1. Teacher of Social Studies/History Woodcliff Middle School Woodcliff Lake, NJ, USA China – USA Professional Development Exchange, 2012

2.  BA History, Connecticut College 2009  Academic specializations/interests: - American populism and anti-federalism - Intersections of pragmatism and progressivism - Classical roots of American thought - Epistemology & philosophy of mind  Elementary (K-5 general) & Secondary Social Studies (7-12) certification in Connecticut & New Jersey  Member of Phi Beta Kappa, Association for Supervision & Curriculum Development (ASCD), and the Society for U.S. Intellectual History (S-USIH)

3.  Teach seventh-grade-level (largely 13-year-old students) American history from ca. 1865 through ca. 1965, focusing on key events, figures, and trends from politics, economics, and society.  Aid students in recognizing and applying recurring themes and patterns of modern American history. This demonstrates the larger, enduring idea that history – and the human behavior that comprises it – is itself a series of recurring debates and cycles.  Foster meaningful practice in content area reading and writing, as well as those writing skills developed via students’ English Language Arts (ELA) classes.

4.  Social studies teaching – in order to meet the often-expressed objective of preparing students to be “active democratic citizens” – must first provide frequent exposure to, and practice in, doing the work of a citizen, the historian, the sociologist.  The aim of (social studies) education is a two-fold outcome of independent thought and independent thinking habits. Rote instruction in the “basics” of the discipline should inform this aim; it is not the aim itself

5.  HOMEWORK What do you see is the dominant belief about homework in China’s middle and high schools? Is homework more to provide practice in concepts taught in class, or is it more for students to explore or elaborate on new topics not yet discussed? In other words, what does the “idea;” homework assignment contain, and how long should it take for students in your grade/age level?  HISTORY & GENERAL INSTRUCTION What are some of the preferred methods to teach about the past in history classes, or in any class? What would you say are the highest-valued thinking skills in secondary schools in China, given the demands of the world students will be going into?

6. THANK YOU VERY MUCH!