In the current standards-based environment, many social studies teachers look for opportunities to engage their students in meaningful, substantive work while simultaneously keeping to the pacing guide. In this session, participants will be introduced to a research-based process for student documentary film creation designed and tested for the standards-based classroom.
Mark Hofer, College of William and Mary, Williamsburg, VA, US; Kathy Swan, University of Kentucky, Lexington, KY, US
Do you teach social studies methods for teacher candidates? Strategies to motivate teacher candidates to teach social studies that enhances student learning will be presented and discussed.
Cheryl Torrez, The University of New Mexico, Albuquerque, NM, US; Scott Waring, University of Central Florida, Orlando, FL, US
An 18th century Louisiana village provides an engaging backdrop for bringing CCSS to life for elementary and middle school students via collaboration between living history museum, university, and local schools.
Toby Daspit, University of Louisiana at Lafayette, Lafayette, LA, US; Jolie Johnson, Vermilionville Folklife Center, Lafayette, LA, ; Janet Pope, Lafayette Parish School System, Lafayette, LA, US; Elaine Riley-Taylor, University of Louisiana at Lafayette, Lafayette, LA, US
Make your classroom come alive with the sound of music. Music helps students learn world and U.S. history and helps teachers engage a class. Free resources provided. Bring your ears!
Davis Hartwell, Cheverus High School, Portland, ME, US; Stuart Tisdale, Cheverus High School, Portland, ME, US
Encourage your students to think critically about museum exhibits by using technology to create an online gallery of inquiry. Detailed lesson ideas and instructions for digital immigrants and natives.
Rhonda Gambill, Indiana University, Bloomington, IN, US
Three Teaching American History grant teachers share their research findings regarding a collection of Depression-era sources and creative ideas for using photographs, documents, and maps to create a classroom museum.
Christi Carlson, Northern Arizona University, Flagstaff, AZ, US; Heather Walker, Williams High School, Flagstaff, AZ, US; Lori Wright, Coconino High School, Flagstaff, AZ, US
Examine interrelated cultural issues in history and art using the Saint Louis Art Museum (SLAM) collection. Develop techniques for sharpening students' visual literacy skills through extended observation and interpretative exercises.
Jennifer Doyle, Saint Louis Art Museum, St. Louis, MO, US
Explore practical applications of psychology in your social studies classroom utilizing psychological principles and studies to enhance contextual understanding of historical events and personalities with insightful and engaging activities.
Craig Burguiere, Red Hook Central School District, Red Hook, NY, US; Ron Dombrowski, Red Hook Central School District, Red Hook, NY, US
Preserving American Freedom, a new digital resource, explores U.S. history and civics through primary sources. Come learn how its design fosters teaching reading and writing in the social studies classroom.
Beth Twiss Houting, Historical Society of Pennsylvania, Philadelphia, PA, US
How to Select and Frame Historical and Contemporary Controversies to Promote High-Quality DiscussionSubmitted by TimDaly on Thu, 08/01/2013 - 2:51pm
Discussions that promote powerful learning about public issues need to be focused on important questions that help students explore core concepts, weigh empirical evidence, and deliberate tensions among core values.
Christopher Esposito, Downers Grove South High School, Downers Grove, IL, US