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Can we have an added certification for teachers from local colleges or institutions to encourage teacher learning around the topic/history?

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Plug and play.  Collection of a variety of voices, not a sidebar in the historical narrative of the 1920s.

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Group 2 - we need more information and opportunities for teacher and in teacher training programs to learn this material (in addition to more social studies/history for primary) as well

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Group 2 - we need more information and opportunities for teacher and in teacher training programs to learn this material (in addition to more social studies/history for primary) as well

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2. Students are asking for the material. Equity policies across districts continue to support the work. Teachers need to be familiar with the histories themselves.

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can differentiate through newsela creating an inclusive and engaging environment.
providing a baseline for instruction and giving students autonomy to choose.

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- Newsela platform allows for accessibility features : )
- gives an entry point for teachers and students with choice of research, not the end goal but a good starting step
- inquiry approach itself that allows for valuable process

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1. The materials are already structured in a way that is made for teachers. They are great resources to have. The only need would be around professional learning for teachers with the material and Newsela.

Access to materials that they do not necessarily have. Assures we have materials that will not continue to marginalize.

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Saving time for teachers to find resources.
It adds more diverse voices and perspectives. Not the end point, but a very good starting point.
Provides opportunities for teachers to model through newsela.

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Starting with the 1920s inquiry -- this one will be more approachable for teachers in more conservative districts

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Group 2 - designed to be approachable with student choice. More able to access resources due to diversity of topics, texts, and experiences. Kids are asking for more diverse curriculum. Equity policies and support from district language will help. Will help teachers will their personal learnings -- need more opportunities for teachers to learn this history themselves

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Group 2 - designed to be approachable with student choice. More able to access resources due to diversity of topics, texts, and experiences. Kids are asking for more diverse curriculum. Equity policies and support from district language will help. Will help teachers will their personal learnings -- need more opportunities for teachers to learn this history themselves

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Group 4 - Differentiated readings, jigsaw template, connections to C3

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Group 4 - Differentiated readings, jigsaw template, connections to C3

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Having lead teachers help to get other teachers comfortable with using the inquiries is critical.    Many teachers don't go into this content in depth.  (1920) and this information is often left out of textbooks.  1920's will be the key to getting teachers comfortable.

1-love the idea of this being in an inquiry format (using it as their armor) so it's not presented from front of the classroom, inquiry format allows students to develop arguments, POV etc.
2-by tying to larger theme of freedom movement, we are talking about the rights/treatment that people generally should be entitled to, no matter their 'identity', story etc...(built around the American Ideals, and what is a continuing struggle to fully realizing the American Dream
3. This type of resource has not had a lot of material to lean on previously--so it's nice to be able to have and use relevant and important content.
4- A lot of students want to engage in this conversation even if their parents dont want them to.

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Differentiated readings will make content accessible to students; gives teachers a means to approach the content

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-Accessibility built into Newsela platform - differentiation, read loud
-Vetted sources
-Tied to current events, real world news, relevant to students
-how do we help teachers get comfortable FIRST
-help normalize using the language alone
-PD will be crucial
-virtual brings additional consideration - kiddos are in house and we no longer know who is in the room while we're teaching
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-How can we incorporate multiple ethnic groups involved in LGBTQ history?

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Group 2 - the structure will help teachers use the framework. Designed and set up using EBAS and C3 Inquiry language and format. A lot of good information and materials that teachers may not have to teach more inclusively. 

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Group 2 - the structure will help teachers use the framework. Designed and set up using EBAS and C3 Inquiry language and format. A lot of good information and materials that teachers may not have to teach more inclusively. 

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-ELLs: go beyond hearing it, selecting sources to do annotations or adapt some of the language
-have teachers go through the inquiry beginning to end to help them see how inquiry works - example, there's a political cartoon, how would you address it with ELLs? potentially create scaffolding questions
-help teachers get content background for themselves

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- teachers don't have to go searching for content, they have something to start with.
-seeing a model of inquiry
-articles are leveled to address many reading levels

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Aligned to other resources, such as DBQ and MCHS Historical Investigations.  Provides breathe of historical narratives, especially those most often marginalized within traditional curriculum.  Love plug and play nat
ure that will support use by teachers.

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- quality resources that are vetted!! It will save teachers time.
- example inquiries will be a model for how to address inquiry and revised standards, models for sensitive topics to increase teacher comfort level
- valuable PD resource to show inquiry model and what exemplar resources look like.

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Looking at bigger districts, these conversations aren't happening in Worcester County, but he tackles many different issues in a different way than other teachers in his county.

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*Insert question here*