This interactive session demonstrates best practices supporting collaboration between K-12 special education and general education teachers. Participants learn how to create inclusive social studies classrooms supporting exceptional learners. Resources provided.
Darren Minarik, Radford University, Radford, VA
This session introduces attendees to several methods, including use of several insightful primary sources, for teaching about Asian immigration to the United States in the late 1800s.
Patrick Grant, University Prep, Seattle, WA
Learn how to use Wikis to create interactive projects; create a Ning.com network for digital social interaction in your class; Use Google Forms to create digital DBQs.
Charles Skrabacz, West Leyden High School, Northlake, IL; Andrew Sharos, West Leyden High School, Northlake, IL; Richard Mason, West Leyden High School, Northlake, IL
Teachers routinely face students who ask, "why are we learning this?" This session prepares teachers to foster purpose-based student learning of U.S. History. Examples focus on the Civil Rights Movement.
Todd Hawley, Kent State University, Kent, OH; Adam Jordan, The University of North Carolina at Chapel Hill, Chapel Hill, NC
Through guided investigation, participants will consider how digital primary sources make social studies more relevant. We will examine constructed narrative history and how sources preserve or challenge social themes.
Timothy Patterson, Teachers College, Columbia University, New York, NY; Alexander Pope, Teachers College, Columbia University, New York, NY
This innovative presentation will incorporate easy-to-use cell-phone technology into your classroom. The time has come to get our students sharing, interacting, and engaged. BYOD (Bring Your Own Device)
Melissa Seideman, Haldane High School, Cold Spring, NY
This session will focus on the sharing of classroom-ready activities on the role of Judge Jackson at Nuremberg, international humanitarian law, and the warning signs of genocide.
Joseph Karb, The Robet H. Jackson Center, Jamestown, NY; Alicia Guajardo, American Red Cross International Humanitarian Law Program, Washington, DC; Andrew Beiter, The Robert H. Jackson Center, Jametsown, NY
Attendees will leave this session with at least four new activities for their classrooms. Audience participation will be required of all who attend this session run by two veteran teachers.
Randal Ernst, Lincoln Public Schools, Lincoln, NE; Charlie Blair-Broeker, Cedar Falls High School, Cedar Falls, IA
Integrating contemplative and peace education strategies illuminates how happiness and conflict resolution are interdependent and globally significant. Dynamic strategies and lesson plans will be provided for teachings these concepts.
Natalie Keefer, University of South Florida, Tampa, FL
Technology in the classroom can be a vital tool in creating student understanding. Using webquests, digital archives, and multimedia sources we will explore the Great Migration.
William Newell, University of South Florida, Tampa, FL