Stacie Brensilver Berman
Clinical Assistant Professor / Residency Director / Social Studies Content Mentor in the NYU Teacher Residency
Teaching and Learning
Stacie Brensilver Berman is a Clinical Assistant Professor in the Teaching and Learning department at NYU Steinhardt. She holds a PhD in Social Studies education from NYU Steinhardt, as well as a Bachelor's degree in History from the University of Pennsylvania and Masters' degrees in Social Studies Education from NYU Steinhardt and History from Hunter College.
Brensilver Berman is the author of LGBTQ+ History in High School Classes in the United States since 1990 (2021) and “Books Have Their Own Stories: LGBTQ History in High School U.S. History Textbooks” in Nationhood, Citizenship, Gender and Religion – Comparative Perspectives on Textbook Analysis. She is the co-author of Project Based Learning in Real World U.S. History Classrooms: Engaging Diverse Learners (2024). She is also the co-author of “Teaching War Crimes in a Comparative Perspective” in Teaching Recent Global History (2014), “Teaching the Port Huron Statement” in Inspiring Participatory Democracy (2012), “The Civil Rights Movement” in Teaching US History (2010), and journal articles on using project based learning in social studies classes. She has worked extensively with high school teachers on developing curriculum and navigating the challenges around introducing potentially controversial issues in classrooms, presenting at conferences throughout the United States and working individually with educators teaching topics including LGBTQ+ history, civil rights, students’ rights, and the women’s movement.
Prior to earning her doctorate, Brensilver Berman was a New York City Public School teacher for ten years. Her dissertation, "Be Ready to Fight, Because It's Worth It': Efforts to Include LGBTQ History in High School US History Classes, 1990-2017" received an honorable mention for the Steinhardt Outstanding Dissertation Award in 2019.
Selected Publications
- Brensilver Berman, S. and Cohen, R. (forthcoming). Teaching LGBTQ+ History in High Schools: Practice Strategies and Voices of Experience. New York: Routledge.
- Turk, D. and Brensilver Berman, S. (2024). Project Based Learning Real World U.S. History Classrooms: Engaging Diverse Learners. New York: Routledge Press.
- Brensilver Berman, S., Cohen, R. and Mills, R. (2023). “Why CRT Belongs in the Classroom, and How to Do It Right.” History News Network. http://hnn.us/article/184803.
- Brensilver Berman, S. and Hurewitz, D. (2022). “LGBTQ+ Americans: History is on Our Side.” The Advocate. https://www.advocate.com/commentary/2022/7/29/lgbtq-americans-history-our-side.
- Brensilver Berman, S. (2021). “Why We Need LGBTQ+ History in Our Classrooms.” The Advocate. https://www.advocate.com/commentary/2021/11/17/why-we-need-lgbtq-history-our-classrooms.
- Brensilver Berman, S. (2021). LGBTQ+ History in High School Classes in the United States since 1990. London: Bloomsbury Publishing, Plc.
- Brensilver Berman, S. (2021). “Books Have Their Own Stories: LGBTQ History in High School U.S. History Textbooks.” In Hildebrandt-Wypych, D. & Wiseman, A., Comparative Perspectives on School Textbooks: Analyzing Shifting Discourses on Nationhood, Citizenship, Gender, and Religion. New York: Palgrave Macmillan.
- Turk, D. and Brensilver Berman, S. (2018). “Learning through Doing: A Project-Based Learning Approach to the History of the U.S. Civil Rights Movement.” Social Education.