The Virtual Florida Council for the Social Studies Conference is Saturday!

Good afternoon, friends! The upcoming virtual social studies conference is this weekend. Will you be joining us? As a reminder, be sure to check out our keynotes, and don’t forget to register here for the upcoming Florida Council for the Social Studies virtual conference as well! So let’s take a look at some more of Saturday’s fun!

Session: Introducing Inquiry in the Elementary Classroom: Equipping Young Student Historians!

Excite students by interacting with age-appropriate primary sources to grow a culture of inquiry. Create a thinking classroom where students work as junior historians by modeling a “historical mystery” replicated with other content and grades.

Session: Teaching Human Geography through Storytelling

Join the adventure! Explore the interaction of humans with the world, through the inspiring voices of National Geographic explorers.

Session: Digital Notebooking

Participants will learn some ins and outs (determined on what the group knows) of creating more interactive Google Slides for online learning.

Session: Transforming History Curriculum by Integrating Diverse Voices of America’s Past

Engage with strategies to integrate primary and secondary sources representing diverse voices in American History, leveraging library databases.

Register here for the upcoming Florida Council for the Social Studies virtual conference!!

the ethical meanings of indigeneity

Quentin Gausset, Justin Kenrick, and Robert Gibb note that there are two separate conversations within their own discipline (anthropology) that involve different scholars and different families of examples.

In one conversation, the keyword is “indigenous,” and it applies either to “hunter-gatherers and nomads whose livelihood and culture is threatened by encroachment from their neighbours and state … or to groups who occupied a territory before it was forcibly settled by colonising powers and have struggled ever since to maintain some control over what was left of their resources.”

For instance, I am sitting on land where the Wampanoag are indigenous, a few miles from the offices of a federally recognized Wampanoag tribe.

In the other conversation, the keyword is “autochthonous” (born in the place) and it refers to large populations–often the majority in a given country–who “believe that their resources, culture or power are threatened by ‘migrants’.”

Anthropologists have had opposite reactions to these two families of cases:

[They] have tended to display sympathy and support for indigenous peoples (such as marginalised nomads) while often being highly critical of those advancing autochthonous claims (for example, extreme right-wing parties in European countries…). While indigenous movements are often idealised as innocent victims, or even as globally concerned and ecologically sound, autochthonous movements are, on the contrary, demonised and their agenda is reduced to ‘the exclusion of supposed “strangers” and the unmasking of “fake” autochthonous, who are often citizens of the same nation-state.’

As these authors note, a dictionary treats the two words as synonyms. Thus the existence of parallel discourses is noteworthy. We could add a third conversation about “irredentism,” a belief that a given nation should regain control over all of its former territory. Irredentist claims are usually seen as bellicose and nationalistic. Fascism is often autochthonous and irredentist. We don’t typically describe fascists as the “indigenous” populations of their countries–although they may see themselves that way.

Given the availability of these three terms–with overlapping meanings but different ethical valences–all kinds of intriguing uses emerge.

Erich Fox Tree observes that migrants to the USA from Central America increasingly identify as indigenous within the United States. Their claim is “somewhat irredentist, by asserting a super-territorial homeland” that spans the continent. However, in my view, they are expressing an understandable Latino/Native solidarity and opening possibilities for powerful coalitions within the USA.

According to Cheryl L. Daytec-Yañgot, “Tribal Peoples in Africa, such as the San or Maasai, self identify as indigenous to participate in indigenous discourses in the UN, even though their occupation of the region they inhabit does not predate those of other groups.” Meanwhile, “white Afrikaners from South Africa claimed indigeneity and attempted to forward their agenda to the UN Working Group on Indigenous Populations.”

Daytec-Yañgot notes that the discourse of indigeneity is “Eurocentric.” To put it a slightly different way, I would say that concerns about the oppression of indigenous minorities arise in settler countries–places, like the USA, Australia, or Argentina, where European conquerors came in very large numbers and numerically overwhelmed the original inhabitants. This model does not fit well in much of Asia and Africa, where imperialism was also devastating but the imperialists were limited in number and have mostly gone back home. It also doesn’t fit contexts like the Caribbean, where the majority population was transported against their will to replace the older inhabitants. In at least some important cases, the most threatened groups are minorities who migrated in and are accused of being interlopers. For instance, Hindu Nationalism often presents adherents of the dharmic religions as indigenous, and Muslims (as well as Christians) as the legacy of imperialism. But Muslims are now the threatened group in India.

There is nothing wrong with the mixed affective responses of anthropologists and others. It seems right to sympathize with indigenous groups in places like Massachusetts and to criticize autochthonous majorities who want migrants to “go home” (even though the words indigenous and autochthonous are synonyms). These judgments can be consistent with appropriate theories of justice, ones that take account of past injustices, current patterns of inequality and domination, the intrinsic value of cultures, the equal rights of all human beings, and ecological considerations.

It is a curiosity that we have two sets of vocabulary for different categories, but the ethical variation is not surprising. As always, the empirical study of human beings is inseparable from value-judgments, and the objective is to get our judgments (as well as our facts) right. Being explicit about the basis of our judgments helps: it allows us to test them in dialogue with other people. But explicitness is not sufficient: the point is to improve our judgments.

See also these posts about ethical judgments embedded in social science: when is cultural appropriation good or bad? and what is cultural appropriation?; social justice should not be a cliché; science, law, and microagressions; morality in psychotherapy; insanity and evil: two paradigmsprotecting authentic human interaction;  is all truth scientific truth?; and don’t confuse bias and judgment.

Looking at Florida Council for the Social Studies Virtual Conference Sessions!

Well, the conference is this weekend, so let’s take a look at some more sessions that might be of interest! Be sure to check out other previews here and here and here and also herePlease register and join us, and be sure to check out this preview of our two fantastic keynote speakers as well!

Remember that our theme for this virtual conference is

Please be sure to register and join us!

Session: Don’t Make Me Repeat Myself: Teaching Contextualization to Effect Change

This presentation uses primary sources and pedagogy to inform and inspire discourse about history. Using historical thinking skills, participants will experience how to perceive the past through a contextual lens to broaden perspective and effect change.

Session: Transforming History Curriculum by Integrating Diverse Voices of America’s Past

Engage with strategies to integrate primary and secondary sources representing diverse voices in American History, leveraging library databases.

Session: Grounded in the local: Rediscovering African-American History

During this session, Newsela will demonstrate the importance of using local experts and resources in your social studies courses – specifically, African-American History. Florida has a complex story to tell regarding African-American History, and that story should be told through the use of local historical resources and primary sources, to make the content come to life for students.

Session: Building Support Networks for Advanced Placement Teachers in Florida

Session for AP Teachers interested in participating in a support, sharing, leadership and communication network among AP teachers in social studies throughout the state. Teaching strategies will be discussed.

We will share some more sessions tomorrow. Until then, register today for what will be an excellent conference!

Even More Highlights of the Upcoming Florida Council for the Social Studies Virtual Conference!

And now we take a look at some more interesting sessions! Be sure to check out other previews here and here and here and also herePlease register and join us, and be sure to check out this preview of our two fantastic keynote speakers as well!

Session: FLDOE Office of Assessment Update

This annual Conference message about the middle school Civics and high school U.S. History EOC Assessments will provide an overview of legislation and implementation, insights into the educator committee review process, and review of student performance data.

Session: The Franklin Project

Step Up America provides free lessons involving American History, Civics, Good Citizenship and many others through the Franklin Project. The Franklin Project is an interactive approach to giving our children effective lessons on the importance of our freedoms and introduce them to historical characters that made a positive difference in the foundation of our country. These lessons are given through a digital Avatar of Founding Father Benjamin Franklin.

Session: Creating a community of caring citizens: social-emotional learning bell ringers

Photo by Mike on Pexels.com

Participants will explore the significance of social emotional learning. Participants will engage in 5 social emotional bell ringer activities that can be enacted with materials most teachers already have and devote less that ten minutes to each task.

We will highlight more sessions soon! Remember that our theme for this virtual conference is

Please be sure to register and join us, and be sure to check out this preview of our two fantastic keynote speakers as well!

New Essential Partners’ Dialogue Guide on Race in America

NCDD sponsor organization, Essential Partners, recently released their new comprehensive dialogue guide titled, Race in America. This guide is designed to support community conversations on race; including instructions, a facilitator guide, and several case studies on racial dialogues happening in the U.S. You can learn more about the guide in the post below and download the guide for free via EP’s site here.


Race in America: A Dialogue Guide

Informed by decades of experience, Race in America: A Dialogue Guide will provide a roadmap for you to lead courageous, constructive conversations about race in your community.

Essential Partners has collaborated with grassroots groups, activists, schools, faith institutions, and communities across the United States to make new conversations about race possible. Recent projects include:

  • Dialogues between police and Black community members in Raleigh, NC
  • Community dialogues about faith, race, and ethnicity in Columbia, MD
  • Dialogues among BIPOC educators about the dual strains of COVID and BLM
  • A set of student-led race dialogues at a secondary school in Cary, NC

This guide contains everything you need to hold three dialogues: one for an all-white group, one for an inter-racial group, and one for a group composed of participants who identify as Black, Indigenous, and/or people of color (BIPOC).

The Guide contains an introduction to EP’s theory and approach, step-by-step instructions to design and lead a dialogue, a complete facilitator script, as well as tips for those new to this kind of facilitation.

Find the original version of this on Essential Partners’ site at: www.whatisessential.org/race-in-america-a-dialogue-guide.

what secular people can get out of theology

I’m teaching a course on the thought of Martin Luther King, who obtained two graduate degrees in theology and contributed substantially to that discipline. I happen not to be a Christian, and I am teaching in a predominantly secular context with students who have diverse faith commitments that they rarely bring explicitly into the conversation.

It’s easy to say why we should read theology if we want to understand the thought of MLK, which is a historian’s task. But why should we want to understand the theological aspects of his thought if we are in a secular context and our interests are politics and justice?

Of course, I welcome all responses to these questions from my students, including opposition to religion (although I have not actually heard that lately). These are my own, personal thoughts.

First, it is not self-evident how to distinguish religious beliefs from other beliefs. MLK believed that all human beings are created by God in God’s image. I believe that all human beings have infinite intrinsic moral worth. What is the basis for saying that he is religious and I am not?

Second, we all think with the materials we find at hand. We cannot view the world completely anew. But we can make better or worse selections and enhance (or spoil) the things we select. Christian thinkers will start with Christian materials. We can learn from how they use those ideas and add to them. It’s as if you don’t want to be a biologist but you can improve your thinking by learning some biology. (Or change the analogy to ceramics if a craft seems more apt than a science.)

Third, it is illuminating to think in a hypothetical vein. Two Christian thinkers are on my mind this week. One is Howard Washington Thurman (1899 – 1981), whom I assigned. The other is Fox News pundit Laura Ingraham, who shows up in my social media feed denouncing homosexuality on biblical grounds.

Thurman notes that God could have expressed the divine in any form–for instance, as a Roman. “But the fact is he did not.” God chose instead that the only-begotten Son would be a poor Jew “in a sad and desolate time for the people”; “a member of a minority group in the midst of a larger dominant and controlling group”; and a non-citizen, someone lacking “that quiet sense of security which comes from knowing you belong and the general climate of confidence which it inspires. If a Roman soldier pushed Jesus into the ditch, he could not appeal to Caesar; he would be just another Jew in the ditch.” The Son of God was then tortured to death for nonviolently resisting the state.

I happen not to be able to think, “So it was,” but I can think: “If there is/were a God, this is how that God would act and feel.” And I can gain ethical insight–as well as inspiration–from this reasoning. At the same time, I am sure that if there is/were a God, God would not command and act the way that Laura Ingraham assumes.

I happen not to agree with the whole story that either Thurman or Ingraham believes. However, when I move into a hypothetical mode, I am confident that Thurman is right and that Ingraham is badly wrong. And making this distinction feels like a valid way to explore ethical and political issues.

Moving further away from specific authors, I can find specific value (and pitfalls) in each of the great world religions without happening to agree with some of the core metaphysics of any of them. For instance, I can compare Christianity to Judaism or Islam, or to Buddhism and Hinduism, without ever leaving the hypothetical level.

Source: Howard Thurman, Jesus and the Disinherited (1949), pp. 17, 18, 33. See also: Martin Luther King’s philosophy of time; Martin Luther King as a philosopher; Martin Luther and Martin Luther King; notes on the metaphysics of Gandhi and King; and Jesus was a person of color.

More Highlights of the Upcoming Virtual Florida Council for the Social Studies Conference

And today we take a look at some more interesting sessions! Be sure to check out other previews here and here and here. Please register and join us, and be sure to check out this preview of our two fantastic keynote speakers as well!

Session Title: Teaching Big Ideas in the Constitution
Charles M. Flanagan, The Center for Legislative Archives, The National Archives

Understanding the Constitution is essential to civic life, yet students often find this Charter difficult to read and comprehend. This session will introduce students to the Constitution by presenting educational resources that engage them in primary source-based exploration and discussion. The lesson, Teaching 6 Big Ideas in the Constitution enables students to decode the Charter in several ways including making a visual map of its articles. A second lesson, Constitutional Scavenger Hunt,includes techniques for using political cartoons to reveal major concepts in the Constitution.

Session Title: Slavery & Freedom in Savannah: Reinterpreting History with Virtual Learning
Experiences

Explores the complexities of slavery and freedom in the antebellum South through the lens of the Owens-Thomas House & Slave Quarters in downtown Savannah. Participants will learn about the connections between the institution of slavery and the global economy and discover how one city can teach us about society and culture before the Civil War. Resources include interactive elements like primary source letters and images, navigable maps, videos, and a virtual walking tour!

Session Title: Founding Civics: Bringing America’s Founding Principles into the classroom

A discussion with three Florida social studies teachers and the Jack Miller Center about using primary sources to discuss the big ideas in American political history and bringing those conversations to students.

We will highlight more sessions soon! Remember that our theme for this virtual conference is

Please be sure to register and join us, and be sure to check out this preview of our two fantastic keynote speakers as well!

Read Winter Edition and Contribute to National Civic Review!

With Presidents’ Day this coming Monday, we have some great reading for our network to dig into over this holiday weekend! The National Civic League, an NCDD member organization, released the 2020 Winter Edition of the National Civic Review (NCR) and  NCDD members receive a digital copy of NCR for free! (Find the access code below.). This esteemed quarterly journal offers insights and examples of civic engagement and deliberative governance from around the country.

Friendly reminder that the League is always seeking articles for NCR on community-based examples of civic engagement, public deliberation, co-production, and democratic innovation – more info here! Submissions for the Spring 2021 edition of NCR are due March 15th, and Summer edition submissions are due by July 15th. You can read about NCR in the post below and find it on NCL’s site here.


National Civic Review Winter Edition — Access Code: NCDD21

With a deadly pandemic, an economic crisis, events highlighting racial inequity and a political crisis, 2020 was a year of hardship and turmoil for America’s communities. As we begin a new year, the National Civic Review offers these unique perspectives on how the public, private, and nonprofit sectors can work together on innovative strategies to promote civic renewal, community resilience, and individual well-being.

You can access this edition by going directly to the table of contents and entering your access code (NCDD21) when prompted.

One of the Nation’s Oldest and Most Respected Journals of Civic Affairs

Its cases studies, reports, interviews and essays help communities learn about the latest developments in collaborative problem-solving, civic engagement, local government innovation and democratic governance. Some of the country’s leading doers and thinkers have contributed articles to this invaluable resource for elected officials, public managers, nonprofit leaders, grassroots activists, and public administration scholars seeking to make America’s communities more inclusive, participatory, innovative and successful.

Apply for the 2021 Summer Virtual Institute for Civically Engaged Research (Deadline April 1s

Scholars in many disciplines are grappling with how to produce rigorous scholarship that addresses significant social challenges in collaboration with communities, organizations, and agencies. They strive to learn from those working outside of academia, to benefit from the insights of all kinds of groups and institutions, and to give back to communities rather than extract value from them. Although political scientists offer models of excellence in civically engaged research, relevant methods and strategies are not yet widely taught in the discipline’s graduate programs or sufficiently valued in the profession as a whole.

In an effort to address this need, the APSA Presidential Task Force on New Partnerships launched the now-annual APSA Institute for Civically Engaged Research (ICER) in 2019. 

The Institute is directed by Amy Cabrera Rasmussen (California State University Long Beach) Peter Levine (Tufts University’s Tisch College of Civic Life), and Valeria Sinclair Chapman (Purdue University).

About the Institute

WHERE: Typically, ICER is an in-person Institute held at Tufts University’s Tisch College. For 2021, the Directors have planned an engaging, supportive, and robust virtual institute using innovative best practices.  

WHO: ICER is intended for advanced graduate students in political science and political scientists at any stage of their careers who wish to shift to using civically engaged research. (It is not meant for scholars who are already experienced in the approach.)

FORMAT:  Approximately twenty ICER participants will meet and collaborate through virtual discussions, shared readings, breakout sessions, groupwork, writing exercises, and conversations with leaders in engaged research. The Institute will combine synchronous and asynchronous work, and generous breaks throughout the day over an extended sequence of days (see schedule below). Our aim is to ensure that all time spent online is participatory, engaging, and productive, and supplemented with innovative collaboration tools while also providing asynchronous options for engagement with one another, the Institute team, and special guests. 

We will explore a variety of issues around engaged research including models and methods, case studies, ethics, IRB, professional considerations, and provide focused feedback on participant projects. 

AGENDA: The full schedule will be announced in May and will include substantial time “offline” each day. However, participants should hold 7:30 am-3 pm PST (10:30 am-6 pm ET) for each of the days of the Institute. 

Tuesday, June 15th: Kickoff and full day of virtual activities

Wednesday, June 16th: Full day of virtual activities 

Thursday, June 17th: Break for rest and rejuvenation! Participants may be asked to commit a modest amount of time to reflection and preparation for the rest of the Institute. 

Friday, June 18th: Full day of virtual activities 

Saturday and Sunday, June 19th-20th: Break for rest and rejuvenation!  Participants may be asked to commit a modest amount of time to reflection and preparation for the rest of the Institute. 

Monday, June 21st: Full day of virtual activities 

Tuesday, June 22nd: Closeout and  full day of virtual activities 

Topics covered in the Institute will include: 

  • Expertise: what do political scientists uniquely contribute to collaborative, engaged research with scholars within and beyond our discipline, and outside of academia? What are the limitations of scholarly expertise? What types of expertise do those outside of academia bring to collaborations?
  • Models and best practices: what are the different approaches to engaged research? What methods exist for this work, and how do you determine which are the best fit for your work? How to navigate common social science values and norms while doing civically engaged work.
  • What are the priorities for engaged research at the present moment?
  • The ethics of collaboration: sharing of credit, funds, and overhead, navigating IRB, dealing with disagreements, ethical considerations beyond IRB.
  • Communicating results: how to talk to partners, relevant communities, the press, the broader public. 
  • Career considerations: publication and credit, tenure and promotion, funding your research.

To apply, please complete this form.

Application deadline: April 1, 2021. 

Join the Premiere of The Reunited States Film on Feb 11th!

Happening this Thursday, February 11th is the launch event for the film, The Reunited States. This film is inspired by its’ namesake book, The Reunited States, authored by Mark Gerzon, president of Mediators Foundation, an NCDD member org. The Reunited States is a powerful and urgent documentary that follows the unsung heroes on the difficult journey of bridging our political and racial divides. The film, like the book, urges us to consider that everyone has a role to play in reuniting the country. To attend the Red and Blue Carpet premiere event of the The Reunited States film sign up here!

The premier will feature special guests, Van Jones and Megan McCain, the cast of the film, as well as remarkable activists (and actors) from around the country participating through the evening. It will be a powerful and timely conversation about political dialogue in our highly polarized country. Admission to this event is free and open to the public. For more information on the event, read below and find the original announcement here.


The Reunited States: The Red and Blue Carpet Premiere

Click on the link to watch a trailer of this anticipated film or here to sign up for the premiere. The stream begins February 11, 2021 5:00 PM PST. Please note that you may enter the livestream and chat at anytime once you register on the Eventive site.

After the February 11th premier livestream, the content can be viewed anytime until July 5th at 7:00 pm. The Reunited States is available for pre-order on iTunes and releases nationwide February 9th on Amazon, iTunes, and On Demand.

You can find the original version of this invitation on the Reunited States tv site at www.reunitedstates.tv.