To effectuate learning by differentiating instruction for struggling learners, using culturally relevant curriculum; designed to introduce social justice within history courses as inclusive, interesting, and enjoyable reading of historical texts
Ayisha Benham, Hercules High School, Hercules, CA
Attendees will participate in experiential exercises in absolutism, segregation, communism, capitalism and industrialization for all history classes. Participants will receive a template for creating experiential exercises for multiple concepts.
Betta Borrelli, Georgia College, Macon, GA
Many districts across the country are transitioning to the Common Core curriculum. Learn how the Common Core can help develop engaging, rich lessons to boost skills and excitement about history.
Lindsey Cafarella, Georgia State University, Atlanta, GA
This session will examine the process for constructing effective rubrics to assess performance-based academic tasks. Presenters will also address how rubrics promote opportunities for formative assessment and student reflection.
Lorretta Chávez, Metropolitan State College of Denver, Denver, CO; Phillip Bernhardt, Metropolitan State College of Denver, Denver, CO; Peter Vigil, Metropolitan State College of Denver, Denver, CO
This presentation will introduce Teaching Tolerance's free professional development resources that can help educators build understanding of and fluency in talking about race in the curriculum, classroom and community.
Maureen Costello, Teaching Tolerance/Southern Poverty Law Center, Montgomery, AL; Thom Ronk, Teaching Tolerance/Southern Poverty Law Center, Montgomery, AL
This session will explore the enhanced professional development practices, and observation models to support teachers. Think aloud and video stimulated recall methodologies can help improve classroom and reflective practices.
John Sturtz, Keene State College, Keene, NH
The historical inquirer is a teacher and a learner at the same time: a dual inquirer. The Dual Inquiry Model is a conceptual framework for guiding inquiry-based learning and teaching.
Peggy O'Neill-Jones, Metropolitan State College of Denver, Denver, CO; Linda Sargent Wood, University of Northern Arizona, Flagstaff, AZ; Cynthia Stout, Independent Historian, Denver, CO; Stevan Kalmon, Council for 21st Century Learning, Denver, CO
Learn how to teach students to write like historians using Writing to Learn and Learning to Write strategies. Leave with resources and tips on how to manage the grading.
Stacey Gorman, Mundelein High School, Mundelein, IL; Kathryn Rose, Robert E. Lee High School, Springfield, VA
Imag[IN]ing History presents painting, sculpture, photography, and film as the basis for a student's imagining history. It assesses the roles played by propaganda, viewpoint, and cultural literacy in shaping history.
Greg Brown, A.J. Dimond High School, Anchorage, AK; Kent Isakson, A.J. Dimond High School, Anchorage, AK
We introduce the Newberry Library's Digital Collections for Classroom Use thematic anthologies of classroom-ready, primary-source documents that are free and accessible to all over a dynamic new website.
Hana Layson, The Newberry Library, Chicago, IL; Rachel Rooney, The Newberry Library, Chicago, IL