Teacher Programs

The NJCH Teacher Institute provides professional development programs for New Jersey K-12 educators and recognizes outstanding work by teachers of humanities disciplines. Questions relating to Teacher Institute programming should be directed to Mary Grace Whealan at mwhealan@njch.org

Applications are now available for submission through an online form. Please direct any questions to MaryGrace Whealan, Program Officer for teacher workshops, at mwhealan@njch.org.  Please note, applications must be submitted in full. 

justice - world hands

Build confidence teaching controversial topics, social responsibility & critical thinking with two NEW offerings from the New Jersey Council for the Humanities.

  • Social Justice in Young Adult Literature

    April 11 & 18 at Montclair State University Registration fee: $40 Increase student understanding of diversity & various world views. Develop new ways to help students struggling with their place in the world through the use of literary discussion. Read more by clicking the “Spring Workshops” tab above

  • Teaching Ferguson and Beyond

    April 24 at Kean University Registration fee: $30 APPLY HERE! Help students think critically while engaging with media & primary documents. Explore contemporary racial & political issues through discussion with activists, legal experts, & historians.  Read more by clicking the “Spring Workshops” tab above.

 


Untitled design (7)Expand your teaching toolbox this summer with two NEW offerings from the New Jersey Council for the Humanities.

Both courses are 3-day, non-residential, offering 21 hours of professional development credit. Registration is $50:

  • Making Local History Matter

    July 13-15 at Rutgers University – Newark Campus APPLY HERE Build pride-of-place, research skills & engagement with hands-on projects that put students in the role of community historians. Choose from a variety of digital tools & presentation formats that allow students to share their discoveries with audiences & practice historical interpretation. Read more by clicking the “Summer Seminars” tab above.

  • Suffragettes to Senators

    July 20-22 at The Alice Paul Institute APPLY HERE Explore the challenges faced by women concerning the rights of voting & politics. Develop concrete takeaways for teaching about women’s political empowerment. Increase students’ understanding of our democratic systems through exploration of both historical struggles & contemporary women’s issues. Read more by clicking the “Summer Seminars” tab above.

Spring Teacher Workshops

Teacher Institute workshops are professional development sessions that take place during the course of the academic school year.  Activities at the seminars include lectures, discussions,  films, writing workshops, curriculum planning, and opportunities to network with scholars and teaching colleagues.

Untitled design (11)Social Justice in Young Adult Literature

April 11 and 18, 2015 (Saturdays) 9 AM – 5 PM Montclair  State University

Increase student understanding of diversity & various world views. Develop new ways to help students struggling with their place in the world through the use of literary discussion. Learn methods to promote social justice and democracy in your classes with the help the novels and stories that “walk the walk.” During this 2-day session, Dr. Nicosia will suggest current, popular and engaging Young Adult titles that contribute to a commitment to social justice and have a profound impact upon students and educators. Registration: $40. 16 Hours of Professional Development Credit

Meet the Workshop Leader:

Dr. Laura Nicosia   Laura Nicosia loves books. Most specifically, she loves Young Adult literature and getting both students and adults alike to be book lovers, too. Professor of English at Montclair State University, Dr. Nicosia also works extensively with education students and serves as president of the New Jersey Council of Teachers of English (NJCTE).  In 2012, she received the New Jersey Outstanding English/Language Arts Educator Award.

Untitled design (10)Teaching Ferguson and Beyond

April 24 (Friday) 9 AM – 4 PM Kean University

Presenters: Dr. Abigail Perkiss, Kean University, David Dante Troutt, CLiME at Rutgers University, Junius Williams, Rutgers University

Help students think critically while engaging with media & primary documents. Explore contemporary racial & political issues through discussion with activists, legal experts, & historians. Topics include:

  • Historical Contextualization: How have the structural forces of segregation led us to Ferguson and modern America in 2015?
  • Protest and Activism: How have grassroots community-based movements mobilized responses past and present?
  • Creating Safe Spaces: How can we use art, literature and other sources to facilitate conversations about difficult topics in our classrooms?
  • Making Curricular Connections: How can we bring these topics into classrooms through primary source documents, young adult literature, etc.?

Registration: $30. 7 Hours of Professional Development Credit.

Meet the Speakers:

David Troutt    The founding director of the Rutgers Center on Law in Metropolitan Equality (CLiME), David Dante Troutt has written, spoken, and taught extensively on the topic of the metropolitan dimensions of race, class and legal structure.  Through his position at CLiME, he works to develop more inclusive laws and policies of equality amid the growing racial and ethnic diversity of metropolitan America.  Junius Williams  A noted attorney, musician, and educator, Junius Williams began his civil rights work in the 1960s as an activist in the Student Nonviolent Coordinating Committee (SNCC).  He has worked as a street organizer, a lawyer, and a public school advocate.  As Director of the Abbott Leadership Institute, he is committed to mentoring youth to become leaders. David Troutt (2)    An innovative teacher who has worked extensively with role-playing modules for high school and college social studies units, Abigail Perkiss’ primary academic research centers on the history of race, ethnicity, and urban identity in post-WWII American cities.     

Summer Teacher Seminars

Teacher Institute seminars are three-day tuition-free courses; lunch is provided. Activities at the seminars include lectures, discussions,  films, writing workshops, curriculum planning, and opportunities to network with scholars and teaching colleagues.

Untitled design (9)Making Local History Matter

July 13-15 at Rutgers University – Newark Campus

In partnership with The Clement A. Price Institute on Ethnicity, Culture, and the Modern American Experience at Rutgers University-Newark, this workshop will provide teachers with tools to build students’ historical research skills with hands-on projects that put students in the role of community historians. Workshop participants will choose from a variety of digital tools and presentation formats that allow students to share their discoveries with audiences and practice historical interpretation. In preparation for the city’s 350th anniversary in 2016, the workshop will use Newark as a laboratory and model for community engaged historical research.  Session presenters will include archivists, curators, and public historians working in both traditional and online formats.

Content Standards:

  • 6.1  B - U.S. History: America in the World – Geography, People and the Environment  
  • 6.1 D – History, Culture, and Perspective
  • Workshop content will link directly to standards including community, state, and national change over time, the evolution of American identity, and the role of historical symbols, monuments, and holidays we celebrate. It will also offer the opportunity to study public art and architecture, highlighting contributions of men and women from various ethnic, cultural, and religious backgrounds.


Untitled design (8)
Suffragettes to Senators

July 20-22 at The Alice Paul Institute

David Troutt (3)

What is the role of government? (How) Has that changed over the last 150+ years? How have strategies for women’s suffrage impacted our understanding of political power and responsibility, along with women’s choice and presence in past and contemporary public politics? 

 

Participants will learn tools and resources to not only teach about women’s history in this country, particularly the road to women’s suffrage, but also to help young people rethink what leadership means.  Presenters will challenge teachers to look at their lesson plans, topics, and projects through a new lens, one that guides students to reshape their vision of what it means to be a leader, particularly in public life.  Who leads? How did we get to where we are today? Where might we be going in the future?  In partnership with The Alice Paul Institute and The Center for American Women and Politics (CAWP), this workshop is designed to inspire girls and young women to follow in the footsteps of women leaders, past and present. It is also meant to make views about political leadership and responsibility more inclusive, bending away from the traditional stereotype of leadership as a white male ideal.

Content Standards:

  • 6.1 A – U.S. History: Civics, Government & Human Rights  
  • 6.1 D – History, Culture, and Perspectives
  • Content Statement 6 (Emergence of Modern America 1890-1930) onward
  • Standards will be specifically addressed by focusing on important women leaders, utilizing political cartoons as primary source documents, and developing past and contemporary connections. From the expansion of the women’s suffrage movement to contemporary issues facing women in politics, this course will place emphasis on civics, the role of government, and human rights–and how those topics have changed in the last 150 years.
Teachers tell us:

  • NJCH has made learning come alive for me, and that always makes it easier to bring learning alive for my students.
  • It’s like camp for educators – I left inspired with big ideas.
  • The varied content knowledge helps me connect the curriculum to individual students’ lives and interests; they see the world differently.
  • I find new ways to help my students explore themselves as citizens of a world outside my classroom.
  • It’s like camp for educators – I left inspired with big ideas.
  • There’s a breadth and depth of information that is so useful.
  • Talking with other teachers gets me inspired. I’m rejuvenated hearing about their experiences.
  • I can focus on developing content and craft.
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