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U.S. History II 
by Antonio Lupo

Bullying and the Cold War
(Summary) 

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The Cold War / Bullying U.S. History unit was started about five years ago when ASA and NEIU began their collaboration on infusing real life issues into the classroom. The Curriculum Infusion of Real Life Issues (CIRLI) had its genesis at NEIU and was put into practice at ASA. The idea is to link life issues that students experience on a daily basis to topics that are normally covered in class content areas. In this case, the Social Studies department decided to link the issue of bullying to the Cold War. The thought was, instead of just teaching the Cold War as a series of historical events, why not allow students to make connections between the bullying they experience daily to Cold War history. We hoped and have come to believe that the more students relate their own experience to a class subject the more likely they are to learn the material. In this way, the events of history are no longer something that happened a long time ago but rather become relevant topics that students can apply to the world around them. Our unit focused on teaching history but also engaged students in defining and acknowledging the bullying in their lives. Many students initially believed that bullying does not happen anymore like it used to. But when they were asked to journal about bullying and consider the events that they witness or partake in everyday they realize that bullying is a continuing, real problem. In fact, they slowly realize that the actions taken by governments during the Cold War are not very different than those in their own environment. Another goal is to help students realize that bullying does not just occur and affect two people. Many people are involved as bystanders with many negative effects. Students are taught behavior prevention strategies that can assist them in making better choices when it comes to risky behavior. Their broader understanding of bullying contributes to the quality of student work on their class research project. Students are required to pick a political leader of the Cold War era and research the leader’s impact. Students analyze the role of the leader and decide if she/he was a bully, victim, peacemaker or bystander. Student response to this unit has been mixed, but the majority of students have stated that they are better able to understand the Cold War when it is related to their life experience. Overall this unit has allowed the Social Studies department to build academic as well as social and emotional skills which our students need.

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Research Writing I
by Elissa Knight

Writing Workshop
(Summary)

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Teaching the writing workshop that incorporated the real life issue of violence to upper classmen was one of the highlights of my teaching career to date. Having students journal and complete written projects about their own lives, opened them up to sharing their personal stories and quickly built relationships in the classroom. After the first ten weeks together, it had become clear that many of them were coping with some very serious issues, namely violence and loss and wanted to express their thoughts. So, I introduced the idea of the unit, gave them the survey (below) and slowly warmed them up to the possibility of bringing in an outside expert to talk to them about violence. The nature of the topic generated an innate motivation to participate in the discussions and invest in the writing assignment about their experiences. Their piece on loss and violence joined the other works in their portfolio, a personal collection of writings that ranged from 25 to 50 typed pages, depending on the student. In regards to violence, it is difficult to measure exactly how the unit impacted their thoughts about it. But, it is clear that many of them were dealing with being the victim (even collaterally) of violence. The unit offered a forum for them to talk about their experiences and their future. In the end, the majority of students graduated with their high school diploma, and a portfolio of work they were proud of.

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Research Writing II
by Elissa Knight

Writing Workshop
(Summary)

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Teaching the writing workshop that incorporated the real life issue of violence to upper classmen was one of the highlights of my teaching career to date. Having students journal and complete written projects about their own lives, opened them up to sharing their personal stories and quickly built relationships in the classroom. After the first ten weeks together, it had become clear that many of them were coping with some very serious issues, namely violence and loss and wanted to express their thoughts. So, I introduced the idea of the unit, gave them the survey (below) and slowly warmed them up to the possibility of bringing in an outside expert to talk to them about violence. The nature of the topic generated an innate motivation to participate in the discussions and invest in the writing assignment about their experiences. Their piece on loss and violence joined the other works in their portfolio, a personal collection of writings that ranged from 25 to 50 typed pages, depending on the student. In regards to violence, it is difficult to measure exactly how the unit impacted their thoughts about it. But, it is clear that many of them were dealing with being the victim (even collaterally) of violence. The unit offered a forum for them to talk about their experiences and their future. In the end, the majority of students graduated with their high school diploma, and a portfolio of work they were proud of.

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Research Writing 
by James Kosin

    

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 Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
 
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
 
CLICK HERE to access the online workshop
 
No need to come to a training.  Download and complete the online workshop at your own pace