Secondary Level-High School
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
What can be taught about religion in public schools? How can religion be integrated to promote tolerance and global awareness? We’ll share ideas for games, discussion, and activities! Materials provided.
Russell Binkley, Western Carolina University, Cullowhee, NC, US; James Daly, Seton Hall University, South Orange, NJ, US; Melissa Marks, University of Pittsburgh at Greensburg, Greensburg, PA, US
Popular music often addresses the issues of today. Yet, some songs tell the story of past historical events that correspond to primary source documents from that time period.
Brent Chowen, Brigham Young University--Hawaii, Laie, HI, US
Biology, cognitive load, mindfulness, stress, and anxiety all have an impact on learning. Find out what researchers are discovering about these connections.
Peter Masciopinto, Glen Brook South High School, Glenview, IL, US; Hilary Rosenthal, Bolingbrook, IL
Socratic Seminar is facilitated discussion that teaches students to ask questions, engage in dialogue, and to understand complex content. It's an excellent way to engage in issues of social justice.
Brian Gibbs, University of Wisconsin, Madison, Madison, WI, US
How can students get involved in finding "untold stories" about African American History? This session helps schools engage students in civic learning experiences that center around preserving African American history.
John Moore, Western Kentucky University, Bowling Green, KY, US; Barry Thomas, Omaha Public Schools, Omaha, NE, US
Participants will learn how to "issue-ize" their existing instructional units in American history and world history by applying an issues-centered focus to increase student engagement and understanding.
Ronald Evans, San Diego State University, San Diego, CA, US; William Fernekes, Rider University, Lawrenceville, NJ, US; Arlene Gardner, New Jersey Center for Civic Education, Piscataway, NJ, US; Gregg Jorgensen, Western Illinois University, Macomb, IL, US; Kim Koeppen, Hamline University, St. Paul, MN, US; Mark Previte, University of Pittsburgh, Johnstown, Johnstown, PA, US