This presentation focuses on strategies to reduce gender inequities in the presentation of American history, including using narratives, historical empathy, textbooks, and gender-neutral historical situations. Specific historical content examples will include Westward Expansion and the civil rights movement in the United States.
Ginney Wright, University of Arkansas, Fayetteville, AR, US
What do our students know about the events of September 11, 2001? What should they know, and why? This workshop provides strategies to address a cataclysmic event in U.S. history.
Christy Holt, Manatee County Public Schools, Bradenton, FL, US; Mark Pearcy, Rider University, Lawrenceville, NJ, US
Digital resources are poised to replace the traditional textbook in your classroom. Come to learn about options available to you in the areas of U.S. and World History.
Aaron Willis, Social Studies School Service, Culver City, CA, US
Practice effective and proven strategies to assist students in identifying the core components of argumentative writing and making explicit and clear connections between claims, reasoning, evidence, and counterclaims, as outlined in the Common Core State Standards.
Sarah Brown, Spanish Springs High School, Sparks, NV, US; Angela Orr, Washoe County School District, Reno, NV, US
Illuminates historical context for “achievement gap” and equally-troubling civic empowerment gap, modeling how to have safe productive conversations about race, achievement, and intelligence and equipping participants to avoid “oppressive pedagogy.”
Sanda Balaban, Facing History and Ourselvs, New York, NY, US; Steven Becton, Facing History and Ourselves, Memphis, TN, US
Attendees will explore the Who Speaks for the Negro? digital archive with a focus on project-based learning using primary sources. Strong connections will be made to Common Core Standards.
Mona Frederick, Vanderbilt University, Nashville, TN, US; Andrew Hostetler, Vanderbilt University, Nashville, TN, US; Miriam Martin, Vanderbilt University, Nashville, TN, US
Discussion of approaches for teaching foreign policy powers including ways to help students apply literacy and critical thinking skills in understanding congressional and presidential roles in developing 21st century policies.
Kimberly Siracuse, Ashland High School, Ashland, OH, US; William Tinkler, The College Board, Duluth, GA, US
Experience this legislative simulation featured in the Civic Mission of Schools “No Excuses” report. Walk away with common core materials and inclusion techniques that facilitate C3 success.
Mary Ellen Daneels, Community High School, West Chicago, IL, US; Lisa Willuweit, Community High School, West Chicago, IL, US
One hundred years of Federal Reserve adventures--expansions, recessions, gas shortages, unemployment, the Great Inflation, the Great Stagnation, the financial meltdown and recovery--you can't make this stuff up!
Barb Flowers, Federal Reserve Bank of St. Louis, St. Louis, MO, US; Gloria Guzman, Federal Reserve Bank of Atlanta-Miami Branch, Miami, FL, US; Karen Kokernak, Federal Reserve Bank of Richmond-Baltimore Branch, Baltimore, MD, US; Julie Kornegay, Federal Reserve Bank of Atlanta-Birmingham Branch, Birmingham, AL, US; Jackie Morgan, Federal Reserve Bank of Atlanta-Nashville Branch, Nashville, TN
Highlighting the interdisciplinary nature of essential questions, this presentation will feature exemplar lessons from social studies teachers and a science teacher from the Teachers For Global Classrooms Class of 2013.
Michael Baer, South Adams High School, Berne, IN, US; John Siegrist, School District of Lancaster, Lancaster, PA, US; Julie Wakefield, McQueen High School, Reno, NV, US