[Susie Suh]

I would ask my students to consider the age of the people in their families, and ask them at what range they would categorize age differences by. I would ask them what are the positives/benefits of each age range. Then we can share and discuss those ideas and carry that perspective with us as we analyze the data of currently aging societies (what would be the benefits? what are the difficulties?)

I think it would also be great to have students think about the ages of the people we study in history and keeping that perspective in mind throughout. I.e. how old were the founding fathers? What was the median age span of various demographics of people during the time period we are studying?

[Susie Suh]

As I teach about colonization and westward movement in U.S. History, I think shifting the narrative to analyze who holds power through control of natural resources (including water, which is necessary for survival) would be a really great way for my 8th graders to have a more tangible understanding of how the U.S. and other European powers conquered native populations in the Americas. It's also a great way to get them more civically engaged by asking them what they know how we currently gain access to clean water, bringing up modern events such as the Flint water crisis. 

[Susie Suh]

Hello! I'm Susie Suh and I teach 8th grade U.S. History in LAUSD. Currently we are following district protocol with distance teaching. Even there are many challenges that come with it, I am trying to make the best of it by using technology to my fullest advantage. Working from home also means more time to rest/lesson plan/grade.

My pre-Covid hobbies were going out to new cafes/restaurants, reading, hiking, and market shopping for my cooking adventures. I definitely jumped on that baking bandwagon during covid. There is something extremely comforting and fulfilling about baking bread! 

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