teacher fellows for academic year 2020-2021:

The Hagop Kevorkian Center is pleased to announce a special virtual teacher fellowship for the 2020-2021 academic year. For more information, please see the 2020-2021 Teacher Fellowship page found here. To apply, please fill out the following Google Form found here.

For any questions about our teacher fellowship program, please email James Ryan at james.ryan@nyu.edu.

teacher fellows for academic year 2019-2020:

The Kevorkian Center's Teacher Fellowships aim to enhance the development of K-12 curriculum materials that both convey a nuanced view of the Middle East and adhere to Core Curriculum standards. Each Teacher Fellow will receive the following benefits as part of their Fellowships:

• A grant in the amount of $1,500 that may be used towards research, materials for curriculum development, and classroom activities,
• Borrowing privileges at NYU Libraries for one calendar year (Sept - August) and advising services from NYU’s Middle Eastern and Islamic Studies librarian.  
• A formal mentoring relationship from a NYU faculty member on the Fellow’s curriculum development topic. This may take place through 2-3 in-person meetings spread throughout the academic year as well as through email correspondences.

The Teacher Fellowships culminates in a final lesson plan to be presented at an outreach program hosted by The Hagop Kevorkian Center.

TEACHER FELLOWS FOR ACADEMIC YEAR 2018-2019:

• Farrar Cooper (High School of Telecommunications Arts and Technology, Brooklyn, NY) who proposes a unit on "Arabs in the United States" dealing with historical and contemporary Arab communities in US history, focusing on themes of migration, identity, culture, and equity.
  
• Katie McCulloch (Claremont International High School, Bronx, NY) who proposes an interdisciplinary project on geometry and Islamic art for her 11th and 12th grade interventions students.
• Teresa Ann Willis (Middle Passage, Bronx, NY) who proposes a unit on the history of the Afro-Turks, an estimated 1.3 million enslaved people who were forced from Africa to Ottoman territories.  
• Hanan Wuhush (Ramallah Friends School, Ramallah, Palestine) who proposes who a unit on the effect of Palestinian migration and displacement history on personal identity in her 11th and 12th grade classroom.

TEACHER FELLOWS FOR ACADEMIC YEAR 2017-2018:

• Clare Hagan (DeWitt Clinton High School, Bronx, NY) who proposes a unit on the themes of displacement and refugee sstories for her 10th grade English class.
  
• Ken Mayers (Bergen County Academies, Hackensack, NJ) who proposes an introductory Arabic (MSA) language course that incorporates cultural elements for his 9th to 12th grade students.
  
• Lavern McDonald (The Calhoun School, New York, NY) who proposes a unit  that incorporates slave narratives to introduce her students to our nation's engagement with Islam through the practice of enslaving Muslim-identified persons for her social studies class for 11th to 12th grade students.
• Louisa Esme Sandes (Greenwich Academy, Greenwich, CT) who proposes  a unit on World War I in the Middle East for her  Modern Middle East elective class for 10th to 12th grade students.
• Kevin Whiston (High School for Enterprise, Business, and Technology, Brooklyn, NY) who proposes a unit on the concepts of identity, tradition, and modernity (starting from the breakup of the Ottoman Empire, and then moving to Egypt, Israel/Palestine, and Iran) for his 10th grade AP World History Class.
  
  

TEACHER FELLOWS FOR ACADEMIC YEAR 2016-2017:

• Bram Hubbell (Friends Seminary, New York, NY) who implemented a module on the Israeli-Palestinian conflict in his 10th grade modern world history class.   
  
• Abbe Karmen (Riverdale Country School. Bronx, NY) who implemented  a curriculum on the impact of the U.S. sanctions regime against Iraq for her 10th grade history class. 
• Brendan Mullins (Abraham Lincoln High School, Brooklyn, NY) who implemented  a unit on refugees and migrants (specifically, from Syria and Yemen) for his 10th grade global history and geography class.
• Teresa Willis (Middle Passage, Bronx, NY) who implemented
   a unit on the history and culture of the multi-ethnic, multi-religious peoples who comprised the Ottoman Empire for her 6th grade Social Studies class.
  

TEACHER FELLOWS FOR ACADEMIC YEAR 2015-2016:

• Geoffrey Agnor (Berkeley Carroll School, Brooklyn, NY) who implemented a unit on "Inquiry into Iran: Primary Source Analysis" for his 8th grade Humanities course.
  
• Marium Rizvi (M.S. 354 The School of Integrated Learning, Brooklyn, NY) who implemented a unit "U.S. Foreign Policy: The Middle East" for her 8th grade Social Studies course. The resulting lesson plan can be found on our "Resources and Lesson Plans" Page.
• Maria Valentin (Scarsdale High School, Scarsdale, NY) who implemented a unit on the Cold War in the Middle East for her 10th grade Global History and Geography course.
  

The resulting lesson plans from units implemented as part of these Teacher Fellowships can be found on our "Resources and Lesson Plans" Page.