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Faculty

David Hicks

Professor

Ph.D.


David Hicks is a professor of history and social science education (Social Studies) in the School of Education at Virginia Tech.  He is the program area leader for History and Social Science (Social Studies Education) in the faculty of Teaching and Learning and affiliate faculty of Learning Sciences and Technologies. He holds a BA (Honors) in Social History from Lancaster University (UK), a Postgraduate Certificate in Education with distinctions in theory and practice from Leeds University (UK), an MA in History from the State University of New York at Cortland, and a PhD in Curriculum and Instruction from Virginia Tech. David taught middle school and high school social studies in New York state and served as a museum curator/educator at the History Museum of Western Virginia on the “29 Let’s Go” D-day exhibit before completing his Ph.D.

His research interests include examining the influence of high stakes and standards based settings on the teaching and learning of history and social science; the integration of multi-media, film, and digital technologies to support the learning of history and social science as an inquiry based discipline; citizenship education, and disability studies and parental advocacy.  His publications include a co-edited book with E. Thomas Ewing entitled Education and the Great Depression: Lessons from a Global History published by Peter Lang and numerous book chapters, including a chapter in the American Psychology Association Educational Psychology Handbook, and journal articles. David's scholarship has appeared in such journals as The History Teacher, Social Education, The Mathematics Teacher, Contemporary Issues in Technology and Teacher Education, Teachers College Record (book reviews), Disability and Society, Journal of Education Policy, Theory and Research in Social Education, Social Studies Research and Practice, International Journal on Teaching and Learning in Higher Education, Learning and Leading with Technology, Journal of Women's History and the International Journal of Social Education.

He currently serves on the editorial board of the CUFA flagship journal Theory and Research in Social Education (2013-15). In addition, he served on the editorial board of the International Journal of Social Education, the advisory board for Drexel University College of Medicine’s Legacy Center Archives and Special Collections Digital History Toolkit, and the American Heritage Society’s Heritage Education project. He served as co-editor of the social studies section of the Society for Information Technology and Teacher Education (SITE) online journal Contemporary Issues in Technology and Teacher Education. He has also served as chair and member of the executive board of the College and University Faculty Assembly of the National Council of the Social Studies. 

David has served as PI or Co PI on a number of grants including Funds for the Improvement of Post Secondary Education program, National Endowment for the Humanities Exemplary Education program, Virginia Foundation for the Humanities grants program, US DOE Teaching American History grants program, US State Department Citizen Exchange grant program and the Library of Congress’ Teaching with Primary Sources grants program. Most recently he has received funding through the Virginia Department of Education (2012) to build an Online Virginia State and Local Civic Education Module to support the recertification of elementary and secondary social studies teachers across Virginia. He also received funding in collaboration with UNC Chapel Hill from the American Battle Monuments Commission (2013-14) to support a Trans-Atlantic teacher scholars program to study World War I and specifically America’s role in the Meuse Argonne Offensive in France.  Additionally he received funding for a National Science Foundation Cyber Learning grant (2013-2015) with colleagues in Computer Science, History, and Instructional Technology to explore the uses of digital technologies (Augmented Reality) to support the learning of history as an inquiry based discipline.

Each year David is gutted that he never wins an Oscar or Noble Prize or even a Grammy - he has not even found the baby in the damn king cake on Mardi Gras. He believes his career may have peaked at the American Educational Research Association Annual Conference in New Orleans when he and some colleague found the Presidential reception and free food and drink. He is currently considering whether to become either self appointed affiliate faculty to the vet school or changing the name of the school of education to the school of cognitive engineering. He has stopped using twitter because he has been confused with David Hicks the Australian Taliban.  He was never shot at while in a military helicopter with NBC’s Brian Williams, though he thinks he might be able to convince Williams that they were in the Falklands together with Bill O’Reilly and also at the Defense of Rorke‘s Drift during the Anglo-Zulu War alongside Michael Caine and Stanley Baker.  David enjoys doing conference presentations and keynotes on the learning of history and historical inquiry, writing run on sentences, and he also likes Piña Coladas and getting caught in the rain but nowadays he is asleep by midnight. He is no longer a big fan of traveling with certain Americans in France and despises grammar and punctuation

Education

Ph.D.  Curriculum and Instruction, Virginia Tech, 1999

M.A. History, State University of New York College, 1994

Graduate Certificate of Education, Leeds University, UK, 1989

B.A.  Social History, Lancaster University, UK, 1988

  • Teaching in Middle and Secondary School (History and Social Science Methods)
  • Internship in Education
  • Field Studies in Education
  • Education and Film
  • Developing Professional Dispositions: Case Studies in History and Social Science
  • Teaching and Inquiry in the Digital Humanities
  • Examining the influence of high stakes and standards based settings on the teaching and learning of history and social science
  • Examining the integration of multi-media, film, and digital technologies to support the learning of history and social science as an inquiry based discipline
  • Social studies education
  • History of Education
  • Disability studies and parental advocacy

Recent Publications and Presentations

Edited Books

Ewing, E.T. & Hicks, D. (2006). Education and the Great Depression: Lessons from a Global History. New York: Peter Lang Publishing.

Book chapters 

van Hover, S., Hicks, D., & Baran, J. (2012). Dr. Arlie Keith Turkett: ‘Ideals are power”. In O. L. Davis, Jr., and M. Spearman (Ed’s), A Century of Leadership: Biographies of Kappa Delta Pi Presidents (pp. 145-156). Charlotte, NC: IAP.

Hicks, D., Van Hover, S.  Washington, E., & Lee, J. K.(2012) Internet literacies for active citizenship and democratic life: In search of the intersection. In William Russell (Ed.), Contemporary Social Studies: An Essential Reader (pp.467-491). Charlotte NC: IAP.

Hicks, D., van Hover, S., Doolittle, P. & VanFossen, P.  (2012).  Learning social studies: an evidence-based approach.  In S. Graham, K. Harris, & T. Urban (Eds.), American Psychology Association Educational Psychology Handbook Volume 3 (pp. 283 to 308). Washington DC: APA.

Minarik, D*., & Hicks, D. (2011) Toward an inclusive social studies classroom. In T. Lintner and W. Schweber (Eds.), Strategies for Teaching K-12 Social Studies in Inclusive Classrooms. (pp. 47-56). Charlotte NC: IAP.

Hicks, D., & Lisanti, M*. (2010). The first day of class: Developing an awareness of history as an inferential discipline. In E. Heilman, with R. Fruja, & M. Missias (Eds.), Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 109-112). New York, NY: Routledge.

Hicks, D., & Doolittle, P. E. (2009). Multimedia-based historical inquiry strategy instruction: Do size and form really matter? In J. Lee & A. Friedman (Eds.), Research in Social Studies and Technology. (pp. 127-152). Charlotte, NC:  IAP Press.

Papers in refereed journals 

Hicks, D., Lee, J., Berson, M., Bolick, C., & Diem, R. (2014). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 14(4). Retrieved from http://www.citejournal.org/vol14/iss4/socialstudies/article1.cfm

Hicks, D., & van Hover, S. (2014). Revisiting the "sleeping giant" metaphor:  Is it still sleeping in the Commonwealth of Virginia, and is it still really a giant?. Contemporary Issues in Technology and Teacher Education, 14(2). Retrieved from http://www.citejournal.org/vol14/iss2/socialstudies/article2.cfm

Hicks, D., Lee, J.K., & Shires, S*. (2014). Inquiring about the causes of World War I with Chronozoom. Social Education, 78(3), 117-123.

Stoddard, J., Marcus, A., & Hicks, D. (2014). The burden of historical representation: The case of/for indigenous film. The History Teacher, 48(1), 9-36.

Parkes, K., Dredger, K., & Hicks, D. (2013). ePortfolio as a measure of reflective practice. International Journal of ePortfolio, 3(2), 99-115.

van Hover, S., Hicks, D. & Sayeski, K. (2012). A case study of co-teaching in an inclusive secondary high-stakes world history I classroom. Theory & Research in Social Education, 40(3), pp. 260-291.

van Hover, S., Hicks, D., & Cotton, S. (2012). “Can you make ‘historiography’ sound more friendly?”: Towards the construction of a  reliable and validated history teacher observation instrument.  The History Teacher 45(4), 603-612.

van Hover, S., Hicks, D., Washington, E. (2011). Multiple paths to testable content? Differentiation in a high-stakes testing context. Social Studies Research and Practice 6(3), 34-51.

Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent advocates and contention in special education in the United States. Journal of Education Policy, 25(3), 309 - 334

van Hover, S., Hicks, D., Stoddard, J. & Lisanti, M. (2010).  From a roar to a murmur: Virginia's History and Social Science Standards, 1995 to the present.   Theory and Research in Social Education, 38(1), 80-113.

McNeill, A., Doolittle, P., & Hicks, D. (2009). The effects of training, modality, and redundancy on the development of a historical inquiry strategy in a multimedia-learning environment. Journal of Interactive Online Learning 8(3), 255-269.

Nespor, J., Hicks, D., & Fall, A. (2009). Time and exclusion. Disability & Society 24(3), 373-385.

Crawford, S., Hicks, D., & Doherty, N. (2009) Worth the WAIT: Engaging social studies students with art in a digital age. Social Education 73(3), 136-139.

Hicks, D., & Doolittle, P. (2008). Fostering analysis in historical inquiry through multimedia embedded scaffolding.  Theory and Research in Social Education 36(3), 206-232.

Ewing, E.T., Lehr, J., Stephens, R., Nelson, A., Gumbert, H., & Hicks, D. (2008). Should women vote? Using cartoons to teach the suffrage campaign in European History. Journal of Women’s History 20(3), 144-165.

Hicks, D. & van Hover, S. (2007). “Just one fucking thing after another.” Exploring the nature and purpose of history and education through The History Boys. Theory and Research in Social Education 35(3), 492-500.

International Conferences

Singh, G., Bowman, D., Ogle, J.T., Hicks, D., Cline, D., Ragan, E., Johnson, A*., & Zlokas, R*. (2014). CI-Spy: Using Mobile-AR for Scaffolding Historical Inquiry Learning. Poster session presented at the IEEE International Symposium on Mixed and Augmented Reality, Munich, Germany.

Hicks, D., & Nespor, J. (2009). Contested mobilities. Places and paths in the education of children with significant disabilities. Paper presented at the Oxford Ethnography and Education Conference, St. Hilda’s College, University of Oxford, England.

Hicks, D., & Nespor, J. (2008). Changing locations of knowledge: Parents constructing themselves as researchers and educational experts. Paper presented at the Oxford Ethnography and Education Conference, St. Hilda’s College, University of Oxford, England.

Nespor, J., Hicks, D., Barber, E., & Fall, A.M*. (2007, September). Parent activism and special education policy and practice. Part 1: Mechanisms of collective action in a segregated school. Paper presented at the Oxford Ethnography and Education Conference, St. Hilda’s College, University of Oxford, England.

Nespor, J., Hicks, D., & Fall, A.M.* (2007, September). Parent activism and special education policy and practice. Part I1: Individualizing parent contention in negotiating special education Provision. Paper presented at the Oxford Ethnography and Education Conference, St. Hilda’s College, University of Oxford, England.

Nespor, J., & Hicks, D. (2005, September). Segregated publics: Parents contesting special education practices. Paper presented at the Oxford Ethnography and Education Conference, St. Hilda’s College, University of Oxford, England.

Hicks, D., Doolittle, P., Ewing, E.T. (2004, September) Historical inquiry, evidential understanding, and multimedia in the preparation of pre-service history teachers in the United States. Paper presented at the British Educational Research Association, Manchester, England

National Conferences

Wiens, P., van Hover, S., Hicks, D., & Cotton, S. (2014). Examining history teaching using PATH protocol. Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Boston: MA.

Johnson, A*., Hicks, D., & Lee, J. (2014). Never in splendid isolation: Cross-institutional connections and the design and development of global education courses. Roundtable presentation at the annual conference of the International Assembly of the National Council for the Social Studies. Boston: MA.

Hicks, D., Ogle, T., Stoddard, J., & van Hover, S. (2014). Memory, media, and representations of the Great War. Presentation at the annual conference of the National Council for the Social Studies. Boston: MA.

Baker, C., Ogle, T., Shires, S*, Hicks, D., & Morris, J. (2014). Bringing the war home: Meuse-Argonne Cemetery as a classroom. Poster presented at the annual conference of the National Council for the Social Studies. Boston: MA. 

Lee, J., Canning, A., & Hicks, D. (2014). Teaching informed inquiry with the Library of Congress Primary Source Sets. Presentation at annual conference of the National Council for the Social Studies. Boston: MA.

van Hover, S., Hicks, D., & Yeager, E. (2014). Ambitious teaching within standards-based settings: Lost in translation? Paper presented at the annual conference of the American Educational Research Association. Philadelphia, PA.

van Hover, S., Hicks, D., Yoder, P., & Cotton, S. (2014). Sure, sources, but then what? Historical “practices” and the development for the Protocol for Assessing the Teaching of History. Paper presented at the annual conference of the American Educational Research Association. Philadelphia, PA.

van Hover, S., Hicks, D., Cotton, S. & Yoder, P. (2013).  Breaking apart is hard to do: The challenges of “decomposition of practice” in the development of the Protocol for Assessing the Teaching of History (PATH). Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies.  St. Louis, Mo.

Hicks, D. & van Hover, S. (2013).  From overheads to prezi and diigo: A 10-year study of factors and mechanisms that influence preservice teachers’ use of digital technologies. Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies.  St. Louis, MO.

Shires, S., Hicks, D., & Lee, J. (2013). Calling all Chronozoomers: Chronology, causation, and the C3 framework in your classroom. Presentation at the annual conference of the National Council for the Social Studies, St. Louis, MO.

van Hover, S., Hicks, D. & Cotton, S. (2012). “Can you make ‘historiography’ sound more friendly?”: Towards construction of a reliable and validated history observation instrument. Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Seattle, WA.

Hicks, D., van Hover, S., Johnson, A*., & Cocke, C*. (2012).  Revisiting the sleeping giant metaphor: Is it still sleeping, and is it really a giant? Paper presented as part of  “15 years after Martorella's Sleeping Giant: A Symposium on Research on Technology Integration in the Social Studies" at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Seattle, WA.

Walsh, B., van Hover, S., Hicks, D. & Johnson, A. (2012). Learning the lessons of war? International dialogues on teaching in standards-based settings. Paper presented at the annual conference of the International Assembly of the National Council for the Social Studies. Seattle, WA.  

Hicks, D. (2012). Using Gaventa’s power cube as a window for discussing power, authority and participation in Kenya. Roundtable presentation at the annual conference of the International Assembly of the National Council for the Social Studies. Seattle, WA.

van Hover, S., Hicks, D. & Hessberg, K. (2012). Pedagogical governance and the
teaching of world history: A case study of policy to practice in an inclusive classroom in a high-stakes testing context.  
Paper presented at a roundtable at the annual conference of the American Educational Research Association. Vancouver, British Columbia, April 2012.

Bunin, C., Hicks, D., Mace, S., & Mink, A. (2011). America on the world stage: A global perspective to TAH. Presentation at the Annual Conference of the National Council for the Social Studies, Washington D.C. 

Hicks, D., Cocke, C., Walker, M., Lord, E., & Ewing, E.T. (2011). "A Negro in the White House": "Shock" "Outrage" in 1901," Presentation at the Annual Conference of the National Council for the Social Studies, Washington D.C.

Friedman, A., Hicks, D., van Hover, S., & Lee, J. (2011). CUFA research to practice session: Using primary sources to engage in inquiry- From theory to practice. Presentation at the Annual Meeting of the National Council for the Social Studies, Washington D.C.

Hicks, D., van Hover, S., Washington, E. Y., & Lee, J. (2011). Contemporary social studies: An essential discussion.  Symposium session at the Annual Conference of the College and University Faculty Assembly of the National Council for the Social Studies, Washington D.C.

Nespor, J., & Hicks, D. (2011). Segregating mobilities and the politics of educational disappearance: Mechanisms of collective and individual-level segregation across race and disability. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans LA, April 2011.

Nespor, J., & Hicks, D. (2011). From categorical fates to individuated futures: Re-making children’s educational futures. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, La, April 2011.

van Hover, S., & Hicks, D. (2011). Policy realization, performativity discourse, and teaching World History  to diverse learners: A case study. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, La, April 2011.

Mink, A., Hicks, D., Streets-Salter, H., Bunin, C., & Hughes, P. (2011) America on the world stage: A global perspective to the Teaching American History Grant Program. Presentation at the Annual Meeting of the Organization of American Historians, Houston, Tx March 2011.

Mink, A., Hicks, D., Streets-Salter, H., & Hughes, P. (2011) America on the world stage: A global perspective to the Teaching American History Grant Program. Presentation at the Annual Meeting of the American Historical Association, Boston, MA. January 2011.

Hicks, D., van Hover, S., Washington, E., & Lee, J. (2010). In search of the intersection between literacy, active citizenship, and democratic life: A transdisciplinary literature review. Paper presented at the Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Denver, CO, November, 2010.

Hicks, D., van Hover, S., Vanfossen, P., Doolittle, P. (2010). Learning social studies: Reviewing empirical social studies research in the context of key principles of learning. Paper presented at the Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Denver, CO, November, 2010.

van Hover, S., Hicks, D., & Sayeski, K. (2010). “Always check with the other parent first:” A case study of co-teaching in an inclusive secondary World History I classroom. Paper presented at the Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Denver, CO, November, 2010.

van Hover, S., Hicks, D., & Washington, E.  (2009). Multiple paths to testable content? Differentiation in a high-stakes testing context. Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Atlanta, November, 2009.

van Hover, S., Hicks, D., Stoddard, J. & Lisanti, M*. (2009). From a roar to a murmur: Virginia's History and Social Science Standards, 1995 to the present. Paper presented at the annual conference of the College and University Faculty Assembly of the National Council for the Social Studies. Atlanta, November, 2009.

Hicks, D., Lisanti, M.*, Zuckerwar, S, Lee, J. van Hover, S. (2009).  The changing faces of Lincoln, slavery, and the civil war.  Presentation at the annual meeting of the National Council for the Social Studies.  Atlanta, GA.  November, 2009.

Hicks, D. & van Hover, S. (2009). The other side of the desk: Pre-service social studies teachers & Virginia's accountability system. Paper presentation (formerly known as roundtable) at the annual meeting of the American Educational Research Association.  San Diego, CA. April 2009.

Hicks, D., & Nespor, J. (2009) Toward inclusion: Examining patterns of collective and individual parental contention and activism over time. Paper presentation (formerly known as roundtable) at the annual meeting of the American Educational Research Association.  San Diego, CA. April 2009.

Nespor, J., & Hicks, D. (2009) Scribes, Translators and Wizards: Transdisciplinary approaches to the study of parental advocacy and activism. Paper presentation (formerly known as roundtable) at the annual meeting of the American Educational Research Association.  San Diego, CA. April 2009.

Organized Professional Development Workshops/Presentations/Courses for Teachers

Sept/Nov 2014     Baseball Americana: National History Day Theme 2015 Leadership and Legacy. Analyzing Library of Congress Primary Sources Using the SCIM-C Historical Inquiry Process. TPS Eastern Region Professional Development Workshop Level II. Waynesburg University. I developed and co-taught this online course that was offered through Waynesburg State with Ann Canning and John Lee.

Oct. 2013              Analyzing Library of Congress Primary Sources using the SCIM-C Historical Inquiry Process. National History Day Resources at the Library of Congress 2014 Theme – Rights and Responsibilities in History. TPS Eastern Region Professional Development Workshop Level II. Waynesburg University. (October 3rd  - October 31, 2013- 6 sessions). I developed and co-taught this online course that was offered through Waynesburg State with Ann Canning and John Lee.

Oct/Nov 2012      Round the World in 72 Days With Nellie Bly 1889-1890 National History Day Resources at the Library of Congress 2013 Theme - Turning Points in History: People, Ideas, Events. TPS Eastern Region Professional Development Workshop Level II. Waynesburg University. (September 20, 2012 - October 25, 2012- 6 sessions). I developed and co-taught this online course that was offered through Waynesburg State with Ann Canning and John Lee.

Jan/Feb 2012       Jane Addams, Peacemaker or Troublemaker? National History Day Resources at the Library of Congress 2012 Theme: Revolution, Reaction and Reform. TPS Eastern Region Professional Development Workshop Level II. Waynesburg University. (Jan, 12 -Feb 17, 2012- 6 sessions). I developed and co-taught this online course that was offered through Waynesburg State with Ann Canning and John Lee.

November, 2011  The Life & Legacies of Booker T. Washington: A Workshop for Teachers. Part of the team that helped to organize this one-day teacher workshop. The origins for this workshop grew out of the Library of Congress TPS grant that E.T. Ewing and I received. This led to a partnership/funding from the Booker T. Washington National Monument and the History Department at VT to sponsor a research workshop on Booker T. Washington.

Sept/Oct 2011      Jane Addams, Peacemaker or Troublemaker? National History Day Resources at the Library of Congress 2012 Theme: Revolution, Reaction and Reform. TPS Eastern Region Professional Development Workshop Level II. Waynesburg University. (September 22, 2012 - October 27, 2011- 6 sessions). I developed and co-taught this online course that was offered through Waynesburg State with Ann Canning and John Lee.

Invited Professional Development Workshops/Presentations/Courses for Teachers

Lee, J., & Hicks, D., (2014, December). Keynote: C3 and the NYS social studies tool kit project. Invited keynote at the Madison-Oneida Social Studies/School Librarian Conference, Vernon: NY.

Lee, J., & Hicks, D., (2014, December). SCIM-C Inquiry-based methodology for teaching and assessment with primary sources. Featured session at the Madison-Oneida Social Studies/School Librarian Conference, Vernon: NY.

Hicks, D. (2014 August). Inquiry in the Social Studies classroom. Presentation at the Connecticut Councils for the Social Studies professional development workshop on C3, Inquiry, and Connecticut State Frameworks, Hartford: CT.

Bowman, D., Hicks, D., Ogle, T., Singh, G., Cline, D., Johnson, A*, (2014).  CI Spy: Exploring the potential of mobile augmented reality for scaffolding historical inquiry learning. Invited Presentation at the Montgomery County Public School’s professional development workshop, Christiansburg, VA.

Hicks, D. (2014 July). Inquiry in the Social Studies classroom. Presentation at the Connecticut Councils for the Social Studies professional development workshop on C3, Inquiry, and Connecticut State Frameworks, Hartford: CT.

Hicks, D. (2014). SCIM-C: Scaffolding historical source document interpretation. Invited presentation at the Ancestry Teacher Scholars Work Summit. Chapel Hill, NC.

Hicks, D. (2013). Chronozoom: A case study. Invited presentation at the American Battle and Memorial Commission’s Teacher Scholars Work Summit. Washington DC.

Hicks, D. (2013). In search of resonance – from historians to the history classroom. Invited presentation at the New Perspectives on the Cold War Teacher Workshop. Blacksburg VA

Hicks, D., & Lee, J. (2012). Facilitating and scaffolding historical inquiry.  Invited two-day workshop presentation at the Library of Congress Teaching with Primary Sources program at the University of Central Florida, Orlando Florida.

Hicks, D. (2011). Scaffolding history as an inferential discipline: Playing with artifact bags, the museum of me, and junior detectives. Invited presentation to the Teaching American History Grant -Virginia Beach Public Schools.

van Hover, S. & Hicks, D. (2011) Race and place: Using Library of Congress historical sources. Invited presentation at the Teaching American History Grant Conference- Southwest Virginia Public Education Consortium. Abingdon, Virginia.

Friedman, A., Hicks, D., & Lee, J. (2011). Using Web 2.0 technologies and the Library of Congress to teach social studies. Invited inservice workshop at Winston-Salem/Forsyth County Public Schools, Winston-Salem, N.C.

    Hicks

  • 540-231-8332
  • hicks@vt.edu
  • 225C War Memorial Hall, School of Education
    Virginia Tech
    Blacksburg, VA 24061
    USA