Dear Social Science Teachers,
Over the last two years, I have used this newsletter to celebrate, cheer, and support your role in teaching the social sciences to Oregon students. More than once, I have written that this is an important time to be a social science teacher. The everyday events and headlines of student activism, federal elections, impeachment hearings, social and racial protests all provided opportunities to engage with students and the relevance of civics, history, economics, and the values of equality and justice.
In the last four years, Oregon lawmakers passed and signed legislation requiring the teaching of Tribal History/Shared History, Ethnic Studies, and the Holocaust and other genocides, reinvigorating our content area with learning concepts expanding the narratives used to understand our history and world. It is clear that social science is central to a student's education and vital to a functioning democracy.
Today is a new challenge. The events of this moment are difficult to process. I am not sure that tomorrow is an easy time to be a social science teacher, but it is certainly an important one. Our students will want to understand what is happening. Many of tomorrow's classrooms will acknowledge the attack on the U.S. Capitol and our democracy. There is no perfect lesson for tomorrow, but the foundation you built to create a community of learning with your students will prove valuable.
I also want to offer you encouragement and caution as you share images from the last 24 hours. Maslow's hierarchy places safety and security just above physiological needs. The health concerns of Covid-19, the isolation of closed schools, a summer of protest, and the events of today, create a tenuous sense of safety and security for teachers and students. Violent images of destruction, parading the Confederate flag through the U.S. Capitol, the juxtaposition of images of the police confrontation with BLM compared to police acquiescence in today's events have the potential to (re)traumatize students. Many students have access to all of these images, and they will impact students differently. Consider how you will respond and contextualize images that students might share that will be disturbing to others.
As you contemplate the days and weeks ahead, please take time to care for yourself and share with your students the importance of disconnecting from the stress of the day.
Please let me know if there is anything I can do to support you and your students.
Amit Kobrowski
Included here are some resources that you may find helpful over the next few days and weeks.
Creating Civic Spaces in Troubling Times
ADL-Discussing Political Violence and Extremism with Students
Mikva-Attack on Capitol
Dr. Alyssa Hadley-Dunn Teaching the Days After
Newseum- Front Pages From Around the Country
Teaching Tolerance-Civic Disobedience
PBS-Structured Academic Controversy
Fostering Civil Discourse: How Do We Talk About Issues That Matter
Fostering Civil Discourse: A Guide for Classroom Conversations.
Teaching About Controversial or Difficult Issues
Civil Discourse in the Classroom
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