 Thursday, April 8, 2021 @ 5:00 pm - 6:00 pm EDT
This presentation comes at a particularly challenging time in contemporary American life. With content for elementary, middle, and high school teachers, along with resources for principals, school librarians and curriculum leaders, this edWebinar will use media and specially developed lesson plans from WNET’s Mission US interactive game Prisoner in My Homeland, the PBS Asian Americans series, Unladylike2020, and other PBS and WNET-produced materials to help teachers answer students’ questions and contextualize current events through a broader understanding of Asian American history. Teachers will have access to materials for students of every grade band, from primary to secondary students. The presenters will share strategies and approaches for framing conversations, using writing prompts and encouraging civil discourse and critical thinking about anti-Asian racism. This edWebinar will be of interest to teachers, librarians, and school leaders of the elementary through high school levels. There will be time for questions at the end of the presentation. About the Presenters Cathlin Goulding, Ed.D. is the co-director of YURI: An Asian American Education Project. As the daughter and granddaughter of Japanese Americans incarcerated during World War II, the history and reverberations of the camps are key areas of her research, curriculum work, and writing. She teaches in the Adolescent Social Studies program at the City University of New York and lives in Queens. Freda Lin is the co-director of YURI: An Asian American Education Project and creates educational resources through an Asian American lens. This work focuses on developing curricula, youth workshops, and professional learning for organizations and K-12 schools. Her professional goal to transform people’s perspectives on marginalized stories began as an undergraduate of Northwestern University, where she led a campus-wide, community-supported movement for an Asian American Studies program. Freda was a history and leadership teacher in Chicago and San Francisco Bay Area middle and high schools, where she implemented new curricula and diversity programs to support more equitable schooling. After leaving the teaching field, she consulted with UC Berkeley History-Social Science Project on teacher coaching, curricula and grants research with the Center for Asian American Media, and social movement history tours with Freedom Lifted. Freda also served as the education program director of the nonprofit organization, the Fred T. Korematsu Institute, where she designed and implemented new projects and programming. Kristina Kirtley is a senior producer in kids’ media and education at WNET New York Public Media, New York’s flagship PBS station. She creates education resources for PBS LearningMedia and manages outreach to support WNET productions like Mission US, American Masters, and Films BYkids. She also leads WNET’s Youth Collective, a youth media and engagement initiative that aims to amplify youth voice and provide a platform for young people to engage in the important work of building a more ethical world. Previously, Kristina worked for eight years as a project manager at International Cinema Education, an NGO at the United Nations that uses film to teach students about global issues, and she also taught high school English for five years in the Bronx as part of the New York City Teaching Fellows Program. Kristina holds a BA in English from Stanford University and MA in education from City College. 
This September, I'll be facilitating an online workshop on theories of walking and designing a basic walk for the Brooklyn-based The Minor Collective. I've known Kass Minor for many years from our shared time at the Teachers College Inclusive Classrooms Project. Kass had the brilliant idea to bring educators together with expertise on outdoor learning to provide practical tools for using the outdoors as a safe and generative way of learning during the pandemic. The workshops include:
Here's my workshop description: Designing Walking Tours for Observation and Discovery How can an ordinary walk become an opportunity for observation and discovery? Michel de Certeau explains that to walk is to “make use of spaces that cannot be seen." Rebecca Solnit writes that walking is a “state in which the mind, the body, and the world are aligned.” In this course, participants will get an introduction to the foundational principles of a walking practice. These ideas will be complemented by case studies of educators who use walking as a pedagogical technique to uncover neighborhood histories and investigate our shared relationships with place. Finally, educators will learn how to design a walking tour for their classrooms and contexts, engaging walking as a lively, accessible format for thinking and feeling. Register by September 6th. Tickets are on a sliding scale: $45-200.  This volume explores the shifting tides of how political violence is memorialized in today's decentralized, digital era. The book enhances our understanding of how the digital turn is changing the ways that we remember, interpret, and memorialize the past. It also raises practical and ethical questions of how we should utilize these tools and study their impacts.
Cases covered include memorialization efforts related to the genocides in Rwanda, Cambodia, Europe (the Holocaust), and Armenia; to non-genocidal violence in Haiti, and the Portuguese Colonial War on the African Continent; and of the September 11 attacks on the United States. This edited volume will be released in July 2020 and includes my chapter, "Teaching and learning in virtual places of exception: Gone GITMO and the Guantánamo Bay Museum of Art and History." WHO TELLS YOUR STORY? / LIBRARY OF CONGRESS' TEACHING WITH PRIMARY SOURCES EASTERN REGION CONFERENCE6/16/2020
 A Library of Congress-funded project, Teachers Teaching Teachers: Primary Source Responses to 9/11, determined how 2019 participation in 9/11 professional learning experiences—a pre-grant activity—impacted in-service teachers’ classroom practice. This investigation involved reviewing lesson plans which use primary sources and 9/11 museum artifacts from the ten selected teachers. Selected teacher leaders showcased their lesson plans on March 5, 2020, in New York City.
The lesson plans will be stored on the Library of Congress' Teaching with Primary Sources Teacher’s Network and the Gotham Center for New York History sites. This will enable wide dissemination of 9/11 lesson plans so the 9/11 attacks receive greater emphasis in the classroom curriculum. Tuesday, June 16, 2020 @ 12:45pm We’re All in This Together: A Teaching with Primary Sources (TPS) Anthology of Collaboration With Elise Langan, Bronx Community College, Cathlin Goulding, Hunter College, City University of New York, and Julie Mauer, Gotham Center for New York History. This workshop has been moved to an online learning module due to the COVID-19 pandemic. It is a self-paced, open-access workshop. You can browse the readings, attempt some of the exercises, download and modify citizen design tools, and post some of your own work. Share your designs on social media by tagging #NCPH2020 #w9.  |
