Teaching with Current Events | BRI’s #TenthPeriod Webinar Series

0:02 well good afternoon everybody and welcome to our inaugural tenth period webinar here at the deliverance Institute we’re excited to have you all join us today my name is Kirk Higgins I’m the senior manager for curriculum at the Bill of Rights Institute and you are a part of what we hope will be an exciting new series where we will be exploring different topics and themes for the next few weeks or I guess up until June every other week so we hope that you enjoyed today and they yield tuned in and I’d like to introduce my colleague Rachel hi everyone my name is Rachel Davis and humphreys I am the director of outreach at the Bill of Rights Institute prior to that I spent eight years in the classroom in a

0:48 variety of contexts across North America and I’m very excited to be able to talk to you today and co-host this series with Kirk thanks for being here so the Bill of Rights Institute is a has been around for about 20 years we are celebrating our 20th anniversary this year it’s very exciting and the mission of Bri is to engage educate and support engage educate and empower individuals with the freedom and opportunity that exists in a free society we do that a number of ways we do that through our resources which Kirk will mention throughout the seminar and then we also do it through our in-person programming for both teachers and students so thank you again for being here yeah and so our

1:33 hope with this webinar series is to get us out from behind our desks even more often than we already do and to talk to you all about topics that come up at our different programming around the country things that we see that are educational opportunities or occasional challenges that we’re running into the classroom and to get really just interesting content experts to join us and talk through issues and explore different themes and innovative ways of trying to approach material we don’t have really any 100% foolproof solutions that we’re offering but we’re really in a foster dialogue and foster conversations that hopefully will inspire you and your teaching hopefully provide you with new ideas and also for

2:20 us to be able to connect to find out better ways of providing material to you all so again I encourage you as the conference goes along make sure that you’re sending us questions in the queue a box down at the bottom and you know our goal for all these is to provide really concrete tools strategies techniques and content information that we hope that you can adapt in to your classrooms and into your own teaching styles as were as we’re working through these so so we’re excited to offer them we’re gonna try and get better at providing these as we go forward and get more efficient at an effective at delivering this content but and have various different guests that Oakland Peak different folks interests in our

3:06 first guest this week is someone who works with us everyday Christian said so Chris if you could introduce yourself everybody I’m Chris Johnson I am the marketing and communications manager here at the Bill of Rights Institute I’ve been here for a little over two years prior to coming to Bri I worked for 17 years at the Washington Post with the newspaper and education program there prior to that I worked in the education department doing programs with the Smithsonian’s National Portrait Gallery and many years ago I was a classroom teacher most of my work here at Bri I use a lot of the skills that that I developed while I was at the post helping teachers integrate the newspaper into their classroom so I hopefully will

3:54 be able to shed a little bit of light on my experiences with we’re doing that so I look forward to continuing the dialogue with all of you and I’ll turn it back to my colleague Kirk yeah so for our first topic in this webinar series we were excited to tackle Curt events and throughout the webinar this afternoon we’re going to talk about the challenges of incorporating current events into the classroom the opportunities that it also provides how the Bill of Rights Institute has been take on this challenge in trying to provide resources and hopefully provide you with some good concrete resources natural items that you can take back to your classroom and incorporate but as we do professional development seminars and as we interact with teachers in our various ways we constantly hear that

4:41 teachers want more more resources around current events incorporated in their classrooms or or or help in translating things they see in the news and trying to present them as thematic issues or present them as concrete things that the students can really sink their teeth into and we know that one of those challenges is timeliness you know you might be sitting at home and you see something under news you know like oh wow I wish I could develop a lesson around that because this is something that that’s really pressing and so we’re hoping to help fill that void a little bit with some of the materials were presenting but Rachel I wonder if you could talk a little bit a little bit more about some of the challenges that you hear about teachers talking about or some of the things that we just know are intimidating when it comes to incorporating news events in the

5:26 classroom yeah I’m certainly I mean every all news is national news now in the Internet age and teachers are on the front lines and so I think the teachers have the hardest job in the world because it’s it’s their classroom that students go to with these really pressing questions when they don’t have anywhere else to discuss or to get information that they can trust and so one of the one of the things so before my work as the director of outreach I helped manage our teacher program so I would travel the country talking to teachers about what their challenges are and the biggest thing I would hear is the is how to how to manage there’s a struggle on how to manage the classroom dynamic when you

6:12 have a contentious passionate issue so students are coming from a variety of backgrounds and so they’re coming with very very clear opinions to them about why they why they think what they think and so when they put them all in one space how do you how do you manage that situation of contention and then additionally once you do open the conversation how do not make it an opening of floodgates and how do you help constrain and and support the conversation so that it’s productive and so that your community persists and and thrives through the conversation as opposed to creating tension within the community of your classroom so I think those are those are the biggest things we hear those are the

6:58 biggest challenges that I had in my classroom communities I taught in Austin Texas and also in rural northeast Indiana and both of those populations had different needs when it came to building empathy and and being able to have different kinds of conversations and and the conversations that were that were contentious changed based on the year or what was in the news or where I was in the country so I think it’s hard to make blanket statements but I think that’s that’s about that’s the most the most important thing I’ve heard so Chris I’ve often heard you refer to current events I think you might be cribbing it was from somebody else but as sort of the rough draft of history a lot of the educators that we work with are you know

7:44 government history civics teachers and so I kind of I like that illusion of a rough draft of history could you maybe talk a little bit about what you mean by that we can incorporate that rough draft and make it something a little more final well I know a good quote when I steal it that quote actually comes from Phil Gramm who was one time editor of the Washington Post it’s probably a good 60 75 years old and the exact quote was that that mr. Graham said that the that journalism is the first rough draft of history and I think what might be an interesting interesting springboard for conversation in the classroom is what does that mean in today’s 24-hour instantaneous news cycle and you can very easily use

8:31 stories from the day and take a look at how a story first breaks and how the facts begin to trickle out and how how important it is for today’s journalists to get the news out to the public in time but at the same I make sure that they’re getting it right and to remind students that they very often don’t journalists are human beings they make mistakes and and they’re constantly having to go back and update stories as they as they can you know come through and come across the wire as well we try to keep our pulse on what’s going on by subscribing to all the major newspapers and also we try to

9:18 follow a lot of the local smaller outlets around the country one great resource to turn to is the museum if you have not been to the museum in Washington DC you definitely want to go if you get in if you make it here but they have a great resource on their website of all the day’s front pages so one intro to to the discussion would be to look at those front pages and compare the front page stories from newspapers all around the country and all around the world compare and contrast look at the way stories are being reported in different regions what’s what are the top stories in the Detroit region versus the Miami region versus your own you know smaller town newspaper are there similarities are there differences I would encourage you

10:05 to to keep a subscription to your local paper in your classroom as often as possible and use that as a springboard for discussion all news is local and you know one of the things that we try to do is when we see a news story that specifically ties in with one of our resources and we have over 2,500 resources online then we use the new current events dashboard to tie that into the lessons that we have that we offer so those are some of the ways that we’re trying to to provide you with with real tools that you can use in your classroom to discuss current events within a historic and historical context yeah thanks Chris and I think it’s worth

10:51 pointing you to there’s a resource box that should be at the bottom of your screen where we’ve included some of our I wouldn’t call my greatest hits but a few things we found particularly relevant to current conversations that are happening so I would encourage you to check that out one of the things included in that resource box is a short video intro talking about our new current events dashboard so the idea behind the dashboard is that were pulling headlines often from local newspapers from across the country that are pertinent directly to different constitutional principles then we think you can pull into your classroom and your students will find it relevant because it happened in the last week or two and then included with those different events we’ve also attached BRR resources to teach about different

11:38 topics so on everything from separation of powers to conversations about federalism conversations about natural rights Liberty freedom of speech we’ve tried to compile those and we’ll be updating those every week every day and providing you with new opportunities to talk about these things and then providing you with resources directly to connect to that in with that you know it makes me think of another resource that the Bill of Rights Institute has which is our think to vote debate platform which allows students to have conversations with each other in a place that’s not YouTube comments but instead in a more constructive and directed way and Rachel you know it’s a part of something that I know is near and dear to your heart which is building communities and in fostering civil

12:23 discourse and I wonder if you just talk for a second about how you see conversations about current events helping to bring bring out civil discourse and be a practice for how students can can model that in their own lives and again I would just quickly encourage everyone if you have any questions please feel free to drop into the Q&A box and we will make sure to address those yeah absolutely so I think one of the things that we as adults and as educators we want to get to that meaty interesting kind of debate very quickly part of part of the way to think about how to introduce or a good way to think about how to introduce current events or contentious issues or troublesome topics

13:09 as they may be it’s a think of it as muscle that your students you’re stood at the nascent community that is your classroom doesn’t have all of the habits of relationship and dialogue that you would need to be able to have a meaningful conversation a meaningful civil discourse and so one of the ways to get started is to start with very low stakes interactions so debates on things that have that the kids have no skin in they will because whether Oreos are better than Thin Mints is a reek can be really contentious but starting with these kind of low stakes conversations low stakes debates practicing debriefing making sure you talk about how the conversation went what went well what didn’t is a is a great way to think

13:57 about building the musculature so it’s like you wouldn’t you wouldn’t if you want to move a truck you know like those guys who do the strongman competitions you have to build up to being able to do that and sometimes the conversations about current events feel like moving the truck it’s it’s that hard to get into the conversation and so how do we help students build the muscles well we start with those very low stakes then you talk about let’s talk about one quote right then you talk about a paragraph out of an article then maybe you’re able to start putting two articles together or two newspapers front pages together so what are what is the scaffolding need it for relationship building for the habits of thought and dialogue that allow you to have the

14:43 conversations about the about the current contentious issues is a question I always ask myself in the classroom and I think is a good question to ask yeah I think that’s great and I also think you know Rachel you’re touching on a lot of culture building in the classroom which i think is important from day one really setting those expectations for students seeing how it is that they can model that kind of behavior on one another and and being intentional about that I think having students help set those rules and expectations for themselves is a good way of doing that having them be the ones that are setting those standards of expectations helps to provide them with that buy-in to and I know as a part of a few different lessons that the Bill of Rights Institute has put together my impact challenge included in

15:30 that but also a few others and again I also think you know it helps it helps again provide that context that allows that you know that that passion to get distilled through reason you know that a little bit of distance can can do wondrous things thinking we’re talking about text so one thing you mentioned Chris mentioned to that that was great which is comparing those different those different news events even by just directing students attention toward text it allows them to be something that’s neutral that they can then have a discussion about that isn’t just you know isn’t just feeling and thinking but it is directing them to route their comments and their thoughts in something that’s directly in front of them and so

16:17 I thought Chris you do a lot of work for the Institute and helping us come up with some of these events particularly lessons and helping us construct those thought maybe you can talk a little bit about how the Bill of Rights Institute chooses the different topics that we talk about and then maybe cite one or two different materials that the Bill of Rights Institute features that that could be particularly pertinent to this conversation sure there are two resources that we that we have in particular that I think are helpful in laying the groundwork for for using current events in your classroom one of them is on our voices of history website if you go to voices of history or actually in the resources box that you have available this this resource is linked under preserving the Bill of Rights we have a module called Y of Free

17:07 Press matters under the Bill of Rights and freedoms of the press assembly in petition so that’s one really terrific resources resource that you can use to sort of begin to build media literacy in your classroom another one that’s linked in your resource box is is a resource called media and American democracy it’s available on our main website under educator resources Institute curricula and that’s that’s another that’s another great great piece that’s available all of our materials are free many of them like the resources on voices of history you have to create a login to access but we’ve we’ve made all our materials free

17:53 and accessible to anyone I think both of those are great one of the things that they one of the things they’re the first resource in particular does is it uses examples from history there’s an activity I think it’s in that resource Y prefix matters then looks at the spanish-american war and yellow journalism and takes real examples from headlines from the newspapers from those days from those from that era the Hearst Newspapers in particular so that students can begin to recognize certain key words that that may reflect the bias of a new source it’s a great era for

18:39 showing kind of the extreme examples of yellow journalism of sensational as sensationalist journalism bias and then they can use those examples and look at resources whether it’s their own newspaper or CNN Fox any of the contemporary news sources and see if they can transfer those skills into today’s materials and resources and make the same draw the same conclusions there’s also a great unit in there that teaches them how to understand the difference between an editorial a news story and an advertisement you know all of which are important terms to define

19:27 to lay the groundwork for for a media literacy discussion that that you need to establish before you really successfully I think use current events in your classroom and I think that news literacy conversation is so important and there are a lot of really great organizations doing a lot of really great work in that space you are going to mention museum is doing really interesting work in that space and the number of number of other organizations my only caveat with our median American democracy resources we have been around for 20 years and we don’t always get the chance to update our resources so median American democracy I believe was published in 2007 there’s been a bit of a change in how we you know get our news sources in that period so while a lot of the activities are really excellent if

20:13 you ever have suggestions for improvements or things you want to send us we welcome that improvement we are constantly iterating constantly looking to become a resource that’s really useful to you so just putting that caveat in out there ya know I was saying we love feedback so any ideas or anything anyone wants to send along to us we’re always always open to it always excited to hear about it and you know thinking about how things change one topic that is also available in resource box is a curriculum that we developed recently called immigration and citizenship in America or in the United States immigration is a topic that is a

20:59 part of our new cycle seemingly every day it’s also a topic that’s been a part of our news cycle seemingly endlessly since you know probably the 1840s which is an exciting opportunity and also can be full of challenges and can be a very sensitive topic especially for those teachers who have who may have more recent immigrants in their classroom or may have people facing we talk to teachers quite often who have students in their classrooms who could be facing deportation and other challenges and so it’s it’s topic that is is very is full of sort of these these pitfalls that can sometimes be the intimidating factor for talking about

21:45 this content in the classroom so Rachel’s wonder if you could you can answer me this simple question is there such a thing as an untouchable topic when it comes to current events or is there any newsworthy event that we should avoid yeah that’s you know simple answer I think well okay so here’s my single answer is no I in my experience in my classrooms there is always a way to talk about the student interests it’s really about what you can do whether or not you have the capacity to there’s a way whether or not it’s going to be able to be done in the classroom is a different question one of the things that I think well the the immigration curriculum is a really great

22:31 example so what I love about the immigration I love a number of things about our immigration curriculum it still needs a couple of expansions to include my different types of migration and the the Hispanic immigration immigration story but it’s a it’s a great resource because it does what I think is so important when talking about current events which is to provide a reference to the self for for the adolescent so there’s a wonderful activity in there called the letter from Mary Garvey which I don’t writing a letter home to her parents it’s a phenomenal kind of excerpt and you can hear her her adolescence in the story and and you can ask students what would it be like for you as an empathy

23:17 building activity and so I think that kind of what is how do we help so for students all of these ideas are new you and I as adults how our opinions have had experience from the last time this was discussed in a new cycle but students think that everything is new because everything is new for them and so I think by giving them a perspective a touch point in history can be really comforting it can be it can be a moment for them to see themselves in the world around them and that can be really healthy the other thing when it comes to to whether or not there are whether or not there are topics that are that are untouchable sometimes you have to seize

24:03 the moment and and it’s there and you can’t give it up and you know it might not go well one of the things that I found success in doing in that situation was making sure that before we started the conversation I explained the risk to the students I said okay I know you guys want to talk about this but here the risks I could get fired you could be like there are there are serious risks for us having this conversation so in order for us to have the conversation we’re gonna have to be adult about it what are the rules we have to establish in order for us to have this conversation what are the classroom rules and then what are the consequences if someone breaks this rule and that can take five or ten minutes and you write up those rules and you K okay let’s go we have 20 minutes to discuss

24:49 this thing but these are the rules and that’s a way it’s a kind of to very quickly establish norms to honor that they want to talk about this and that you as an adult respect that they want to talk about this but also letting them know the really very serious risk that it’s footing whatever that may be in your community so that’s that’s all way to approach it if you really can’t give up learning moment or the opportunity for that learning moment yeah I think I think that’s great and as a historian I particularly like your comments about history because I do think that that’s history’s often this dead thing that students have a hard time really putting themselves in the shoes of and I think helping develop that empathy through understanding that these questions

25:35 continue to come up but also placing it I mean that’s that’s the power of learning about history in one of the reasons that history is pursued is understanding that you’re not alone that you are a part of a continuum of things that have been happening in that we’re all here trying to answer the same questions about meaning the same questions about community the same questions about how it is that we can best get along with each other and be as free and productive as possible while helping each other out and I think connecting it to that in pointing it towards something that’s deeper and truer than just the headline on the page I think begins to also take that idea of of humility which can help take a pause it take us take a step back from whatever it is you’re reading that’s in

26:20 front of you that makes you incensed and realize hey I should learn more about this before I come up with my opinion let me investigate this let me develop my opinion come to it and then I’m where I did before but I also might end up somewhere else and that’s okay and I think there’s a lot of power behind that and again that’s one of the way that’s part of the thought of us developing this dashboard the way that we did is connecting it to these deeper principles and another resource that’s in our box is documents of freedom which is the Bill of Rights Institutes of open educational US history textbook that covers topics from the founding through not quite the current day but pretty close about 2014 looking at topics in history government economics and

27:06 political philosophy and again it’s another way to connect these topics that might seem very boring when you write a definition and put it on the flat on the you know dry erase board where you have it in front of you at a flashcard but once you see that it’s alive and it’s something that is being discussed and debated and argued about in the present day it’s suddenly something that jumps off the page and we can I think the students really begin to appreciate it it’s something that’s more than than just something that happened and so I think that’s exciting and I think documents are freedom is a great resource for that I also think you know another one and this week actually will be doing another key lesson on the Supreme Court but our Supreme Court gave you cues are another resource that are a

27:52 great way of really pulling things are being discussed in the news to the present day so whether or not it’s topics about religious liberty or religious freedom or topics about Second Amendment Supreme Court just talked about hearing another second another case being able to draw those current events back to Supreme Court cases where a lot of these issues have been adjudicated can be a really really powerful tool and I want to point out that so we also have Supreme Court dbq’s throughout our other resources so another one of the great resources we have is the religious liberty curricular resource and in that resource we have a Supreme Court DBQ on Hobby Lobby versus Burwell which was you know students now

28:38 probably don’t even remember that but when it was happening the students were very engaged but it’s a great a great resource to talk about the modern state of religious liberty and religious freedom and liberty of conscious there’s an excellent essay on the liberty of conscience and and how that differs and what that means versus religious liberty so I highly recommend that resource as well so right so we talked a lot about how it is that you can start using current events in your classroom but I wonder for veteran teachers out there that might be tuning in what are good ways of shaking things up what are your good are there good Socratic tools that you’ve used the past that have worked in lighting conversation that’s gotten pretty

29:26 formulaic because I think that’s one of the dynamic things about topic and talking about some of these topics is it it can feel very natural that’s a very genuine learning experience it’s not something that you know we’re going to sit down now and learn it’s very organic so hard if you could share on maybe a few tips that you used for enlivening those conversations yeah absolutely I think there’s there’s if yours well I I subscribe to the idea that if you’re not excited it’s likely that they won’t be there are teachers who who have that skill but that was not my skill my skill is if I’m excited about what’s happening my students are gonna be excited about what’s happening and there’s so much to be excited about these days and I think one of the one of the things that we can

30:11 do is make sure that we are constantly refreshing are our resources that were putting in front of students as I mentioned the Hobby Lobby versus Burwell you know four years ago that would have been a really hot topic for students today I don’t even know if they would know what we were talking about so that’s a challenge on our part at the Bill of racist it’s why we continue to write e lessons and make sure that we’re we’re at the cutting edge which why we’ve developed the current events dashboard and I think that’s that’s the thing that keeps you going as a person and therefore will keep your students going is what am i interested in there is a danger there I talk about this sometimes in some of our other talks that that we we have two options when we’re presenting current events we either do not say our

30:58 piñon and we hold space for the opinions of the students so my opinion is not a part of the conversation in order for me to help with the student formation of their own opinion because otherwise they’ll look to me as the authority and therefore will never do their own opinion formation they’ll just they’ll they’ll all orient towards whatever my opinion is the other option is that the obviously the tension there though is that it’s important that we sometimes speak truth to power that we model what it means to be an adults of conviction and I don’t think one way is better than the other you know in a binary sense but I do think that different situations call for different things and when you’re when you’re choosing one over the

31:43 other you’re necessarily you’re necessarily denying the other so being very aware of that and conscious of that is an important thing when thinking about these these contentious issues my personal thought was if students wanted to talk to me about what my opinion was they were more than welcome to do that at the end of the unit but it could only be during lunchtime so they couldn’t do it during class time and it had to be on their own time so those were always really great conversations that really humanize me as an adult in in their eyes and it was it was they were always fun conversations so that’s that’s that’s that was what I did yeah I think it’s important to point out to our approach to that with the new current events

32:30 dashboard is to try and find whenever possible opinion neutral pieces so we’re not trying to post editorial pieces we’re not trying to post opinions or op-eds what we’re trying to do is find as neutral news as possible which in today’s day and age can be a little bit more of a challenge than one might think but by doing so we’re hoping just to provide the facts of the case and then allow the students or you as the educator to really pull out the conversation that’s going on so for example I know on the dashboard right now there’s a article on there about due process and so there’s a question for whether or not this piece of legislation that was passed in a state is violating due process of law or not and I think

33:19 having that real-world example especially for something like due process which is pretty opaque and can be a little bit confusing even though it doesn’t due process seems pretty straightforward it’s not and so we try to provide the raw material and then we hope that the Bri resources that are included can help you dig into that a little bit more and then from there the conversation can flourish in your classroom in whatever way that you think is most beneficial so so if I can just you know if I could switch gears a little bit when I when I gave a presentation on media and American democracy at the National Council for social studies conference in Chicago in

34:04 December a couple of teachers in discussing this issue talked about the the mystery or fake news and that phrase in particular coming up in their classrooms students saying oh we can’t you know we can’t believe this because it’s it’s fake news and obviously they’re getting that from from someone very high up or they’re hearing it at home in their own household and how do you respond to something like that and I thought that that was a obviously a very valid concern one of the things that we were able to discuss is if you go online to the Society of Professional Journalists website you’ll find the spj

34:51 code of ethics this is used in in our median democracy guide that we already referred to but you can find it online and you could take any any news story whether it’s from a print newspaper or news website and go through and look at these standards and talk about what is a code of ethics what does um what is the difference between a code of ethics and a law newspapers aren’t bound by these it’s sort of a an understood professional standard that they should hold themselves to and that more importantly that the public that the people should hold themselves should hold the the sources to and that’s the key that in

35:37 our republic the power always comes from the people and it’s the people’s job to make sure that they’re holding the press accountable in the same way that we hold our elected officials accountable I think that’s a very important discussion to have and I think the spj code of ethics is there’s something that a tool that you you can give your students and help lead the discussion within that framework I think that’s great and another resource since we’re just in the in the giving resources I if you aren’t familiar with all sides comm I highly recommend that as a resource what they do is they put all of the newspapers on a bias framework they they look at they may put different resources next to one

36:22 another if they have a number of really excellent educational resources it’s called all sides comm I believe so I recommend that resource as well increase your explanation reminded me of another Bri resource which is our Gilded Age and progressive era curriculum and in particular one potato lesson which soon will be having a new video released in the next few weeks but boss tweed who is the famous New York political figure maker for a long to king maker that’s what I was thinking about in the 1870s in New York and he knew he was in trouble when Thomas Nast started producing his cartoons and you know I think it’s a fun example because it’s

37:08 you know they tweet essentially said look you know my constituents might not be able to read but they sure can see pictures and so this is a little bit troubling and basically highlighting the graft that was taking place in Tammany Hall and other problems that were that were taking place there that the flaunting of the rule of law amongst some of the things I think it’s a great example though the power that that media literacy when someone is actually sitting down looking at good journalism been able to see for themselves and come to good conclusions what can come from that it is another example again a little bit less traditional but another example that that you can pull in as you’re having these conversations about media literacy and then bringing in actual conversations about content topics and being discussed that you know you can find examples in history of every single

37:55 one of these things so so it’s exciting and if you are interested in finding out about that video and also checking out that curriculum I encourage you to do so and stay tuned because I’m sure there’ll be more information coming out about that soon Wow political cartoon we’re great I’m glad you mentioned the political Nast cartoons that are on Gilded Age I think those are terrific and it would be great to so to compare those with some current political cartoons and discuss the symbolism and imagery and what that means and how powerful those images are even today I’m really glad you mentioned that resource yeah absolutely and I think it also points toward the fact that all of us are responsible for our own opinions as good or bad as that as that may be and so it’s important for

38:40 all of us to practice responsibility when it comes to investigating where we’re gonna stand on those and also to help practice that in classrooms to help set a good example for what for what that looks like in discussing current events I think is one great opportunity for us to for us to do that now I think we’re about at time so I think we’re gonna wrap up for this session we want to thank you all again for joining us we hope that you’ll come back and join us again on a future tenth period webinar the topics are all listed on the Bill of Rights Institute website so you can sign up for whichever ones you think are of interest and we will be posting all of these online for you to access even

39:25 after the conclusion of these programs they can be downloaded at any time all the questions that are posted on the Q&A and all the resources will be available there and as always if you have any questions that you want to reach out directly to us please feel free to do so any comments or feedback or topics you’d like to discuss we’d also really like to hear from from you on that so Chris Rachel do you guys have any parting words of wisdom no keep keeping on your doing the best work in the world and we really appreciate everything that the educators are doing I HECO that and I encourage you in two weeks to join us for a conversation with John tinker it was one of the plaintiffs in the tinkerer versus Des Moines Supreme Court case this year we’re celebrating the fiftieth anniversary so

40:12 he’ll be our special guest the same time two weeks from today so thanks again for tuning in and we’ll see you then thank you all