Middle Level-Jr. High School
This presentation will provide an overview of engaging strategies to use in teaching the ACW. Consideration of learning styles, primary sources, and historical method explored. Access to materials provided.
Brad Burenheide, Kansas State University, Manhattan, KS
Participants will learn methods to support students' understanding and use of primary and secondary sources and explore ways to better ensure participation in discourse related to document-based questions.
Ryan Theodoriches, Evergreen Public Schools, Vancouver, WA
Middle school students strongly prefer one-to-one discussion over teacher-led whole group discussion. If the dyads are carefully designed, citizenship skills and attitudes are enhanced while content knoweldge is deepened..
Jeff Passe, Towson University, Towson, MD; Rebecca Shargel, Towson University, Towson, MD
Participants will discover the power of historical fiction to enliven student literacy through an engaging unit of study on immigration and industrialization using the historical novel Dragonwings by Laurence Yep.
Brent Heath , De Anza Middle School, Ontario, CA
Become a critical consumer of the news by examining where it comes from and how it is disseminated.
Marilyn Cover, Classroom Law Project, Portland, OR; Barbara Rost, Classroom Law Project, Portland, OR
Primary sources are the heart of an engaging course in history. Learn concrete strategies (APARTY) for analyzing primary sources and methods for in-depth analysis aligned to Common Core.
Marcia Motter, Clayton Middle School, Reno, NV
Common Core requires us to be literacy teachers. Discover ways to incorporate literature, poetry, music, and film into thematic units guided by Essential Questions that connect to students. Materials provided!
Leslie Smallwood, Atlanta Neighborhood Charter School, Atlanta, GA
Many students, especially those with learning disabilities or executive functioning difficulties, need explicit instruction to organize time, materials and information. Explore strategies to close the resulting achievement gap.
Bruce Miller, Landmark School, Manchester, MA
Tablets and eBooks can encourage students to “do history.” Two NCSS endorsed iBooks, “It’s 1776: Should I Stay or Go?” and “It’s 1812: Who Won the War?", will be highlighted.
Mike Clare, University of Ontario Institute of Technology, Oshawa, ON
Teaching students how our government works is challenging. Teaching students to participate as future voters and leaders in government is critical!
Kelly Hawse, Frankfort Schuyler Central Schools, Frankfort, NY