This is the second in a three-part article series on preparing for the 2024 election in our middle school classrooms. You can read part one here and look for the final installment later this fall. Need more support tackling difficult conversations with students? Explore Jen Cort’s book, Help Us Begin, available from AMLE. As we
Since 1999, America and other countries have recognized June as Pride Month. According to the United Nations, commemorative days and months such as Pride Month are “occasions to educate the general public on issues of concern, to mobilize political will and resources to address global problems, and to celebrate and reinforce achievements of humanity.” Pride
Read More… from Five Ways to Support LGBTQIA+ Students this Pride Month and Beyond
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In a recent issue of Middle School Journal, researchers Karen Burgard, Michael Boucher, and Tina Ellsworth reexamined the classroom simulation. Do they do more harm than good? AMLE CEO Stephanie Simpson sat down with the authors to learn more about the study and the key implications for educators. This interview has been edited for space
Read More… from Social Studies Simulations – Do They Still Have a Place in Middle School?
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This article is timed to coincide with the celebration of National Comic Book Day, which will occur on Sept. 25th. Introduction & Rationale – Why create comic books? When Jason was a middle school student, comics were a contraband medium not only in the classroom, but among friends. Students would not necessarily disclose themselves as
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More than a buzz word, inclusion is a moral and ethical cornerstone of any healthy environment, including schools and classrooms. As educators, we strive to create and sustain a feeling of welcome for students and staff. In fact, AMLE includes as a key characteristic of successful schools that they provide an environment that is “welcoming,
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New Research Highlights Perspectives from Self-Described Social Justice Educators In a recent issue of Middle School Journal, researchers Ebony Terrell Shockley and Valeisha Ellis investigated, through a series of interviews, the perspectives and pedagogical practices of teachers who self-identify as social justice educators. But what does that really mean, to be a social justice educator?
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