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Published: 7/17/2021 10:00:10 PM Modified: 7/17/2021 10:00:09 PM The value of teaching students how to think, not what to think I applaud Ryan Richman, of Timberlane Regional High School, in Plaistow, N.H., and Kelsie Eckert, of Moltonborough Academy, for their teaching of social studies as described in the New Hampshire Bulletin article (“Divisive concepts law vexes teachers,” July 15). Both implement various methods of inquiry that foster student analytic skills and exploration of issues in U.S. history. They clearly underscore that inquiry-based practice is student-centered, with the teacher playing a key role in seeding a productive environment. The inquiry method is not new. As a graduate student in 1967 at the University of Michigan, I studied under Byron Massialas, author of ....
NH teachers consider how ‘divisive concepts’ law will affect lesson plans Modified: 7/14/2021 9:06:01 PM Editor’s Note: This story was first published on New Hampshire Bulletin . CONCORD For a history teacher, Ryan Richman’s assignments are often firmly rooted in the present day. Every week, students in Richman’s world history class at Timberlane Regional High School, in Plaistow, N.H., receive a simple assignment: Find an event in the news, bring it to class, and be prepared to discuss its connections with the past. The results vary, but a clear theme emerges. “Nine times out of 10, they are stories about oppression,” Richman said. “They’re stories about exclusionism. They’re about the Rohingya genocide, they’re about the Uyghur genocide, which are going on right this second. They’re about Black Lives Matter.” ....