Chicago Teachers as Scholars is a collaborative professional development program. TAS strives to reconnect Chicago Public School teachers with the world of scholarship and inspire them to model the love of learning for their students.
Chicago Teachers as Scholars (TAS) offers a series of intellectually stimulating, content-based seminars led by scholars from area universities and colleges. Participants can expect engaging discussions on a broad range of topics with the seminar leaders and other participants. Seminar topics focus predominantly on the humanities, are related to the Newberry’s collection, and align with the Common Core Standards in English Language Arts and Literacy in History/Social Studies. Science, math, and current events topics are also incorporated into the seminar schedule.
During the 2011-12 program year, nearly 135 teachers from 45 Chicago public schools attended TAS seminars. Participants in the 12 seminars examined such diverse topics as Lincoln, slavery and the Civil War, Chicago’s transforming shoreline, art and exploration in 19th and 20th century America, Shakepeare’s dysfunctional families, Mark Twain, Huckleberry Finn, and the racial dilemma, and envisioning the colonial metropolis in early Latin America.
Seminars take place over a one or two-day period during the week and are held at the Newberry. Seminars begin at 9 am and run until 3 pm each day. Participants receive up to five CPDUs credit hours per seminar day towards their State of Illinois certification renewal.
All program costs affiliated with participation in TAS, including program materials, meals, and seminar readings, are covered by grants and private donations. Principals are asked to cover the cost of substitute teacher coverage for the first day of the first participant from each school; TAS covers all remaining substitute teacher fees.
The Newberry and the Chicago Public Schools are grateful to the Polk Bros. Foundation for a major grant that enables Chicago Teachers as Scholars to help enhance public education by offering high-quality professional development programs for CPS teachers. Thanks is also owed to the JB and MK Pritzker Family Foundation for their generous gift in honor of Joan and Bill Brodsky. Again, the Center for Latin American Studies at the University of Chicago has provided partial funding for the Latin American civilization-based seminars.
Register for 2013-14 seminars.
For questions or more information contact Charlotte Wolfe Ross, Teacher Programs Manager at email@example.com
2013-14 Seminar Schedule
In his memoir Specimen Days, Walt Whitman declared, “the real war will never get in the books.” It may be more accurate to say, however, that Civil War literature, including Whitman’s own writings, though written, often still remains largely unread.
The canonical period identified by the label “American Renaissance” has enjoyed a durable place in American literary history. However, its origins and its particular shape are peculiar to say the least. F. O. Matthieson’s book by that title concentrated on a half decade from 1850 to 1855 and on specific texts from five authors whose collective output consists of at least ten times as...
This seminar will take stock of the Mexican Revolution more than a century after its outbreak in 1910. Traditional histories tell a story of rough-hewn revolutionaries like Pancho Villa and Emiliano Zapata raising armies of peasant warriors to overthrow the dictator Porfirio Díaz in a bid for social justice and national honor.
In these two perennially popular, short, and sensational (i.e., teachable!) books, we are confronted with two of literature’s most enduring and chilling tales of a hidden or repressed self. Just what does the painting of Dorian Gray (hidden away in his closet and decaying while Dorian himself remains ageless) represent?
This seminar will discuss the social usage of Latin American Cultural Patrimony. The starting point for discussion will be UNESCO’s World Heritage List (created in 1978), where most of Latin American sites date from the colonial period (1521-1810). We will question: what were the criteria employed for the inclusion of these churches and urban historic centers?