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Modern World History Course Map - UCBHSSP
UCBHSSP's TRG, 2023-2024
UC Berkeley History-Social Science Project’s 2023-24 Teacher Research Group (TRG) will focus on reframing 10th grade world history to center climate change in the context of colonialism, decolonization, and environmental justice and action. Our year's inquiry is, "How can we use counter narratives and global perspectives to center the climate crisis and colonialism in order to support, extend, and challenge how we teach modern world history?"
The TRG will be a generative professional learning community of California teachers who meet virtually to collaboratively learn about this theme, adapt or create units/lessons inspired by the course map, and reflect on student work to help develop and refine this approach(link is external) to Modern World History instruction (see also 10th grade resource page). Scheduled visits with scholars will be included in this shared learning process. The research group will be facilitated by classroom teachers Kaedan Peters and Holly Royaltey, who have piloted the course in their classrooms, and supported by UCBHSSP’s Devin Hess.
Meeting Schedule
Virtual sessions will be from 9-11 (Pacific Time), unless otherwise noted.
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Apply to Participate
We're looking looking to collaborate with modern world history teachers (10th grade) who are passionate about the re-examining the 10th grade course model and can commit to:
- Attending at least eight of the ten virtual Saturday morning sessions.
- Creating, revising and implementing a unit or lesson(s) informed by the course map.
- Bringing in student work for group reflection.
- Partnering with other educators (within or outside of this TRG) to develop and pilot materials between sessions is highly encouraged.
If you would like to be considered for participation for the upcoming year's cohort, read the full TRG announcement and complete this application.
Prior Work of the TRG
Over the last decade, the TRG has developed and innovated on a number of discipline-specific reading and writing strategies, which have been shared through UCBHSSP programming and the self-published handbook Access for All Learners. In the last few years, the TRG has explored historical thinking, informed by the work of Peter Seixas; civic discourse and fostering controversial conversations in classrooms informed, in particular, by the research of Diana Hess; and Ethnic Studies pedagogy and justice-oriented history instruction informed by the scholarship of Allyson Tintiangco-Cubales(PDF file) and Chris Martell, to name a few.
In addition to refining instructional strategies, informed through the examination of student work, fellows are provided with opportunities to practice facilitation and presentation skills in order to facilitate UCBHSSP programming, present at conferences, and serve as ambassadors for history education in their schools and districts.