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tv   C-SPAN Educators Conference With High School Teachers  CSPAN  September 3, 2018 1:45pm-2:46pm EDT

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the survey for c-span. we appreciate your time this morning. thank you for walking us through it. --cently conducted they met with teachers. they talk about teaching kurt events and checking news and sources. this is about an hour. >> i would 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, and ask you questions about the world at large, and get your response to that. this will take about an hour.
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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 california, el cajon. brian: and what do you teach? >> english and history, but mostly history and social science for the last few years. i have done world history, primarily ap u.s. government, politics as well as economics. brian: 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 -- influence current events, but
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they would like to. brian: sir? >> good morning, my name is timothy romberg from san francisco, california, and a -- i teach at skyline middle college in december know, a -- in san bruno, 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. most of our students get set up to transfer to a four-year university in california after completing the middle college curriculum. my role is the u.s. government and economics teacher for our senior-level students. 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 studies almost as theory, and their senior-level government studies as practice, of how to actually become engaged in
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society and make a difference themselves. brian: and how did they get their current affairs? >> we research actively in class and students present current events to each other two times a week, based on things that are most interesting to them. brian: julie? >> i am from tucson arizona, i teach in bailey arizona empire high school. i am julie matthews, and i teach primarily american government and advanced placement american government, and this year, we are adding a "we the people" course. brian: what are your students most interested in? when do you see them light up? >> i think i see them light up when they can actively get involved in it. they like to have a chance to actively debate the ideas that they are seeing at their inner world and express their
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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? julie: a lot of students still watch news on tv like local tv. i have them use like, a variety of internet resources. i frequently have students come in and say what they saw on their 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? john: i am john from eastern long island. i am an adjunct professor at hofstra university and i teach ap government, and also a college regional studies course focusing on economics and politics in new york state. brian: you have a technique used in order to get students
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interested in government and politics? >> yes, i let them talk. brian: how do you do that? >> i bring up an issue and in a conversational matter ask them what their thoughts are on that issue. it usually carries itself 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, trevor noah, things like that. things that they find entertaining, but they also rightly or wrongly believe our -- is informational at the same time. brian: do they believe what they watch on those channels? >> some of them do. some of them know that they have to cross reference and 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. they have a good sense, i find , the seniors at least, that news sources have certain biases
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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. john? >> i teach and a high school in vienna, virginia, about 15 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 world and public affairs? >> i wish my students took more advantage of their proximity to
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d.c. sometimes. i feel like some of them have never even been here, 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 manage of coming to the city on the metro? >> 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 in our class, we tried to talk about all the opportunities they have. brian: mitchell? >> i teach at san benito high 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.
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instead of me trying to engage them, i want them to engage in their own learning, we tried to give them the skills and tools and confidence that they can make a 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 news sources that would be deemed liberal, moderate, conservative. we do watch a lot of news 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 information? what is the motivation behind me giving you this information? so we look at websites like factcheck.org. brian: so how do you find the truth for them, or how do they find the truth for themselves? >> i let them find your own truth and i let them have an
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opinion, but i always say, what is your evidence to support the opinion? usually i get sentence after -- silence after that a lot of , crickets in my classroom. but i encourage them to say, show me 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. i said, bring in the article. 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 "info wars," alex jones. and i said, do a little bit of research and realize how authentic and reliable your sources are. that is the challenge we have, our kids are really big on social media, they see everything, and also, a little bit of late-night tv.
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brian: kenny? >> i teach at left eye is lexington, kentucky. history and u.s. history and last year, i taught u.s. government. 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. like someone else said before, 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 were registered, and that is because it was a really strong group of seniors who registered students to vote. 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
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than the one that currently presides. brian: how do you see that? >> i can just pick up on it in the classroom, because when we have discussions, overwhelmingly, students are critical of the current trends that u.s. politics are taking, and they are very vocal about that and not shy to voice those opinions. brian: pat? >> i am from chicago, i teach ap government and politics and government for english language learners. 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. in any given semester, we will have it 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?
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>> you know, i think generally, i look back at my own school 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. why 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? >> i make it a goal, especially teaching my ap government politics class, to have my students try to tell me why they are 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, -- self absorbed, and that is
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all they care about. i embrace it. but we dialogue and we embrace it and have those conversations. i am in the chicago area, we are ox.ided, cubs or stocks -- s we are divided on the sides of the aisle politically, so we have great discussions, and we just talk as one person said -- i listen. i let them talk. brian: jen? >> i am jennifer, i teach in a school just outside of houston. 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?
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>> i think that technology is probably the best in trying to bring technology in, allowing students to talk, as others have said. students 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? -- from what their parents think? >> i would say, very few. however, i was in a unique area 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? >> i am from california, i teach mostly u.s. history and i am transferring to arcata high were i will be teaching a ap government pre-macroeconomics, and college
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, 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? >> contemporary. they want to see themselves. 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 been 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, 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 -- your class period?
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>> 50 minutes. >> i teach in lake st. louis at liberty high school in missouri. 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? >> um, i wish they cared a little bit more, honestly, but i think that coming into 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 introduce them to history or any kind of current affairs in your area? >> yes, we can, as long as we have filled trip revisions, we trip permissions,
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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? >> i am rebecca from edmund, and 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 fort sill military base. brian: what is the difference between teaching students at the school and bundles at the military school? >> they are active military, and one of the things they say at the end of the course is, i take off to the constitution.
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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. 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] i have an eagle with the perl. it is from john kennedy's museum and library, siamese something. -- library, so it means 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.
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while, i didn't know this was real life. but this is real life, it is every day, and am always appreciative of the administration and history happening, because it reaffirms that this does apply to you. that history is working in my 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. i teach world history, civics and government, current events , world cultures and women's studies. brian: how many classes per day? >> five. brian: how many students in each class? >> between 25 and 30. brian: what is the difference between teaching in a rural school or city school? >> our students have not had a
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lot of exposure to anything other than rural northern michigan for the most part. i was able to take students to chicago last winter, to go see 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 north pulled on the pole then theth equator. and quite a few of them were dumbstruck as we walked around the streets, with their heads up, looking at the buildings. kind of in disbelief that there 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 the institute for american history, they do a program for title i high schools. we were lucky enough to be chosen.
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bus, and thea community came out in amazing support. chartraised the money to a bus in just over two weeks. brian: what was the impact of these students on seeing the musical, "hamilton?" >> it was huge. we did the entire education program throughout the semester and the trip was in december. and it gave them a real life experience to understand that what we had 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. brian: just plain shane. [laughter] where are you from? >> i am from raleigh, north
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carolina. brian: what do you teach? >> i teach ap history and also constitutional issues, citing 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 incredible cover i think, level of civic engagement. they feel like they understand the way that -- they understand our system, its roots, the constitutional ideas, they have
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thought about the bill of rights, how you interpret the constitution. they have thought about all these things for themselves so that by the end of the year, they can speak incredibly knowledgeably and thoughtfully about american history, government and what they think will happen in our future today. >> i am from montana. i teach government, and we cover everything from psychology, economics, politics, a variety. brian: let change course of the debate. what have you done, if anything, about all the school shootings in the country over the years, and how has it changed the atmosphere in your school?
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>> 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 in new jersey. when parkland happens, economy up and said, i want to get the 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 national stage. brian: was there school change in any way? >> there was talk. i think it was an interesting dichotomy between what is
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happening in more urban areas, and what is happening in it rural areas. brian: brett? >> 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 government and current events? >> 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.
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brian: how big a problem is it? >> in vermont, it was staggering. we had students who we served that were offered great, the didn't have electricity, food, health insurance was a huge issue, it really opened my eyes to a lot of things. i bring those experiences to the classroom, 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. brian: what impact does he have on these folks? that has been his number one goal, is" to put a chicken in every pot." do 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.
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through americorps, i work with the boys and girls club, we served low income people and there was a lot of support there from the people. >> i teach ap u.s. government and history at a high school outside of louisiana, right outside of baton rouge. we are actually very big, 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.
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now i moved to a different school, and that has changed, but it is definitely different in the demographics, the different hurdles you have to jump as a teacher. brian: what do you think impacts 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. and, 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 go on to college? >> a majority of them in the current high school go to college, about 70% to 80%. brian: what about in kentucky? >> not sure.
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i never taught in kentucky, only grew up there. brian: ok. >> i am beth from claremont, california, and a teach ap government, college government, economics and world history. brian: are all those colleges in claremont yes, it has a huge impact in our students . brian: how's that? >> the students really drive the curiosity of the classroom, and sometimes, that is intimidating. we have students who want to come to claremont 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
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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 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? >> make them leaders. 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. get involved? >> make them leaders. brian: julian. >> i teach at the windsor school in boston, massachusetts. the 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
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elective called "the politics of identity, race, class and gender." brian: what is a survey course? >> 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, 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.
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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 also, ground. brian: any other technology that you use, any other video? immature see differences and >> we have a learning platform that we use for giving out assignments, etc., but we also use blog entries, video presentations, all of that, through our learning platform . i would have to say, each other, they influence each other. i work in a school where the students are so interested in current events. i remember one of my first
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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? >> i teach at the hunt school in princeton, new jersey, an independent school, and 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
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constantly looking over your shoulder. they come in, they observe, but once it is established, that you know you are doing, you are left to teach the way you want to teach it. brian: who gets into ap classes? >> you have to meet certain requirements, in terms of previous history courses. anyone coming into ap history or ap government has to have -- if there was an ap level class, a 93 or better and if it was an honors class, an 80 or better. if they had taken if the history before, they would have to get a 3 or a 5. 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. you know, you just never know what will come of their mouths, where the conversation will go, so that keeps it entertaining as
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well as i think, authentic. brian: molly. >> i teach and a high school in 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
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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 current events as well, so we are actually rewriting of a curriculum this summer, trying will to take a similar approach. 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 know 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.
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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 student. to discuss their opinions i work really, really hard to hide my political 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 left-right or 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
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converge on something. that is probably where the fact are. 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. brian: laura? >> i am from brooklyn, arkansas. i have been there for a while and in that time, i have taught ap u.s. government, politics, it be psychology, ap european history and i will be 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.
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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 railroadin. go 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
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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 so -- i heard it at lunch, my mum or dad texted me and told me during classes -- sometimes during class, but what i will do then is i will -- 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, and 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 endeavor for
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them. then they get intrigue and start researching on their own. maybe because it might take them last time, but for makeup -- take them less time. but i am willing to take that time. we only have 45 minute class periods, so i have to talk fast. brian: how many students in your classes? >> between 25 and 30 and six classes per day. brian: katie. >> i am from rockaway, new jersey. i teach 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
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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 my kids to always ask my favorite question, which is why? brian: how do you test them? >> because i teach an ap class, of course, there is the standardized test, but it is really an analysis, writing, questioning and debating in class, really having them getting to a higher level of questioning. brian: for the think about 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 upper level. in fact, this year, had a kid who i had in ninth grade and she will be in my ap u.s. history
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class this fall. brian: is there a particular and technique you used to get their attention? >> humor. brian: are you funny? >> i think so [laughter] just coming to them on their level, using slang, talking about things they are interested in and 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? >> unfortunately, it has a bad 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.
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brian: 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 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 where a lot of them identify as 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?
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>> there are a lot of areas. theof the places was african-american history museum. our students are able to see that. it was absolutely critical for our students to learn what was happening in the classroom. there is no way you can match that. tohow big of a deal was it move your students down here to washington to see that museum? >> we only opened three years ago. the vast majority of our students go to college. i think folks are willing to give money and support our initiatives. >> what is the word? >> basic. meaning pretty average, going with the flow.
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something teenagers do not aspire to be. cliques on just outside of the kansas city area. electives, sociality and recent u.s. history. >> how do you teach the truth? >> again, like a lot of people have said, you use multiple sources of information. as someone referenced, we tell history at different ages. 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 teach history of the 1950's a lot different of we used to a few years ago, so i think they like to see the difference there.
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brian: people think that kids today don't know anything about 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? -- anybody to class that fought in vietnam? >> no, i haven't. it has been something i haven't done. brian: so how do you train
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yourself in history? >> reading is huge, like we have 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? >> i am jessica from columbus, ohio, and a teach in powell at liberty high school. i teach it the government and -- ap 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. there are actually similar, so we look at the founding documents, we look at political theory, we look at the major institutions and lastly, linkage
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institutions, so media, interest groups, etc.. basically, trying to get a broad scope of all the different components that go into being a member of our society. brian: as you watch the semester unfold 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 involved. brian: give me an example. >> when we talk about political and in what aspect of this? socialization, we are looking at who influences their belief about how the world works, about politics. family usually, is a number one source, as well as socially -- as well as friends and social media. from there, looking at voter participation, who votes and how they vote, and i think that spark their interest more than anything else.
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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 congress and the president, while it may be interesting, it seems far away. 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 pretending to kind of get 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
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sometimes be masked if it isn't popular or the right one. brian: ron. hi >> i teach in ohio, 20 minuts south of toledo.i teach at charter school there, but i am in harrisburg now. brian: do 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. so a resume unto the -- tvt's so when we see them on -- so when we see him on tv -- brian: so, why do 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 stein. brian: what made him a great teacher?
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>> he was the kind of guy where if you are sure what you wanted to do in life, he loved his job. 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 is like an encyclopedia of knowledge, and i was really inspired by that. , before i leave i have to tell this group here that doug a tremendoushad impact on us here at c-span and our public because he wrote a book years ago called 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 united states's 1993.
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let's go to jp. >> i teach in glendale high school in glendale texas. we are a small rural town 80 miles east of dallas, about 5000 people in the town. community.a larger >> and your way to describe the politics of your students. >> very conservative. the coasts that tell their parents have raised them. is there some in your class who was not a conservative who gets a lot of attention? >> i see a lot of that and i teach courses in debate and public speaking and communication. classesly in debate where i had students for all four years of high school.
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i get to see that evolution over time. i think what i see more than anything is -- >> what would you tell a student who says i want to be president of the united states? >> to me it seems to be the worst job that you could possibly want. i would hope that they would stick with my course because it is so important that our leaders , not just local but national have that in gauge with and argumentation. not just for the purpose of response. >> you are next to last. >> i teach ap government, regular government and dual
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enrollment government. my students love social media. they will come in like a lot of people said and say look what i saw on twitter, look what i saw here. they will figure out what's going on, and i like to give them new sources that are conservative and liberal and in the center. liberal site do they like and what conservative sites they like? >> how much do they watch? >> it depends, the governor race was big right now. the democratic nominee's children just graduated from i high school. that,re into following hoping he gets elected. >> has he been over to visit with his students? >> he has
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not. i hope he will in the fall. at the time he worked for president obama. he was very involved in our community and things like that. i hope the kids get involved. i'm big on voting. in ohio, you can register to vote in the primary before the 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. >> and his background is? >> he has had quite a few to roles in ohio. he was attorney general and worked on the economic board for president obama. he won jeopardy five or six times. his children are geniuses.
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been -- to follow him and what he is doing. brian: is the wine running against -- dewine running against them? >> he is. brian: last but not least, dave. >> i teach in philadelphia. i teach government and politics 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.
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brian: how long have you been teaching? >> this is my fifth year. brian: would you change of venue in -- anything over the past 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. brian: 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
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educational resources and sign-up to access our content. it is on our website at c-span.org/classroom. >> tuesday, watch c-span's live coverage of the senate judiciary committee's hearing on the nomination of brett kavanaugh to the supreme court. day one sees opening statements by the committee chairman. then introductions of judge kavanaugh from former secretary of state condoleezza rice. senator ron portman to an attorney lisa. judge kavanaugh makes his opening statement. watch day one of the senate confirmation hearings live tuesday at 9:30 a.m. eastern on c-span.org, or listen on the free c-span radio app.
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communicators, cofounder and former editor in chief of wired talks about the impact of the magazine, the early stages of the internet, and being fired from the company he started. watch the communicators tonight at 8 p.m. eastern on c-span two. >> the congressional management foundation held an awards ceremony to recognize members of congress. members accepting awards included arizona democrat, washington state republican kathy rogers and oregon senator ron wyden. it's an hour 40 minutes. >> will come to the first annual congressional management foundation democracy warrants. i'm delighted to welcome the winners, finalists, sponsors, and

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