Craig Perrier

 (13)
United States - Virginia - Arlington
Craig Perrier
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"Historical writing at its best is critical, exciting, thought-provoking, frustratingly ambiguous and uncertain".
 
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By Craig Perrier
American Westward Expansion in the 19th century was interpreted through artwork that impacted the public's view of the grand enterprise of manifest destiny. This lesson includes a PPT of 15 slides and 5 suggested essay questions.
Subjects:
U.S. History
Grades:
9th, 10th, 11th, 12th
Types:
PowerPoint Presentations
FREE
1 rating
4.0
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TEACHING EXPERIENCE

PROFESSIONAL EXPERIENCE: SECONDARY EDUCATION 2011-Present Program Director: Social Studies DoDEA, Arlington, VA • Director for curriculum, budget, professional development and policy for Department of Defense Dependent Schools. • Create and implement education policies for over 80,000 students K-12 around the globe. I also lead meetings, develop networks, manage contracts, and contribute tofederal agency’s educational philosophy and plan. 2009-2011 Virtual High School, Maynard, MA • Coordinator for curriculum and instruction of social studies and history department for online courses in over 30 states and 30 nations. • Trained and evaluated teachers, problem solved, reviewed and wrote curriculum for online courses in Blackboard and D2L. 2007-2009 Billerica Memorial High School, Billerica, MA • US History I: 10th grade Honors • Introduction to Psychology: 11th and 12th grade 2005-2007 High School of Commerce, Springfield, MA • International Baccalaureate History: The Americas 11th grade • International Baccalaureate History: 20th Century 12th grade • US History II (Inclusion): 1877- Present 2002-2005 American School of Rio de Janeiro, Rio de Janeiro, Brazil • Twentieth Century Issues: 8th Grade • MS Advisory Program • Interdisciplinary Units: Via Sapientia and Health/Relationships 1999-2002 Escola Maria Imaculada, Chapel, Sao Paulo, Brazil - Department Head • International Baccalaureate History: The Americas 11th grade • International Baccalaureate History: 20th Century 12th grade • World Geography: 7th Grade • World History II : 9th Grade • Electives: Sociology, Psychology, History through Film 1997-1999 Thomas A. Blake Middle School, Medfield, MA • World Geography: 7th Grade • US History I: 8th Grade • Interdisciplinary Unit: American Immigration 1996-1997 Cushing Academy, Ashburnham, MA - Dormitory Head • International Summer Program: Study Skills, Research and SAT PROFESSIONAL EXPERIENCE: HIGHER EDUCATION AND ONLINE TEACHING 2012 Institute for International Education, Washington, D.C. • Consultant and Instructional Designer of Fulbright training course • Trained facilitators and IIE staff on online teaching using Moodle • Partnered with the U.S. State Department. 2010-Present International Education and Resource Network, New York, New York • Online Facilitator training Fulbright recipients going overseas. • Partnered with the U.S. State Department. 2010-Present Northeastern University, Boston, MA • Adjunct professor, HIST 1201: US History 1763-1848 • Adjunct professor, HIST 3131: World History 1945-Present • Adjunct professor, HIST 1203: The United States from 1917 • Adjunct professor, HIST 3213: Contemporary American Identity • Adjunct professor, HIST 3430: Leadership Themes in History • Adjunct professor, HIST 1003: Themes in World Civ 1789-Present • College of Professional Studies: Designed 6 and 12 week courses for online and blended formats. 2007 Spring American International College, Springfield, MA • Adjunct Professor, HIST 200: World History Survey: Continuing Education 1995-1996 Learning Skills Inc., Northampton, MA • Reading and Study Skills Seminars for college freshmen

MY TEACHING STYLE

Education, as Jean-Francois Bayart observed, “frees you from yourself.†Facilitating this type of experience requires an engaging teacher invested in his students’ development. The combination of a challenging curriculum, dynamic instruction, and relevant assessment creates a student centered atmosphere Tantamount to this pedagogy is the establishment of positive relationships. An effective teacher will be proactive in this practice, seeking to build connections with students, colleagues, parents, administrators and the community. In turn, the educational experience for students should be introspective and welcoming to a multiplicity of perspectives. Overall, education should provide the “habits of mind†for students to develop cognitively, socially, and affectively. To these ends, it is essential that educators nurture what they do best, discuss what can be improved, and explore new practices they can “bring to the table.†“Authentic†history analyzes a multiplicity of historical accounts allowing students to construct personal and social understanding. In essence, historical thinking skills, engages students in constructing their knowledge instead of memorizing content. This process frames history as an active, interpretive process, not an external body of facts.

HONORS/AWARDS/SHINING TEACHER MOMENT

2009 Mudge Teacher Fellowship: Boston Athenaeum “Dissent and 21st Century Skills: Rethinking the Hartford Convention†2009 National Endowment of the Humanities “George Washington†Institute 2008 Billerica Partners for Education: Mini-grant awarded to develop and implement global perspectives in US History survey courses. 2008 Adams Teacher Fellow: Awarded by the Massachusetts Historical Society based on self designed research proposal using the Adams Family Papers. 2008 Gilder Lehrman Seminar: The Civil War in Global Context 2008 Foreign Policy Research Institute: China’s Encounter with the West 2007 Foreign Policy Research Institute: Living Without Freedom: Authoritarian States 2007 Teaching American History Grant: Springfield Public Schools Seminar 2005 National Endowment of the Humanities “Power, Politics & Culture†Seminar

MY OWN EDUCATIONAL HISTORY

2011 Masters in History Northeastern University, Boston, MA 2004 Masters in Education Framingham State University, Framingham, MA 1995 B.A. in History, Education Minor Clark University, Worcester, MA 1994 International Studies in History University of Stirling, Stirling, Scotland

ADDITIONAL BIOGRAPHICAL INFORMATION

Highly regarded professional with over fifteen years of experience in education. Has a demonstrated track record in successful classroom instruction, leadership, networking, and curriculum development in private and public education nationally and internationally. Brings an extensive skill set, dynamic experiences, and engaging personality to the table. Excels in providing a rigorous, student-focused educational experience.

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