Secondary Level-High School
First session in four-part symposium. Focuses on resources that increase engagement in reading/writing in interactive format. Offers proven resources to excite students and introduces blogging and book trailers as methodologies.
Chris Salituro, Stevenson High School, Lincolnshire, IL; Hayley Lotspeich, Wheaton North High School, Wheaton, IL; Jean Shin, American Sociological Association, Washington, DC
The EMK Institute will discuss its educational programming and immersive visitor experience teaching about our government through the history and contributions of the United States Senate.
Nell Breyer, The Edward M. Kennedy Institute for the United States Senate, Boston, MA
A car‚Äôs dashboard describes its performance. Have students create a dashboard of economic performance for the U.S. during the Great Recession. Engage data, analyze primary sources and evaluate news stories.
Princeton Williams, Federal Reserve Bank of Dallas, Dallas, TX; Stephen Clayton, Federal Reserve Bank of Dallas, Dallas, TX
Teach Deeply will present and workshop their method for teaching about complex global issues; 40-minute lesson plans that educate middle/high school students about the Syrian conflict as well as Afghanistan.
Kristin Nolan, News Deeply/ Teach Deeply, New York, NY, @TeachDeeply
Deportations...DREAM Act...border fence...bipartisan reform? Immigration issues make headlines. Learn exciting, interactive classroom strategies to address controversial issues. Take home carefully balanced lessons on immigration you can use with your students.
Damon Huss, Constitutional Rights Foundation, Los Angeles, CA, @crfusa; Lourdes Morales, Constitutional Rights Foundation, Los Angeles, CA
Teach students reasoning and civics skills using Library of Congress primary sources and Marcellus Shale informational text. Guide them to visible learning using the Common Core aligned LDC writing frameworks.
Michael Brna, California University of Pennsylvania, California, PA
Learn to plant seeds of inquiry in US History! As entry points into the past, short texts reveal enough content to capture student interest, jumpstart inquiry, and cultivate learning pathways.
Tina Heafner, University of North Carolina at Charlotte, Charlotte, NC; Dixie Massey, University of Washington, Seattle, WA
History students often have trouble reading and understanding assigned documents. Reading guides lead students through the various levels of reading comprehension. Examples are drawn from the American civil rights movement.
Robert Green, Clemson University, Clemson, SC
This session explores one district's experience with C3 curriculum alignment. Highlighting the challenges and lessons learned, this session will provide opportunities to learn about the C3 and curricular renovation.
Katie Nease, Rockwood School District, Eureka, MO; Jessica Vehlewald, Rockwood School District, Eureka, MO; Kathy Swan, University of Kentucky, Lexington, KY; Lauren Colley, University of Kentucky, Lexington, KY
James Liou, Boston Public Schools, Boston, MA