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tv   C-SPAN Educators Conference With High School Teachers  CSPAN  September 2, 2018 12:08am-1:09am EDT

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classroom. programmer, the included nearly 60 social studies and history teachers. theext, a forum with group's high school teachers describing their experiences in the classroom and their students. like to welcome all of you high school teachers to c-span. to spend a couple of days with us. we are anxious to learn how you do your business and what you think about today's educational institutions. what i will do is go through each of you and find out where you're from, what your name is, it ask you questions about the world at large, and get your response to that. >> this will take about an hour. >> let us start in the back and work our way up front. >> we. >> will start right over here, yes ma'am come what is your name and where you from? >> my name is shoshana adams from san diego county in
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cajon.nia, el >> and what do you teach? history, butd mostly history and social science for the last few years. i have done world history, government, u.s. politics as well as economics. >> how interested are your students in current affairs and politics? >> very. there are very motivated when they see that something in the classroom has application in the real world. they are interested to know that there is a way they can have a voice in it. they are not quite convinced, especially when i start with them, that they can interact with the world in a meaningful way that they can answer was current events, but they would like to. brian: sir? isgood morning, my name timothy romberg from san francisco, california, and a teach at skyline middle college
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in december know, a publicly funded dual enrollment program for motivated high school juniors and seniors to begin taking their community college courses early while still completing their high school diploma. students get set up to transfer to a four-year university in california after curriculum.he my role is the u.s. government and economics teacher for our students.el brian: how interested are the students in politics and government? >> my students love it. our entire class is based around current events. i feel like they really see their junior level u.s. history theory, andst as their senior-level government studies as practice, of how to actually become engaged in society and make a difference themselves. brian: and how did they get their current affairs? >> we research actively in class
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and students present current events to each other two times a week, based on things that are most interesting to them. brian: you? tucson arizona, i teach in bailey arizona empire high school. i am julie matthews, and i teach primarily american government advanced placement american government, and this year, we are adding a "we the people" course. what do you think the students find most interesting? them light upee when they can actively get involved. they like to have a chance to actually do busy ideas that they are seeing at their inner world and express their thoughts, but then also talk about the research behind those ideas, what works and what doesn't. brian: what is their number one source of news? >> a lot of students still watch
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news on tv, like local tv. i have them use like, a variety of internet resources. i figure they have students come in and talk about what they saw on the local tv station that morning. they use a variety of internet in my class and a variety of other media sources and at home, a lot of them are seeing it on tv. brian: john? >> i am from eastern long island. an adjunct professor at hofstra university and i teach ap government, and also a college original studies course focusing on economics and politics in new york state. brian: you have a technique used in order to get students involved in government and politics? >> yes, i let them talk. that? how do you do
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>> at ask them what their thoughts are on an issue better bring up, and he usually go on for about 40 minutes until you get to the end of the conversation. brian: what is their greatest influence on what they think? >> social media. social media, stephen colbert, things like that. things that they find entertaining, but they also rightly or wrongly believe our informational at the same time. brian: do they believe what they channels?hose >> some of them do. some of them know that they have to look at other sources, even the sources they disagree with. brian: where do they go together information for cross-referencing? >> the new york times, fox news as well. they balance themselves out. sense, i findod come of the seniors at least, that news sources have certain biases built in. most resources, but they use c-span a lot in the classroom as well. brian: you can say it all you want. [laughter] thank you.
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john? >> i teach and a high school in vienna virginia 50 miles from d.c.. brian: by the way, we know about you because of our own rachel katz, so be careful. john: i love, rachel. i am teaching ap u.s. history this year, and i taught u.s. history and u.s. government in the past. brian: what do you notice the most about your students when it comes to teaching about the affairs? public >> i wish my students took more advantage of their proximity to d.c. sometimes. i feel like some of them have never even been here, even on the metro -- and it is just down the metro. i think this year, i saw them toward the end of the year, become a lot more involved after what happened in florida. the parkland students were a big influence and i think it was great to see them get engaged. brian: why don't they take it
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manage of coming to the city on the matchup? >> because they live in a really nice suburban area, and why would they. some of them do, some of them are really into it especially in the summertime, but you know, they are busy. teenagers have a lot to do, we can attest to that, school, sports, friends, so for some of them, it is not a priority. but i think it are class, we tried to talk about all the opportunities they have. brian: mitchell? highteach at san benito school in hollister, california near monterey. i teach u.s. government, i formally taught ap government and u.s. history. i think for my students, my biggest challenge is to engage them in their own learning. so we try to engage them that i to engage inem their own learning, we tried to give them the skills and tools
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and confidence that the chemical difference in their community. the biggest challenge is, how do you do that? i do use current events. i try to be neutral in my teaching so that i give them resources that would be deemed liberal, moderate, conservative. we watch a lot of these clips including c-span. what we are trying to teach them to do is go beyond the soundbites and really dig a little bit. is this really accurate? what is the motivation behind me giving you this information? so we look at the fact and fact check.org. brian: so how do you find the truth for them, or how do they themselves?th for >> i let them find your own truth and i let them have an opinion, but i always say, what is your evidence to support the opinion? usually i get sentence after that, a lot of crickets in my
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classroom. but i encourage them to say, something. a year ago, arrested and said, "you know 3 million people voted illegally in the election?" and i go, somehow i missed that one. >> well, my dad told me." article.ring in the and she brought in the article, and it looked like a real news article. and after you did investigation, you did investigation, he realized it was from one of those websites, i will mention it -- in four wars, alex jones. and i said, do a little bit of research and realize how authentic and reliable your sources are. we have,he challenge our kids are really big on social media, they see everything, and also, a little bit of late-night tv. >> i teach at left eye is kentucky. i teach wrote history and u.s. history and last year, i taught u.s. government.
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brian: what is their number one interest when it comes to current affairs or history? >> i think students are really interested in the current political atmosphere. before,eone else said my students became really engaged after the parkland shooting. another thing that i was really impressed with was 100% of the students who were eligible to vote in the next general election, or registered, and that is because it was a really strong group of seniors who vote.ered students to i think participating in the next election seemed to be a priority for a lot of my students. brian: what impression do you get about how they feel about which government they want in the next election? >> i get the impression that they want a different government than the one that currently presides. brian: how do you see that? ini can just pick up on it the classroom, because when we
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have discussions, overwhelmingly, students are critical of the current trends but u.s. politics are taking, and they are very vocal about that. brian: pat? , i teach ap chicago , andnment and politics, government for english language learners. most of the students in that course have been in the united states for less than a year, so it is like a united nations of sorts. i will have any given semester, students from japan, china, jordan, the middle east, poland, central and southern america. brian: what do you teach and how long have you done it? >> you know, i think generally, i look back at my own school
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experience and it was outstanding, and i think i wanted to be a career student, so i made it a wise decision, the best decision i made, to quit law school and to be a teacher. how do i stay teaching? i think what some of these teachers have explained, the curiosity of the students. brian: how do you find the truth? a goal, especially teaching my ap government politics class, to have my students timely whether or not selfish. that is the semester-long goal. i tell them on the second day, to look around at everyone smiling face, because they're all selfish and self of armed, and they are all they care about. but we dialogue and we embrace it and have those conversations. i am in the chicago area, we are in a divided area.
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we are divided on the sides of the aisle politically, so we have great discussions, and we person said --e i listen. i let them talk. brian: jen? >> i am jennifer, i teach in a of houston.outside i have been teaching for 12 years, i teach government. brian: and why do you teach? >> for the students more than anything. i think that this is a lifelong calling. that when you have students who struggle with concepts finally understand it, it is a most rewarding experience you can have. brian: what technique do you use that works the best in getting their attention? >> i think that technology is probably the best in trying to bring technology in, allowing students to talk as others have said.
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state is left talk about themselves, when we talk about liberal and conservative, what it means, and what their own views are. i think that keeps them engaged. brian: how many of them differ -- it is probably hard to find this out -- from other parents think? >> i would say, very few. areaer, i was in a unique that is very closely divided, so it is interesting. some of my students will say that they differ, even though they not. some are exploring other information. brian: next? from california, i teach mostly u.s. history and i am transferring to arcata high were i will be teaching a pre-macroeconomics, and college microeconomics. brian: how many classes per day? >> five classes per day with about 150 students. brian: what is the most interesting class for your students? >> they want to see themselves.
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brian: explain? >> trying to make my west coast students understand issues on the east coast, the geography. something that often goes over their heads, they don't understand it, they have never there. so when they can grasp an issue that they themselves have either seen, experienced or come up their heads around, because it involves them come of that is something that they generally will engage in and understand. brian: what do you try to teach them is the best source of information? >> multiple sources. there is no single, best source of information if they want to understand an issue. they need to try to get different perspectives and understand what the influences are on those perspectives and come to their own understanding. brian: how long do your classes last? >> 50 minutes. >> i teach in lake st. louis at missouri.gh school in
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i teach and currently the fastest growing district in mis. i teach and currently the fastest growing district in the state of missouri, ap government and regular government and student leadership. brian: you have quite a senate race going on in the state of missouri? >> yes we do. brian: do the students care? i wish they cared a little bit more come honestly, coming intothat this current school year, i think we will be able to get them more involved in the process, to be able to understand more of what is happening. brian: a you are allowed to go outside the classroom and anyway and introduced him to history or any kind of current affairs around the area? >> yes, we can, as long as we have filled trip revisions, we can go putting much wherever the school district allows. brian: do you ever do it? >> i haven't taken kids outside of the school yet, no. brian: rebecca? edmund, andcca from
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i will be teaching at westmore. brian: oklahoma? >> oklahoma. i live in norman, and i will be teaching ap world history, world history and american history, and i teach as an adjunct professor for central texas college of for sale military ale military se base what is the difference between teaching students at the school and bundles at the military school? -- they areary active military, and one of the things they say at the end of the course is, i take off to the constitution. i really did not know anything about it, i didn't know what it said, i did not know it was a saying that i would defend, and they learn what it means. and i would say, my has posted
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his can the course the same way. brian: you have a panel of the american flag? >> from the supreme court. i have had it for several years. brian: do you wear it every day? >> not every day. . brian: are you a pen person like madeleine albright? >> [laughter] with the perl. it is from john kennedy's museum in -- and library, siamese something. >> how interested are you and all of this? you clearly must they attention to the museums. >> it is my passion and that is one of the things that students tell me. while, i didn't know this was real life. but this israeli life, it is every day, and am always appreciative of the administration and history it reaffirmscause
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that this does apply to you. working in mys favor. we are teaching this, and look what has happened, it seems like almost daily, you can tie it back to government and history. brian: kimberly? good morning, i teach in a high school, enrollment in michigan. world history, civics and government, current events, what cultures and women's 30's. brian: how many classes per day? >> five. brian: five. brian: how many students in each class? >> between 25 and 30. brian: what is the difference between teaching in april school or city school? >> our students have not had a lot of exposure to anything other than rural northern michigan for the most part. i was able to take students to winter, to go see
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the hamilton musical, and many of my students have never been to a big city before, quite a few of them had never been south of the 45th parallel, they had lived their whole lives closer to the muffled him that you quit her, and quite a few of them were dumbstruck as we walked around the streets, with their heads up, looking at the buildings. that theredisbelief could be that many people living in one place. brian: how do you find the money to pay for the tickets and a bus to get them to chicago? >> it was a partnership with honest achieved for american history, they do a "hamilton" education program for title i high schools and we were lucky enough to be chosen. we chartered a bus and the .ommittee came out in amazing support of our students we raised money to chart of the bus in just over two weeks.
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brian: what was the impact of these students on seeing the musical, "hamilton?" >> it was huge. the entire program throughout the semester -- that trip was actually in a december, and it gave them a real life experience hadnderstand that what we been studying all semester about the government of the united states, the federalist papers, the constitution, the fight for independence, that these were real people with flaws, but also people who made these heroic decisions and actions that created a country that we have today. brian: is it shayna? >> shane. lain shane. lanp [laughter] where are you from? >> i am from raleigh, north carolina. brian: what do you teach? >> i teach ap history and also constitutional issues, citing
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everything from political theory all the way to politics. brian: what does it mean to teach the "we the people" program? >> there was a program created by the center for civic education, and it involves repairing students for simulated congressional hearings, the accommodating activity. that students participate in the center for civic education provides a national competition for the program. brian: what happens to a student after they have been through this? >> they demonstrate an i think, levelr of civic engagement. they feel like they understand the way that -- they understand our system, its roots, the constitutional ideas, they have thought about the bill of rights, how you interpret the constitution. they have thought about all these things for themselves a muscle that by the end of the year they can speak incredibly
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knowledgeably and thoughtfully about american history, government and what they think will happen in our future today. >> i am from city montana, basically north dakota -- i am from southeastern montana. , and we coverment everything from secon psychology, economics, politics, a variety. brian: me change course of the debate. anything,you done, if about all the school shootings in the country over the years, and how has it changed the atmosphere in your school? >> it hasn't. i go to a lot of conferences and a lot of my good friends i have met, i have met julian in a conference before, and another friend of mine who is a teacher jersey. when parkland happens, economy up and said, i want to get the
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other side of the story, because my students are all for change. so i said, based upon my experience with the students and their interactions i've had, they don't see anything. it doesn't affect them whatsoever. so we had a nice discussion between the two of us, which led to a great conversation the next day with the students. i shared what his students were telling him and asked them, they said, we don't feel any different than we did before it happened, a complete different narrative than they got at the .ational stage there wabrian: was there school change in any way? >> there was talk. i think it was an interesting between what is happening in more urban areas, and what is happening in it rural areas. brian: bread?
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>> i teach and wells fargo north bread? >> i teach and wells fargo north dakota, and i teach rural geography and ap history. brian: why do you teach? >> i really enjoy being able to be with students every day, they are invigorating. they keep me on my toes and how i view the world. >> how did you train yourself for teaching history and events?nt and current >> i had no idea i could teach, and i spent a year doing americorps with youth. it was really impactful and meaningful and i took my background and brought into the classroom. brian: tell us about your americorps experience, where did you do it? >> i did it in rural vermont. i came from a rural area, somewhat, in a north dakota. i felt relative. to see the poverty, really changed my view on a lot of things and changed my view on how kids are supported and the trauma they come from. brian: how big a problem is it? >> in vermont, it was
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staggering. we serveddents who that were offered great, the didn't have electricity, food, health insurance was a huge issue, it really opened my eyes things. of i bring those experiences to the. brian: classroom. brian:, because my kids a lot of times, haven't seen it or don't want to see it that is the state of senator sanders. what impact does he have on these folks. the husband has been his number one goal, is to put a chicken in every pot. they like him? >> i was there in 2006, so i don't have a current view of it, but i know just by -- i am still friends with some people there, and there is a lot of support for him. through americorps, i work with the boys and girls club, we served low income people and there was a lot of support therefrom the people. >> i teach ap u.s. government and history at a high school outside of louisiana, read
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outside of baton rouge. big,e actually very one of the fastest-growing parishes in the state. brian: explain what a parish is? >> it is like a county. i am actually from kentucky, so it was definitely a change when i moved to louisiana. brian: what is the difference in education in louisiana compared to kentucky? >> not really. they both still have standardized testing, there is definitely a difference in the different types -- the different students to get to read i used to teach and a very high poverty area. now i moved to a different has changed,hat but it is definitely different in the demographics, the different hurdles you have to jump as a teacher. brian: what do you think impacts
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the students interest in learning? i'm thinking about parents versus, you know, having difficulty with poverty and all that. where do you see the impact? >> definitely parent involvement. if parents are involved, you see a lot of -- the child is really able to get better. they really learn. it is very difficult sometimes, to get parents involved, especially in those high poverty areas, but when they get involved, when you are able to get the parent income a you see a lot of changes in the child. brian: how many of your students college? >> a majority of them in the current high school go to college, about 70% to 80%. kentucky?t about in >> not sure. i never taught in kentucky, only grew up there. brian: ok. >> i am beth from claremont, california, and a teach ap
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government, college government, economics and world history. brian: are all those colleges in claremont yes, it has a huge impact in our students have is . that? has >> the students really drive the curiosity of the classroom, and sometimes, that is intimidating. we have students who want to come to claremont hav high school, because they think it will hitch their wagon to the right college, the right job, etc.. so it drives our school culture. brian: what happens to the student who is not from the kind of family? >> my worry is that they are intimidated, so it becomes a little mouse in the classroom and it'll have that kind of dinner table conversation. they feel that they can't throw their ideas out. i work really hard in the
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classroom to say, we are all just learning, but i bring it up because it is a struggle in our school. brian: what technique do you use to get somebody who doesn't appear to be ready to learn to get involved? leaders.hem i have them do what you are doing, realizing that it is often about the good questions, then hopefully, encourage them and what them grow and realize that it is not about what you did at dinner last night, it is about what you think and what you can do. brian: julian. >> i teach at the windsor school in boston, massachusetts. grades 5-12, i teach at high school as well, a survey of u.s. history course for 10th-graders, on american history elective in a junior year and a senior elective called "the politics of identity, race, class and gender." course?hat is a survey
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>> it is basically a course in the 10th year which highlights major themes in american history by looking at primary sources. brian: is there any way to define what most of the politics are of the students in your classes? >> yes, i think probably, using my collection, and the last presidential election, i probably something like 90% or more of the students voted for hillary clinton. brian: how do you teach the other side? >> i see that is my responsibility in the classroom, give them different news sources, different primary resources. one of the things i have been working on is trying to have students. from my school connect with students from other schools. particularly this coming year. i am working with the school in south carolina, trying to do a session where they can be immature see differences and
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also, ground. brian: any other technology that you use, any other video? >> we have a learning platform that we use for giving out alsonments, etc., but we use blog entries, video presentations, all of that, through our learning platform . other, have to say, each they influence each other. i work in a school where the students are so interested in current events. i remember one of my first opportunities to be at the school i am teaching at, before classes started, there was an ongoing debate about something they had heard that morning on npr. so they come ready to engage on the issues. brian: joanna? school in at the hunt princeton, new jersey, an independent school, and a teach
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i teach ap u.s. history. brian: what do you mean by independent? >> it is private, not affiliated with any religion or anything else. brian: what is the advantage of being an independent school compared to a public school? i taught in a public school prior to teaching in an independent school, and i think that the economic freedom that teachers have -- i teach ap, so there's obviously a standardized test involved, but i think there is flexibility in how i achieve the goal of getting the kids prepared for those, and there is also less micromanagement without administrators constantly looking over your shoulder. they come in, they observe, but that yous established, know you are doing, you are left to teach the way you want to teach it. brian: will get into ap classes? >> you have to meet certain requirements, in terms of
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history courses. anyone coming into ap history or ap government has to have -- if there was a hundred level class, a 93 or better and if it was an honors class, and 80 or better. if they had taken if the history before, they would have to get a 5.r a brian: what is your favorite thing about students? >> they are very honest. [laughter] i love their honesty. every day, you never know what you're going to get. just never know what will come of their mouths, where the conversation will go, so that keeps it entertaining as authentic.hink, brian: molly. ini teach and a high school
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st. louis, missouri, u.s. government and politics. this year i am adding current events and sociology and i also work with our speech and debate team. brian: so if i was in your first class this fall, first day, current events, what would you say to me? what would you want me to do? >> on the first day of current events, we spend a lot of time talking about what they know about what. is going on at all i have been taught the course for a few years, but that last time i taught it was right after michael brown was killed in ferguson. that was happening, and it happened over the weekend it right when we went back to school. so that is coming what we ended up talking about for several weeks. really just kind of at the very beginning, listening to what they had been paying attention to, and setting the theme for the semester, why would they attention to the news and why should we pay attention to the news. brian: why should we? >> we have to be informed. the two teachers i work with, they both teach government and
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current events as well, so we are actually rewriting of a curriculum this summer, trying approach.similar that everyone should be informed and engaged as citizens and how do we go about doing that? and before you can get engaged, you need to be informed, so how do find information? the biggest thing a few people have touched on is that they want to be able to do something with their unhappy with the current climate, but they don't how. so we talk about that, the first step is to be informed, because if you don't like something, you need to know how we got to that point. then we do start talking about what steps you can take to make changes. brian: if the student asked to, teacher, please tell me what is the best liberal source for news and what is the best conservative source of my what would you tell them? >> i would answer that. [laughter] brian: why not, why not? >> because i think, my goal is to make a safe space for every
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student. to discuss their opinions i work really, really hard to hide my leanings. so in any course i teach, i have a list of sources that we put together and it had u.s. national sources, international news sources, think tanks and journals. although the u.s. sources have center next to them and they can choose. if you are liberal or conservative, you can choose to kind of stick with the new source that you feel will speak to your ideas, but i challenge you at the end of the semester to look at the other side. i tell them the best way to get news, is to pick a liberal leaning source, a centrist was and a conservative leaning source, and see where they converge on something. that is probably where the fact our. the it is mostly opinion, and you can actually engage in conversation about that. get the facts from the three sources and go from there.
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brian: laura? >> i am from brooklyn arkansas. for a whilethere and in that time, i have taught ap u.s. government, politics, it be psychology, ap european betory and i will teaching ap u.s. history most of the day this year, and i have also taught world history and u.s. history. brian: what do you do on weekends? [laughter] >> spend a lot of time with my family. brian: you know what the most important thing about your city and arkansas? >> my people. brian: know, my mother was born there. i have been there. my grandfather was a railroader and started out there and came to loss of indiana with the railroad. the two titans of railroading --
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go mother and jay gould -- back to your students. how interested are they in current affairs in farewell, arkansas? >> they are very interested. but it depends on who you talk to. ap classes, usually, students are used to having to research a lot of things on their own and do a lot of outside reading, whereas a lot of the outside reading that happens and our course is going to be social media, everything so a lot of the times, they will see something on social media and come in and say, did you hear about this? did you hear about that? and my first question is, where did you get that from? a lot of the times, the places they got the information from is my-- i heard it at lunch, mum or dad texted me and told me during classes -- sometimes during class, but what i will do
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-- we will go to the local new source and then look at other news sources. brian: how do you know that of the semester that they have figured out anything when it comes to current affairs, history and all that? what is evidence that they have changed their knowledge level? >> usually the questions that they ask. so when i start out with the lower-level questions, i know that this is a new and ever for endeavor for them. then they get intrigue and start researching on their own. maybe because it might take them for makeup -- take them less time. but i am willing to take that time. we only have 45 minute class
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periods, so i have to talk fast. brian: how many students in your classes? >> between 25 and 30 and how six classes per day. brian: katie. >> i am from rockaway, new jersey. it be u.s. history, world history and special ed world history. brian: what do you think of your students? >> i love them. kids are kids everywhere. they want your attention, to feel important, and they want to. brian: understand what is going on how do you define the truth? >> is in the truth what it is according to who was writing it at the time? ask mykids to always
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favorite question, which is why? brian: how do you test them? class,use i teach an ap of course, there is the isndardized test, but it really an analysis, writing, questioning and debating in class, really having them getting to a higher level of questioning. about for the think students who cannot get into ap classes, are they losing out? i hope not. we have an open enrollment policy for ap, safe you are willing to do the work, you can jump from the lower-level to the level. in fact, this year, had a kid who i had in ninth grade and she will be in my ap u.s. history class this fall. brian: is there a particular technique you used to get their attention? >> humor. brian: are you funny? >> i think so [laughter] theiroming to them on level, using slang, talking
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about things they are interested expending that on a broader scope. brian: what were do they use today that is slang that most adults don't know? >> oh, boy. brian: forget it. i tell you what, i will go to carbon, no come back and ask you that. >> good morning, i teach u.s. history, in wilmington, delaware. brian: what is wilmington, delaware like? a badortunately, it has rap for a high rate of murder, however, the people who call it home enjoy its history in laying a key role in the board of the education ruling. a bad rap for murder, is very murder problem in wilmington? >> there is, but unfortunately, folks don't take time to understand what makes the city so wonderful. it is a midsize city and a lot
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of folks come unfortunately that is how it relates to what i teach. folks pick up the what is sensational but don't want to understand the people and the ideas on the ground. brian: how important is it to your students, if at all, that joe biden was the vice president and became a senator when he was 30? >> and think our students realize, i teach in a school identify asof them students of color. i think they realize that even though delaware has the rep of being a small state, we were the first state to ratify the constitution, and they take it with great ride, to see that they can be the game changers and influence what happens in our country. brian: is there any place you would like to send them to so they can see history somewhere? >> there are a lot of areas. brandywine played a crucial role in the civil war.
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the african american history museum in d.c., our students to be able to see that at the time it took place, opening not too long ago, i think was especially critical for our students to learn what is happening in the classroom and actually see it in person. there is no way you can match that by just reading it in a textbook. brian: how big was it to move them here to washington to see the museum? >> i think our school's rich history, we only opened three years ago, where the vast majority of our students go to college and perform extremely well, in philadelphia. i think folks are willing to give money and support our initiatives and get the kids out of the classroom. brian: so what is your word, katie? >> basic. brian: basic? >> basic. meaning average, going with the trends, what you ultimately don't want to be. they want to be extraordinary, special, popular. brian: tom. >> i am from lewisburg, kansas,
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just outside of the kansas city area. i teach ap u.s. history. brian: so how do you teach the truth? peoplen, like a lot of have said, you use multiple sources of information. as someone reference, choreography, how we are -- we tell history at different ages. students -- i think by the end of the year, one of the things they will say is that they are a historian. early on they think i am the historian, but by the end of the year, they know that they are historians. we teach vietnam a little different that we use to, we 1950's atory of the lot different of we used to a few years ago, so i think they like to see the difference there. brian: people think that kids today don't know anything about
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vietnam. is that something you'd bring to the classroom? >> if you are passionate about it, kids will buy into it. certainly, the things are a little bit edgy, like the countercultural, that type of stuff, kids by those things a little easier. do they know a lot about vietnam? no, they know it was a little bit controversial, the war that we may be didn't win, but when you bring energy to it and you start to dive into it, there is so much rich stuff that they engage with and that they are interested in. brian: the ever bring anybody to classified in vietnam? >> no, i haven't. it has been something i haven't done. brian: so how do you train yourself in his tree? , like we havehuge always done. we are always looking for a good book to read. besides that, you stick with primary sources, primary sources in the classroom. brian: jessica?
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>> i am jessica from columbus, ohio, and a teach in power at liberty high school -- powell. i teach it the government and regular government and this year, i will teach it ap european history in addition to those two. brian: what kind of scope did you try to get through on government class? >> what do you mean by scope. brian: what different parts of government do you teach? >> i look at standards. brian: created by the state? by the state and the college board. sore are actually similar, we look at the founding documents, we look at political theory, we look at the major institutions and lastly, linkage institutions, so media, interest groups, etc.. broadlly, trying to get a scope of all the different
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components that go into being a member of our society. brian: did you watch the semester on hold when you are teaching this, or do you see that students being most interested and in what aspect of this? >> the linkage institution, because that is how they can get ?volved give me an >> when we talk about political socialization, we are looking at who influences their belief about how the world works, about politics. is a number one source, as well as socially media. looking at voter participation, who votes and how they vote, and i think that spark their interest more than anything else. and you can branch off and look at the medium and interest group or dissipation. because a lot of that stuff is done at the local level. when you look at things like
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congress and the president, while it may be interesting, it .eems far away how brian: how often do you find a student who disagrees with their parents on politics? >> not at all. brian: what if they do? i think mostly the parents don't know. or there is conflict. i think for the most part, i think a lot of them are getending to kind of through high school. i think that is easier that way, and it is not just your parents, but your friends too. what they actually think and believe about a topic and sometimes be masked if it isn't popular or the right one. brian: ron. >> i teach in ohio, 20 minutes south of toledo my where i live
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and have taught at a charter school there, but i am in harrisburg now you know a famous historian from perrysburg? >> commodore perry was there for a while. brian: i am talking about a modern-day historian. brinkley. brian: did he ever come back. >> he spoke at a graduation. brian: so, when you teach? >> i have a teacher who we got hired at my school at the same time, but he was actually my teacher, three out of the four social studies courses took, just by happenstance. he was such an incredible teacher, so shout out to chris brian: what was his name? >> he just left his job.
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he was great with the students and you could tell that he was born to do that job. the kids loved him, he loved the kids. he was in encyclopedia of knowledge. i was really inspired by that. brian: i have to tell this group . he has had a tremendous impact on our site c-span and on the public. he wrote a book called the magic bus. it was about taking students around the country to historical spots. we stole his idea and created our own bus. that bus has moved around the u.s. since 1993. let's go to jp. i teach in lindale, texas. brian: what is that town like? >> we are a pretty small town.
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we are 80 miles east of dallas. is about 1500 and we service a larger community beyond us. to describe the politics of your students? >> they are very conservatives because that is how their parents have raised them. brian: is there a moment when somebody in your class who is not conservative gets a lot of attention because they want to argue? that.ave seen i teach public speaking and communication. classesly in the debate , where i have students for all the years of high school. i get to see that evolution over time. ist i see more than anything the gaining of empathy over time.
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>> to me, it seems like's job you could want. if that is what they choose, i would hope that they would stick because that is so important. leaders come not just local kind that. -- have that. listening for the purpose of understanding, not just response. brian: allison, you are next to last. i teach ap government, regular government and the next year, dual enrollment government. brian: how do you teach? >> a bunch of different sources. my students love social media.
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they will say look what i saw on twitter. we look at up and figure out what is going on. i like to give them new sources. i like to have them look at different things. what liberal site delay they like and what conservative site to they like #-- do they like? how much do they watch? >> it depends. the governor's race in ohio is pretty big right now. really following that and hoping that he gets elected. brian: has he been over to visit with the students? >> he has not. i'm hoping he will calm in the fall. at the time, he worked for president obama. he is very involved in our
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community and things like that. i hope the kids get involved. in ohio, you can register to before the primary general election. i thought all my students who are going to be 18 and the fall registered to vote in the primary. brian: what is the name of the democrat running for governor? >> richard cordray. he has had quite a few to roles in ohio. he was attorney general and worked on the economic board for president obama. his children are geniuses. they follow him and what he is doing. wine running against -- dewine running
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against them? >> he is. dave. last but not least, >> i teach in philadelphia. and politicsnment and american literature. brian: why do you do that? >> i have enjoyed learning my whole life on the people. i have respect for the teachers i have had. i am always looking for new information. i like the students. they drive me crazy sometimes and they keep me on my toes. there is always something unexpected. brian: how long have you been teaching? >> this is my fifth year. brian: would you change of venue in -- anything over the past
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five years? >> our students are going to a one-to-one program. i have been able to incorporate more technology. i have been able to get them to write more that way because they have the tools in front of them. thank you for coming to c-span for two days. thank you for your thoughts this morning. have a good experience. i know we will. [applause] if you are a history or social studies teacher, c-span classroom can provide you with hundreds of hours of content and lesson plans. learn more about free educational resources and sign-up to access our content. it is on our website at c-span.org/classroom. on newsmakers this weekend,
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our guest is stephen long. he talks about republican efforts to keep their majority in the senate and other issues leading up to the midterm election. he is a former chief of staff to senate majority leader mitch mcconnell. watch the interview sunday at 10:00 a.m. eastern. national book award-winning in-depth our guest on edition. our lives call it in -- call in program. her other novels include "brown " and other novels. watch list sunday from noon to 3:00 p.m. eastern area watch a
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recession next month with author geraldine brooke. c-span two.n this summer, c-span with the help of our partners spent time in alaska. we spoke with republican senator lisa murkowski who has served since 2002. senator lisa murkowski of alaska. there are not too many third-generation alaskans around, is there? sen. murkowski: it's getting to the more and more. we are contributing with a fourth-generation. we

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