BRI Scholarship Recipient Shares NCSS Experience
By Sean O'Neil
As a teacher at Oakland Catholic High School in Pittsburgh, Pennsylvania, where I currently teach Advanced Placement U.S. History and have previously taught Civics, Government, and Economics, I’m always searching for innovative ways to make history and civics resonate with my students. Attending the National Council for the Social Studies (NCSS) Conference in Boston, held from November 22-24, 2024, with the support of the Bill of Rights Institute, provided me with fresh insights and tools to bring back to my classroom.
This experience would not have been possible without the generous Gary Colletti Conference Scholarship provided by the Bill of Rights Institute. Thanks to their support, I was able to attend my first NCSS conference, where I explored new approaches to teaching and networked with inspiring social studies educators from across the country. The experience was both humbling and pivotal in my professional development, offering fresh perspectives and strategies to bring back to my classroom.
One session that profoundly impacted me was the BRI-sponsored “Playing for Democracy: Nurturing Civic Identities with Games.” This session introduced me to innovative methods of using simulations to transform how students engage with American history and civics. Simulations offer a powerful way to move beyond rote memorization of facts and dates. Instead, they immerse students in the values and social norms that form the foundation of a civic democracy. For example, I plan to implement role-playing games that allow students to step into the shoes of historical figures or participants in democratic processes. By doing so, students will grapple with complex issues, exercise critical thinking, and collaborate with peers in a dynamic, social learning environment. One idea I’m especially excited to try is creating a simulation where students debate the Federalist and Anti-Federalist positions during the ratification of the Constitution, allowing them to embody the ideologies and arguments of the era.
Another session that resonated deeply was about teaching 9/11, which validated much of how I approach this topic in my own classroom. I dedicate an entire unit at the beginning of the year to the September 11 attacks to anchor my American history curriculum. By starting with this modern event, students gain a contemporary connection to history and are introduced to the American narrative in a way that feels relevant and immediate. In this unit, students read excerpts from The Only Plane in the Sky, a powerful oral history of 9/11 that offers a wide range of perspectives. I was humbled to learn during the session that I’m already teaching the events of 9/11 in a holistic and meaningful way, providing students with both historical context and emotional depth.
In addition to the sessions, exploring Boston’s rich historical landmarks added invaluable context to my teaching. Walking the Freedom Trail, visiting Old North Church, and standing in the places where history was made allowed me to see history through a new lens. One particular moment that stood out was learning about the Boston Tea Party as an early example of a nonviolent protest movement in American history. Understanding the Tea Party’s role in sparking the American Revolution offers a timely connection to current discussions about civic engagement and the power of collective action in a democracy.
The conference reinvigorated my passion for teaching and gave me concrete strategies to make history and civics more relevant and dynamic for my students at Oakland Catholic. By incorporating these innovative approaches, I hope to inspire my students to not only understand history but also see themselves as active participants in our democratic society.
I am incredibly grateful to the Bill of Rights Institute for awarding me the Gary Colletti Conference Scholarship, which made this transformative experience possible. Their support allowed me to grow as an educator and provided me with the tools to make a lasting impact on my students and school community.