SUPER Teacher

Our SUPER Teacher workshops are now offered virtually, giving you greater access to
these compelling professional development opportunities. See our latest workshop
videos and earn CEUs by completing the lessons below:

Earn CEUs

Step one: Click the Thinkific link to set up an account. There are individual Thinkific links for each lesson.

Step two: Complete each lesson.

Step three: Complete the survey if you have not already done so.

Step four: Take the quiz

Step five: Print your certificate.

Disclaimer: Links contain extra resources. Teachers do not have to read or watch the video to obtain a certificate.
Teachers may click the “complete and continue” button to advance to the survey and certificate.

https://melanie-s-school-7214.thinkific.com/courses/Flu

https://melanie-s-school-7214.thinkific.com/courses/super-teacher-tech-tuesday-6-30-20

https://melanie-s-school-7214.thinkific.com/courses/super-teacher-tech-tuesday-6-23-20

https://melanie-s-school-7214.thinkific.com/courses/super-teacher-tech-tuesday-6-16-20

https://melanie-s-school-7214.thinkific.com/courses/super-teacher-tech-tuesday

 

https://melanie-s-school-7214.thinkific.com/courses/super-teacher-women-s-suffrage

Upcoming SUPER Teacher Workshops

 

Description of Alabama Citizens Fighting for Civil Rights: Landmark Supreme Court Cases

Registration link:

https://us02web.zoom.us/webinar/register/WN_z9O7AQmsSrmC-4SjxBYvxw

Teachers will experience four inquiry-based lessons as 6-12 grade students on landmark Supreme Court cases that originated in Alabama and had significant impacts on national civil rights law. By the end of the workshop, teachers will leave with four problem-based inquiry strategies as well as a deeper understanding of the historical, constitutional, and democratic values inherent in the landmark cases that have influenced US history and legal rights for the past 70 years. The workshop will be led by an interdisciplinary team of social studies teacher educators and a constitutional law professor.

Alabama Citizens Fighting for Civil Rights: Landmark Supreme Court Cases

Lead Scholar:

Dr. Jada Kohlmeier, Professor & Program Coordinator

Secondary Social Studies Education

Auburn University

Additional Scholars:

Dr. Jesús Tirado, Assistant Professor

Secondary Social Studies Education

Auburn University

Mr. Nick Phillips, Ph.D. Candidate

Secondary Social Studies Education

Auburn University

Dr. Steve Brown, Associate Professor

Department of Political Science

Auburn University

Teachers will experience four inquiry-based lessons as 6-12 grade students on landmark Supreme Court cases that originated in Alabama and had significant impacts on national civil rights law. By the end of the workshop, teachers will leave with four problem-based inquiry strategies as well as a deeper understanding of the historical, constitutional, and democratic values inherent in the landmark cases that have influenced US history and legal rights for the past 70 years. The workshop will be led by an interdisciplinary team of social studies teacher educators and a constitutional law professor.

This workshop will be offered via video conferencing. A computer and wifi access will be required for participation.

Alabama Humanities Foundation Grant

Citizens Fighting for Civil Rights: Landmark Supreme Court cases brought by Alabama Citizens

6-12 grade social studies teachers

July 20-23, 2020

Location: Virtual

Alabama Course of Study Standards Addressed:

  • 6th grade
  • #9 Critique major social and cultural changes in the U.S. since WWII.
  • #12 Evaluate significant political issues and policies since WWII.
  • 7th grade
  • #5 Compare duties and functions of the legislative, executive, and judicial branches of the national government.
  • #6 Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
  • #10 Describe individual and civic responsibilities of citizens of the United States.
  • #12 Describe how the United States can be improved by individual and group participation in civic and community activities.
  • 11th grade
  • #14 Trace the events of the Modern Civil Rights Movement from post-WWII to 1970.
  • 12th grade U.S. Government
  • #3 Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, function, and principles including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers and checks and balances.
  • #6 Analyze the expansion of suffrage for its effect on the political system of the U.S. including suffrage for non-property owners, women, African-Americans, and persons eighteen years of age.
  • #7 Describe the process of local, state, and national elections including the organization, role, and constituency of political parties. (Evaluate the impact of reapportionment, redistricting, and voter turnout in elections.)
  • #13 Evaluate constitutional provisions of the judicial branch of the government of the United States, including checks by the judicial branch on other branches of the government, limits on judicial power, and the process by which cases are argued before the Supreme Court.
  • #14 Describe the role of citizens in American democracy, including the meaning, rights, an responsibilities of citizenship; due process and other rights guaranteed by the Constitution and participation in the election process.

Monday July 20

Morning Session

Objectives:

  • Teachers will learn the Structured Academic Controversy deliberation strategy.
  • Teachers will analyze the components of “right to counsel” across two Supreme Court cases.
  • Teachers will apply “right to counsel” as they debate whether public defenders provide “adequate counsel” for all US citizens.
  • Teachers will reflect on the learning challenges and scaffolding necessary when implementing problem-based inquiry with younger learners.

8:30-9:00 Introduction to Persistent Issues in History (PIH) for civic competence approach  to teaching social studies

9:15-10:45 PIH Lesson: Powell v Alabama – Right to Counsel – Dr. Jada Kohlmeier

Structured Academic Controversy:

Do public defenders provide “adequate counsel?”

11:00-12:00 Dr. Steve Brown provides historical context and explains Constitutional rights  established in the featured case. Dr. Brown explain current implications for the  case being debated in legal and political contexts, including Q&A.

Tuesday, July 21

Morning Session

Objectives:

  • Teachers will learn a gerrymandering simulation.
  • Teachers will argue a recent Supreme Court gerrymandering case as members of the Court.
  • Teachers will reflect on the learning challenges and scaffolding necessary when implementing problem-based inquiry with younger learners.

8:30-9:30 Lesson: Gomillion v Lightfoot – Gerrymandering – Mr. Nick Phillips

Redistricting Committee: Reconfigure Alabama’s Congressional Districts

9:45-10:45 PIH Lesson: Mr. Nick Phillips

Supreme Court Simulation: Decide Rucho v Common Cause Case

11:00-12:00 Dr. Steve Brown provides historical context and explains Constitutional rights  established in the featured case. Dr. Brown explain current implications for the  case being debated in legal and political contexts, including Q&A.

Wednesday, July 22

Morning Session

Objectives:

  • Teachers will learn the response group discussion strategy.
  • Teachers will apply the “freedom of association” right establsihed in the NAACP case to modern issues related to terrorism and religious organizations.
  • Teachers will reflect on the learning challenges and scaffolding necessary when implementing problem-based inquiry with younger learners.

8:30-9:30 PIH Lesson: NAACP v Alabama – Freedom of Association

Response Group: Rule on KKK v New York, NAACP v Alabama

9:45-10:45 Lesson: Debate FBI profiling of Muslim Mosque membership rolls post 9/11  terrorist attacks

11:00-12:00 Dr. Steve Brown provides historical context and explains Constitutional rights  established in the featured case. Dr. Brown explain current implications for the  case being debated in legal and political contexts, including Q&A.

Thursday, July 23

Morning Session

Objectives:

  • Teachers will learn the Socratic Seminar discussion strategy.
  • Teachers will learn various legal definitions and application of “discrimination” based on gender (strict scrutiny, etc.)
  • Teachers will apply the legal rationale for and against discrimination based on gender as they deliberate whetehr or not women should be required to register for selective service.
  • Teachers will reflect on the learning challenges and scaffolding necessary when implementing problem-based inquiry with younger learners.

8:30-9:30 PIH Lesson: Frontiero v Richardson: Gender Discrimination, Dr. Jesús TIrado

9:45-10:45 PIH Lesson: Congressional Hearing: Should women be required to register  for the selective service?

11:00-12:00 Dr. Steve Brown provides historical context and explains Constitutional rights  established in the featured case. Dr. Brown explain current implications for the  case being debated in legal and political contexts, including Q&A.

Materials and Resources to be Provided

–    The first 20 teachers who register will receive a copy of: Brown, Steve (in press). Alabama Justice: Cases and Faces that Changed a Nation. University of Alabama Press

–    All teachers receive free access to the PIH website, including the lesson materials featured in the workshop as well as over 50 wise practice lessons for models of lesson design, scaffolds, documents, and reference materials.

Free book & stipend for the first 20 teachers who sign up and attend the entire workshop July 20-23.

We will pay a stipend of $100.00 to the first 20 teachers.

Free book & stipend for the first 20 teachers who sign up and attend the entire workshop.

We will pay a stipend of $100.00 to the first 20 teachers.

Goals of SUPER

The aim of SUPER is to increase participants’ subject knowledge and, in turn, their confidence, enthusiasm, and effectiveness as educators. The content in these programs directly addresses the Courses of Study as mandated by the Alabama State Department of Education. Upon completion of a SUPER program, participants receive a certificate documenting hours earned toward professional development for submission within their own districts. SUPER programs are registered with ALSDE STIPD.

Through SUPER, AHF seeks to foster long-lasting relationships between Alabama’s institutions of higher education, public and private elementary and secondary schools, and the state’s many important historical and cultural organizations.

Participant Benefits

Participants in SUPER are afforded a rare and invaluable opportunity to join their peers and distinguished university professors in an intensive exploration of curriculum-relevant topics through directed pre-program readings, lectures, extensive analytical and critical discussions, film viewings, writing exercises, field trips and cultural experiences.

SUPER also provides a forum in which educators can interact, exchange ideas, gain fresh perspectives and learn new approaches to teaching. Participants develop a multidisciplinary approach to the humanities and enjoy many significant benefits all at no cost to them or their schools.

Who is eligible?

All 4th-12th grade teachers currently teaching in Alabama public and accredited private schools are eligible. School librarians and pre-service teachers will be considered on a case-by-case basis.

Testimonials

“I constantly receive letters of thanks to the Commission on Higher Education for the financial support given to the program. Recently, a new teacher wrote me saying that the resources she gained from SUPER are invaluable and that she has learned such a program for teachers is rare.

Indeed it is a rare jewel in Alabama’s educational system that brings together elementary, secondary and postsecondary teachers and university faculty all wanting to learn more to expand their knowledge and, therefore, their effectiveness in the classroom.” – Gregory G. Fitch, executive director of the Alabama Commission on Higher Education, al.com

“As a 5th year special education teacher, I have attended numerous summer workshops. However, I sincerely believe that the Prisms of Place was, by far, the most influential and phenomenal workshop that I had the pleasure of attending. It was well organized, planned, executed and applicable to the secondary interdisciplinary curriculum.

In addition, all of the scholars who were selected to participate in the institute shared very valuable information that could be passed on to other educators, community leaders, parents and students in the Black Belt region.”Robbi Flowers, Special Education, Dadeville High School

“I’ve shared my books and information with so many people. You just can’t imagine the places that an opportunity presents itself to talk about these things.” – Ginger Dunn, Department of Youth Services

“I am so grateful to the Alabama Humanities Foundation for choosing the most effective people to lead these wonderful workshops as well as facilitating the multitude of details necessary to provide such worthwhile educational opportunities for Alabama teachers. Many elements of this seminar will be used in our various classrooms. Our lively discussions, presenting scholars included, revitalized and renewed us.”Karen Wilksman, Huntsville High School and Calhoun Community College

How is the SUPER program funded?

SUPER is a program of the AHF and as such receives financial support from diverse sources, including the National Endowment for the Humanities, individuals, and private and public corporations and foundations. Major financial support for SUPER comes from:

2017 Funders 

The Daniel Foundation of Alabama

Susan Mott Webb Charitable Trust

Poarch Band of Creek Indians

Vulcan Materials Foundation

State of Alabama (ACHE Fund)