Dates: July 20-22, 2021
Time: 9:30am to 12pm PT/12:30pm to 3pm ET
Homework: 4 hours total
Location: Online with Zoom
During this interactive institute, participants will explore how to develop and adapt Reading Like a Historian curriculum. Session 1 will focus on inquiry lessons with rounds of evidence; session 2 will focus on Reading Like a Historian with visuals; and session 3 will focus on creating Beyond the Bubble history assessments.
This three-session institute will address the following topics:
- Strategies for developing multi-round historical inquiries
- Approaches for incorporating visuals into document-based lessons
- Assessing students’ historical thinking
- Building document-based history assessments
Each session will include opportunities to engage with Stanford History Education Group materials as part of a large group and in small breakout groups. Participants will learn strategies for implementing these resources in their classrooms.
Please note: This institute is designed for educators of grades 5-12 who have experience with the Reading Like a Historian curriculum or who have attended previous Stanford History Education Group professional development.
Participants who attend each day of the course and complete the assigned homework will be eligible for a digital record of completion and 1 CEU, issued by the Stanford Center for Professional Development.
Registration will open May 13th at 12 noon Pacific Time.
A limited number of scholarships are available for teachers who can verify current employment at a Title I school in the United States. Visit this form for more information. The deadline to apply for a scholarship is May 10th.
If you have any questions or concerns, please email us at email@example.com.
Joel Breakstone is the director of the Stanford History Education Group. He leads SHEG’s efforts to improve education by conducting research, working with school districts, and providing free curriculum materials. He previously taught high school history.
Brad Fogo is an assistant professor of teacher education at San Francisco State University. He was previously the director of curriculum and professional development for SHEG. Before Stanford, he taught history in public schools for nine years.