/24/groundgame/ oB0e1onE4q6AaztzShw0PM/story.html.

Ep.2: Debating the Civil Rights Act of 1875

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